ohio snap-ed qualitative reporting system...ohio snap-ed program assistants are required to report...

lac

d insert image.

Ohio SNAP-Ed Qualitative Reporting System User Manual – FY 2018 Edition

2

Table of Contents

Page

Qualitative Evaluation of Ohio SNAP-Ed Programming 3

Part 1 – Overview of the SNAP-Ed Evaluation Framework 4

Part 2 – Reporting Qualitative Data at the Individual Level (Success Stories) 7

Part 3 – Reporting Qualitative Data at the Environmental Level (PSE’s) 11

Part 4 – Reporting Qualitative Data at the Sectors of Influence Level (PSE’s) 18

3

Qualitative Evaluation of Ohio SNAP-Ed Programming

Each fiscal year, Ohio SNAP-Ed collects and reports evaluation data from our community nutrition education efforts. Data collected include quantitative information (such as number of program participants reached, number and type of nutrition education programs delivered, nutrition topics taught, program partners and delivery locations, participant demographics, and participant behavior changes). Numbers are great, but they only provide one piece of the puzzle. In order to get a more rounded and complete understanding of the impact that SNAP-Ed programming makes in communities throughout Ohio, it is essential to collect and report qualitative information. Qualitative information collected and reported as part of SNAP-Ed programming falls into two basic categories: Success Stories (which are qualitative reports concerning an individual or small group of individuals from a direct education program) and Policy, Systems, and Environmental Change (PSE) efforts (which impact the community in which our participants live, play, eat, work, learn, and shop). Ohio SNAP-Ed Program Assistants are required to report qualitative data four times per year (one time per quarter). At least one of these qualitative reports must capture contributions made toward a PSE effort. When reporting a PSE, the Program Assistant should only report his or her specific contribution toward the overall effort. All qualitative data are reported in a common reporting system referred to as the Ohio SNAP-Ed Qualitative Reporting System (QRS). The purpose of this user manual is to guide the user through the process of using the QRS. If you have any questions, please contact the state team (614-247-2496) or your Regional Program Specialist.

4

Part 1 – Overview of the SNAP-Ed Evaluation Framework

The Ohio SNAP-Ed Qualitative Reporting System (QRS) relies on a general understanding of the national SNAP-Ed Evaluation Framework. Knowing how this framework is organized will help the Ohio SNAP-Ed Program Assistant see the “big picture” on where qualitative (and quantitative) data fit into general schematic of SNAP-Ed reporting. The SNAP-Ed Evaluation Framework is an evaluation model that allows SNAP-Ed to highlight program successes through the measurement of a specific set of 51 indicators across five levels. It was developed by a collaboration among several key stakeholders, including the Association of SNAP Nutrition Education Administrators (ASNNA), the National Collaborative on Childhood Obesity Research (NCCOR), twenty-eight state SNAP-Ed implementing agencies, and twenty-five external experts. It was first launched in the SNAP-Ed Western Region in 2013, where it was pilot-tested and reviewed extensively to arrive at the current framework structure. According to the FY’18 SNAP-Ed Plan Guidance, SNAP-Ed implementing agencies must use 3 approaches to delivering SNAP-Ed programming:

#1 – Individual, group, and family nutrition education & physical activity promotion #2 – Comprehensive, multi-level interventions in environmental settings #3 – Community & public health approaches that reach a large segment of the population

Each of these approaches requires the collection and reporting of both quantitative and qualitative data. The first approach corresponds to direct nutrition education. Data about participants’ behavior change is captured quantitatively at the Individual Level of the SNAP-Ed Evaluation Framework. The second approach is where PSE efforts begin to be captured. Data reported for PSE efforts includes both quantitative data and qualitative data, although the focus for Ohio SNAP-Ed is on the qualitative part. The third approach also involves PSE efforts, although PSE efforts at this level are larger in scale than those captured in the second approach. While each of the three approaches is instrumental for creating a well-rounded community nutrition program that shows impact, research has shown that incorporating all three approaches yields the best chance at sustainable behavior change.

5

Levels The SNAP-Ed Evaluation Framework consists of five levels as shown in Figure 1:

1. Individual Level 2. Environmental Settings Level 3. Sectors of Influence Level 4. Population Results Level 5. Societal Norms & Values Level

Figure 1: The SNAP-Ed Evaluation Framework Outcomes Levels 1-3 each have three types of outcome levels at which the various indictors are measured: short-term, medium-term, and long-term. The interventions and actions accomplished at Levels 1 through 3 influence Levels 4 and 5. Short-term outcomes measure readiness and capacity. At the Individual Level, this might be how likely the participant is to perform a certain behavior, such as exercising

1

2

3

4

5

6

30 minutes each day or eating less sodium. At the Environmental Settings Level, short-term outcomes measure the readiness of an organization or agency to make a change to the environment or set a new policy, or the identification of a champion who will take the lead in making the change, or the forging of new partnerships that include SNAP-Ed for identifying and working toward changes. At the Sectors of Influence Level, short-term outcomes mainly concern the establishment of multi-sector partnerships across at least 5 diverse organizations. Medium-term outcomes measure the actual changes, usually immediately following an intervention (0-6 months post-intervention). At the Individual Level, this could include measuring behavior change from a series of group nutrition education classes. It might also include reporting qualitative data from that group nutrition class, such as a participant giving a testimonial about information acquired from that class. At the Environmental Settings Level, medium-term outcomes measure an organization’s adoption of practices, policies, or environmental changes that promote healthy nutrition or physical activity practices. At the Sectors of Influence Level, changes that affect multiple sectors of a community that support nutrition or physical activity choices are measured. Long-term outcomes measure effectiveness and maintenance of an intervention. At the Individual Level, this can be accomplished by measuring whether a participant or group of participants have sustained the behaviors they reported at the end of the nutrition education classes. At the Environmental Settings Level, the extent to which a change in an organization’s policies, practices, or environmental changes have been implemented and sustained is measured. At the Sectors of Influence Level, sustainability of community-wide initiatives across multiple sectors is measured. It is important to understand that the SNAP-Ed Evaluation Framework considers both quantitative and qualitative measurement. Both aspects are needed to capture the full extent to which the SNAP-eligible community is impacted by the interventions conducted as part of SNAP-Ed. This user manual will focus on the QUALITATIVE reporting of SNAP-Ed interventions at Levels 1-3 of the Evaluation Framework and corresponds to filling out the online SNAP-Ed Qualitative Reporting System (QRS). While the QRS focuses on qualitative data reporting, there may be some instances where qualitative data are augmented by quantitative data to capture the full extent of the intervention’s scope and impact.

7

Part 2 – Reporting Qualitative Data at the Individual Level (Success Stories)

Qualitative accounts or impacts from the Individual Level are referred to as Success Stories in the Ohio SNAP-Ed program. Individual-Level qualitative reports (Success Stories) allow for the capture of the qualitative component of SNAP-Ed programming on an individual participant or group of participants who have participated in direct nutrition education programming. To be most meaningful, Success Stories should be about the results from a direct nutrition education program series, as research has found program series to be more effective than stand-alone, single lesson nutrition education programs.

To fill out the QRS for an Individual-Level qualitative report (Success Story), follow the steps outlined below.

1. Enter your full OSU email address. This is required by the system to allow a copy of your qualitative report summary to be sent to you, which you will then need to forward to your Regional Program Specialist.

2. Select the county where your Individual-Level qualitative report (Success Story)

occurred. If you cover multiple counties, it is especially important that you choose the correct county name from the drop-down list to ensure accurate reporting.

3. Enter the date of the Individual-Level qualitative report (Success Story). Be sure

to use the correct format, which is mm/dd/yyyy.

4. Select all target audiences that were implicated in the Individual-Level intervention that you are qualitatively reporting. NOTE: Individual-Level

8

qualitative reports (Success Stories) are only reported for the individual or groups that were DIRECTLY reached as a result of your direct nutrition education intervention. They do not include those participants reached through indirect means.

a. EXAMPLE: If your Individual-Level qualitative report (Success Story) is about a classroom of second graders who have shifted to healthier snack options as a result of your direct education program series, and you sent parent newsletters home as part of the program series, your Success Story’s target audience would only be the students, not the parents. This is because the parents were not DIRECTLY involved in the nutrition education program series.

5. Select which level of the SNAP-Ed Evaluation Framework your qualitative report

pertains to. For Success Stories, you will choose “Individual Level.” a. After selecting “Individual Level,” you will enter which outcome measures

you are reporting on. NOTE: for Individual-Level qualitative reports (Success Stories), you may only choose Medium-Term or Long-Term outcomes. We do not report on Short-Term, Individual Level interventions for Ohio SNAP-Ed.

b. Then, select which general category of indicator you are reporting on. If your Individual-Level qualitative report captures more than one indicator, select the primary indicator that is the focus of your qualitative report.

i. EXAMPLE: If your Individual-Level qualitative report was about an adult participant who consistently saves $20/month on her grocery bills after attending your nutrition education program series, you would choose “Food Resource Management” as your indicator.

6. Select whether the Individual-Level qualitative report (Success Story) was

completed within the past 6 months or if it was completed more than 6 months ago.

7. Select which type of setting your Individual-Level qualitative report took place in.

a. First, select the appropriate Environmental Setting Domain of the six options available:

Places where people EAT Places where people LEARN Places where people LIVE Places where people PLAY Places where people SHOP Places where people WORK

9

b. Next, select the general type of site that most accurately captures the

Environmental Setting Domain you specified previously. The types of sites for each Environmental Setting Domain are listed below.

EAT Fast food chains Restaurants Mobile vending

Congregate meal sites Summer meal sites Cafeterias

LEARN Early care & education Schools (K-12) After-school programs Cooperative Extension Colleges/universities Libraries

LIVE Faith-based centers Shelters Public housing Community organizations Rehab centers Group housing sites Family resource centers Health clinics

PLAY Parks/open spaces Bike/walking paths Community centers Gardens Fairgrounds Boys & Girls clubs YMCA

SHOP Large food stores Small food stores Food banks/pantries Farmers’ markets

WORK Low-wage worksites Job training/TANF SNAP offices Military bases

8. In the next field, write a brief description of the Individual-Level qualitative report

(Success Story). a. EXAMPLE 1: I delivered a series of 5 programs to an audience who were

residents of a public housing unit. The participants learned how to eat foods from each of the food groups in a budget-friendly way to ensure a balanced diet with limited income.

b. EXAMPLE 2: A series of 4 nutrition education programs were delivered to the students in a fourth grade classroom at Jones Elementary School. The program covered concepts about choosing healthy foods to fuel physical activity and gave examples of ways to stay active all year long.

9. Provide a written description of how the intervention was implemented, including

which program components were included. a. EXAMPLE 1: I delivered five, one-hour-long direct nutrition education

programs to an audience of public housing residents. Each program in the series was taught in the 4-A format and included information about cost-savings for each of the MyPlate food groups. Participants were given an opportunity to share their own “best practices” for saving money at the store.

b. EXAMPLE 2: The students in Mrs. Brown’s classroom took part in a series of four direct nutrition education programs. They were taught the positive

10

effects of physical activity on overall health, mood, concentration, and strength, as well as its role in maintaining energy balance. A newsletter was sent home to the students’ parents that summarized and extended the concepts covered in the classroom program.

10. Describe YOUR specific role in the intervention. What, specifically, did you

contribute to the intervention? a. EXAMPLE 1: My role in the intervention was to deliver the five nutrition

education programs to the public housing residents. b. EXAMPLE 2: My role in the intervention was to deliver four nutrition

education programs to fourth grade students in Jones Elementary School. I also send newsletters home to the students’ parents.

11. Describe the intervention’s outcomes or impacts. For Individual-Level qualitative

reporting, this might be what an individual participant directly reported to you, or it might be outcomes that were shared with you by a key stakeholder, such as a teacher or agency director.

a. EXAMPLE 1: Upon completion of the program series, one of the program participants shared that she trimmed $10-20 off each week’s grocery bill, despite the fact that she was actually purchasing more fresh produce.

b. EXAMPLE 2: The 25 students in Mrs. Brown’s class typically did sedentary activities during winter indoor recess. However, after implementing the nutrition programs that emphasized the importance of physical activity and showing the students some ways they could stay active during indoor recess, Mrs. Brown reported that her students regularly do 20-30 minutes of activity during indoor recess periods.

12. Select your job classification from the provided list.

13. Indicate all key stakeholders in the intervention. This may include other SNAP-Ed

or Extension personnel, as well as persons outside of Extension, such as agency personnel.

When you are finished inputting your Individual-Level qualitative report (Success Story), a summary of your responses will be automatically emailed to you. You must forward this information on to your Regional Program Specialist (RPS) and the Regional Office Associate who supports your RPS to verify that you submitted your report.

11

Part 3 – Reporting Qualitative Data at the Environmental Settings Level (PSE Efforts)

Qualitative accounts or impacts from the Environmental Settings Level are referred to as PSE efforts in the Ohio SNAP-Ed program. Environmental Settings-Level qualitative reports (PSE efforts) allow for the qualitative account of a policy, practice (systems), or environmental change that occurs within a SNAP-Ed partner site or organization that can, in part, be attributed to the efforts of SNAP-Ed. To be most effective, PSE efforts should be combined with other activities or components that reflect the needs & readiness for PSE change within an organization. The primary role of SNAP-Ed is to provide initial assistance, consultation, technical assistance, and a supportive infrastructure to help create appropriate changes that benefit the low-income population. While SNAP-Ed can identify an opportunity for a PSE effort at the partner site, and initiate a conversation with the site director, it is ultimately the responsibility of the participating site/organization to adopt, maintain, and enforce the PSE changes.

To fill out the QRS for an Environmental Settings-Level qualitative report (PSE effort), follow the steps outlined below.


2. Select the county where your Environmental Settings-Level qualitative report (PSE

effort) occurred. If you cover multiple counties, it is especially important that you

12

choose the correct county name from the drop-down list to ensure accurate reporting.

3. Enter the date of the Environmental Settings-Level qualitative report (PSE effort).

Be sure to use the correct format, which is mm/dd/yyyy.

4. Select all target audiences that were implicated in the Environmental Settings-Level intervention that you are qualitatively reporting. The target audience includes the participants who encounter the improved environment or are affected by the policy or systems change on a regular (typical) basis and are assumed to be influenced by it.

a. EXAMPLE: If your Environmental Settings-Level qualitative report (PSE effort) is about healthier concession options offered at sporting events at a local high school as a result of a partnership between SNAP-Ed and the school district, the target audience would include anyone who attended school functions and utilized the concession stands at the high school – this could be students, parents, teachers, and other community members.


pertains to. For “small scale” PSE efforts involving one or two SNAP-Ed partner sites, you will choose “Environmental Settings Level.”

a. After selecting “Environmental Settings Level,” you will enter which outcome measures you are reporting on. NOTE: for Environmental Settings-Level qualitative reports (PSE efforts), you may choose Short-Term, Medium-Term, or Long-Term outcomes.

i. Short-Term outcomes measure partnerships, champions, or an organization’s readiness/capacity to institute a PSE effort.

ii. Medium-Term outcomes measure the immediate result of a PSE effort involving nutrition support or physical activity promotion after it has been adopted by the organization. (Note that the organization does not need to have actually implemented the PSE effort at this stage.)

iii. Long-Term outcomes measure the sustainability and implementation of the PSE effort. (Said another way, these outcomes measure how and to what extent a PSE effort was implemented, and whether or not it was sustained.)

b. Then, select which general category of indicator you are reporting on according to the following table. If your PSE effort involves more than one indicator, select the primary indicator that is the focus of your qualitative report.

13

OUTCOME LEVEL

INDICATOR MEASURED WHAT IS BEING MEASURED

SHORT-TERM Readiness & capacity Readiness and need for change in settings or policies/systems at sites or organizations that support SNAP-Ed

Champions Individuals who have engaged in efforts, OUTSIDE of the delivery model of SNAP-Ed (direct education programming), to improve access or create appeal for nutrition and activity supports

Partnerships Working with service providers, community or organizational leaders, and SNAP-Ed representatives in SNAP-Ed settings

MEDIUM-TERM Nutrition supports Number of people reached and whether the PSE was adopted (at least 1 change in policy, system, or environment) by an organization for PSE efforts involving nutrition-related supports or physical activity supports

Physical activity supports

LONG-TERM Nutrition support implementation

Long-term indicators measure… o Implementation: whether the PSE

was delivered with fidelity/ as intended. To be effective and sustainable, these should be made as part of multi-component and multi-level interventions

o Effectiveness: achievement of the intended outcomes; closely linked with implementation

o Maintenance: relates to the number and average % increase of SNAP-Ed sites or organizations who have plan in place for maintaining the PSE

PA support implementation

Program recognition Media coverage Leveraged resources Planned sustainability Unexpected benefits

NOTE: If you select Short-Term Outcome, Champion – you then need to specify the role of your PSE effort’s champion from the provided list.

6. Select whether the Environmental Settings-Level qualitative report (PSE effort) is currently in process (planning, initiating, or implementing), or if it has been completed (within the past 6 months or more than 6 months ago).

7. Select which type of setting your Environmental Settings-Level qualitative report

took place in. a. First, select the appropriate Environmental Setting Domain of the six

14

options available: Places where people EAT Places where people LEARN Places where people LIVE Places where people PLAY Places where people SHOP Places where people WORK

b. Next, select the general type of site that most accurately captures the Environmental Setting Domain you specified previously. The type of sites for each Environmental Setting Domain are listed on the next page.








8. Identify all partners for the Environmental-Settings Level qualitative report (PSE

effort). You can list up to 10 partners. 9. Indicate the depth of the organizational relationship between SNAP-Ed and the

organization involved in the PSE effort. If you are unsure about which relationship to choose, select the option that most closely describes the partnership from your Sectors of Influence-Level qualitative report. Below is a brief description of each type of Organizational Relationship.

• Network – the partner agency has signed on as a member of a formalized

nutrition education network such as SNAP-Ed; ongoing dialogue and information-sharing

• Cooperator – the partner agency assists with referrals, providing space, distributing materials, or hosing community events

15

• Coordination (the partner agency maintains autonomous leadership but there is a common focus on group decision-making; shares resources to aid in adoption of PSE changes

• Coalition – the partner agency has longer-term commitment to join action in adopting nutrition or physical activity practices; shared leadership, definition of roles, generation of new resources

• Collaboration – the partner agency contributes to joint activities and has identified personnel who help make decisions about strategies and interventions; system with shared impacts, consensus-decision making, formal role assignments

10. If you specified that your Environmental Settings-Level qualitative report (PSE

effort) is currently in process – implementing or that it has been completed (either within the past 6 months or more than 6 months ago), you will then indicate whether or not a Policy Change was involved, a Systems Change was involved, and/or an Environmental Change was involved. This will occur over 3 separate questions. If you answer “yes” to any of these, you will then be directed to describe the type of change. NOTE: Your Environmental Settings-Level qualitative report (PSE effort) can involve more than one component, e.g. a policy change as well as an environmental change.

11. If you specified that your Environmental Settings-Level qualitative report (PSE

effort) is currently in process – implementing or that it has been completed (either within the past 6 months or more than 6 months ago), you will then enter:

a. The estimated reach – how many participants were affected by the PSE effort

b. Whether the reach was site-level (at one location) or organizational-level (across all sites affiliated with an organization)

i. EXAMPLE: If your PSE effort took place at Jones Elementary School, you would choose site-level reach. If your PSE effort took place at several elementary schools within the Millersburg School District, you would choose organizational-level reach.

c. A brief description of the method you used to come up with your estimated reach.

i. EXAMPLE: Let’s assume your PSE effort involved changing the snacks at a concession stand at a local area high school, and you reported that 500 people were affected by the PSE effort. The method you used to come up with the estimate of 500 people reached may have been that you contacted the school’s athletic director to obtain the number of people in attendance at the game

16

or event. This is what you would report in this field.

12. In the next field, write a brief description of the Environmental Settings-Level qualitative report (PSE effort). Identify the key elements that showcased SNAP-Ed’s contribution to the PSE effort.

a. EXAMPLE: As part of an effort to promote a healthier workplace environment at a low-wage job site, SNAP-Ed partnered with Goodwill Industries to increase awareness of physical activity. SNAP-Ed delivered a series of 4 programs to a group of workers at Goodwill Industries, incorporating physical activity messages in each of the lessons. Goodwill Industries gave employees opportunities to take 5 minute physical activity breaks every hour during the workday, and organized a group walking team during lunch breaks.

13. Provide a written description of how the intervention was implemented, including which program components were included.

a. EXAMPLE 1: I delivered four, one-hour-long direct nutrition education programs to an audience of employees at Goodwill Industries. Each program in the series was taught in the 4-A format and included information about the benefits of physical activity on one’s health, stamina, energy levels, and energy balance. The partner agency, Goodwill Industries, gave managerial support to its employees by allowing them to take 5-minute physical activity breaks after each hour of work. The partner agency also organized a walking group for employees to take part in during their lunch breaks.


contribute to the intervention? a. EXAMPLE 1: My role in the PSE effort was to deliver a series of 4 programs

to a group of workers at Goodwill Industries, incorporating physical activity messages in each of the lessons. I showed the participants how they can do different stretches, light weight-bearing exercises, and aerobic movement to maximize physical activity in the five-minute breaks granted by the employer, Goodwill Industries.

15. Describe the intervention’s outcomes or impacts. What were the main results

from the PSE effort? How were SNAP-Ed’s efforts in the PSE reflected in the outcomes?

b. EXAMPLE 1: After 2 months, employees at Goodwill Industries regularly participated in the 5-minute physical activity breaks provided by the

17

employer. The employees rotated among several of the physical activity examples provided during the SNAP-Ed nutrition education program series. Moreover, nearly 50% of the employees participated in the walking group at least 2 days a week.


17. Indicate all key stakeholders in the intervention. This may include other SNAP-Ed

or Extension personnel, as well as persons outside of Extension, such as agency personnel.

When you are finished inputting your Environmental Settings-Level qualitative report (PSE effort), a summary of your responses will be automatically emailed to you. You must forward this information on to your Regional Program Specialist (RPS) and the Regional Office Associate who supports your RPS to verify that you submitted your report.

18

Part 4 – Reporting Qualitative Data at the Sectors of Influence Level (Large-Scale PSE Efforts)

Qualitative accounts or impacts from the Sectors of Influence Settings Level can also be considered PSE efforts in the Ohio SNAP-Ed program. Sectors of Influence-Level qualitative reports (large-scale PSE efforts) allow for the qualitative account of a policy, practice (systems), or environmental change that occurs as a result of a diverse partnership among multiple SNAP-Ed partner sites or organizations in various community sectors that can, in part, be attributed to the efforts of SNAP-Ed. The SNAP-Ed Evaluation Framework Interpretive Guide identifies the following sectors:

• The food industry • Government • Public health and the healthcare industry • Education • Community design • Public safety • Media • Agriculture • Commercial marketing

At this level of the framework, it is difficult to tease out the relative contribution of SNAP-Ed from other state- or community-based programs. The multi-sector partnerships that include at least five diverse partners (including SNAP-Ed) should all have in place the following five elements in order to be successful:

1) A common agenda – a mutually agreed-upon solution to solving widespread problems

2) A shared system of measurement – a uniform way to track data to constantly monitor and review data outcomes

3) Mutually reinforcing activities – all partners should play a complementary role that identifies each partner’s strengths, resources, unique activities, and the collective results

4) Continuous communication – a shared vocabulary among all partners 5) A backbone support organization – an organization that builds the infrastructure

and manages or oversees the collaboration among the multi-sector partners

The primary focus of goals at the Sectors of Influence level is broad in scope (e.g. reforming food systems), and thus, it can be difficult to tease out the relative contribution of SNAP-Ed. It is therefore recommended to consider the collective impact

19

of partnerships among multiple agencies, of which SNAP-Ed is one partner. The SNAP-Ed Evaluation Framework Interpretive Guide specifies that partnerships occurring at the Sectors of Influence level must include at least five diverse community partners. The Sectors of Influence level of the framework seeks to address the question of the extent to which SNAP-Ed programs work with other sectors of the community to collectively impact lifelong healthy behaviors among the SNAP-Ed audience.

To fill out the QRS for a Sectors of Influence-Level qualitative report (large-scale PSE effort), follow the steps outlined below.


2. Select the county where your Sectors of Influence-Level qualitative report (large-

scale PSE effort) occurred. If you cover multiple counties, it is especially important that you choose the correct county name from the drop-down list to ensure accurate reporting.

3. Enter the date of the Sectors of Influence-Level qualitative report (large-scale PSE

effort). Be sure to use the correct format, which is mm/dd/yyyy.

4. Select all target audiences that were implicated in the Sectors of Influence-Level intervention that you are qualitatively reporting. The target audience includes the participants who encounter the improved environment or are affected by the policy or systems change on a regular (typical) basis and are assumed to be influenced by it.

20


pertains to. For “large scale” PSE efforts involving at least five diverse SNAP-Ed partner sites, you will choose “Sectors of Influence Level.”

a. After selecting “Sectors of Influence Level,” you will enter which outcome measures you are reporting on. NOTE: for the majority of Sectors of Influence-Level qualitative reports (large-scale PSE efforts), you will be reporting short-term outcomes only. This is because these large-scale PSE efforts take time to form and come together. Most SNAP-Ed counties in Ohio will not have Medium-Term outcomes to measure at the Sectors of Influence level for at least one fiscal year, perhaps longer. Even if you are a county who is working collaboratively as part of the state SNAP-Ed social marketing campaign, you will not have Medium-Term outcomes to report until at least Fiscal Year 2018.

i. Short-Term outcomes measure multi-sector partnerships and planning efforts.

ii. Medium-Term outcomes measure the immediate result of a large-scale PSE effort that impact government policies, agriculture, educational policies, community design and safety, health care clinical-community linkages, social marketing, and media practices.

iii. Long-Term outcomes measure the sustainability and implementation of the large-scale PSE effort on such areas as food systems, government investments, agriculture sales and incentives, educational attainment, shared-use streets and crime reduction, health care cost savings, commercial marketing of healthy foods and beverages, and community-wide recognition programs.

b. Then, select which general category of indicator you are reporting on according to the following table. Because the majority of large-scale PSE’s being reported by SNAP-Ed involve the reporting of Short-Term outcomes, the indicator choice would be “Multi-Sector Partnerships and Planning.”

6. Select whether the Sectors of Influence-Level qualitative report (large-scale PSE

effort) is currently in process (planning, initiating, or implementing), or if it has been completed (within the past 6 months or more than 6 months ago).

7. Select which type of setting your Sectors of Influence-Level qualitative report

took place in. c. First, select the appropriate Environmental Setting Domain of the six

options available:

21

Places where people EAT Places where people LEARN Places where people LIVE Places where people PLAY Places where people SHOP Places where people WORK

d. Next, select the general type of site that most accurately captures the Environmental Setting Domain you specified previously. The type of sites for each Environmental Setting Domain are listed on the next page.








8. Identify all partners for the Sectors of Influence-Level qualitative report (large-

scale PSE effort). You can list up to 10 partners but must include a minimum of five, including SNAP-Ed.

9. Indicate the depth of the organizational relationship between SNAP-Ed and the

organization involved in the large-scale PSE effort. If you are unsure about which relationship to choose, select the option that most closely describes the partnership from your Sectors of Influence-Level qualitative report. Below is a brief description of each type of Organizational Relationship.

• Network – the partner agency has signed on as a member of a formalized

nutrition education network such as SNAP-Ed; ongoing dialogue and information-sharing

• Cooperator – the partner agency assists with referrals, providing space, distributing materials, or hosing community events

22

• Coordination (the partner agency maintains autonomous leadership but there is a common focus on group decision-making; shares resources to aid in adoption of PSE changes

• Coalition – the partner agency has longer-term commitment to join action in adopting nutrition or physical activity practices; shared leadership, definition of roles, generation of new resources

• Collaboration – the partner agency contributes to joint activities and has identified personnel who help make decisions about strategies and interventions; system with shared impacts, consensus-decision making, formal role assignments

10. Select the sectors that were involved in the Sectors of Influence-level qualitative

report (large-scale PSE effort). Then, input the number of different partner agencies represented in each of the sectors you chose.

11. In the next field, write a brief description of the Sectors of Influence-Level

qualitative report (large-scale PSE effort).

12. Provide a written description of how the intervention was implemented, including which program components were included.


contribute to the intervention?

14. If you are reporting a Medium-Term or Long-Term Sectors of Influence-Level qualitative report (large-scale PSE), describe the intervention’s outcomes or impacts.


16. Indicate all key stakeholders in the intervention. This may include other SNAP-Ed or Extension personnel, as well as persons outside of Extension, such as agency personnel.

When you are finished inputting your Sectors of Influence-Level qualitative report (large-scale PSE effort), a summary of your responses will be automatically emailed to you. You must forward this information on to your Regional Program Specialist (RPS) and the Regional Office Associate who supports your RPS to verify that you submitted your report.

ohio snap-ed qualitative reporting system...ohio snap-ed program assistants are required to report...

Documents