SCHOOL HEALTH ENVIRONMENT AND …...SCHOOL HEALTH ENVIRONMENT AND LUNCHROOMS FORM (SHELF) Introduction: Welcome to the School Health Environment and Lunchrooms Form \ 匀䠀䔀䰀䘀尩
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SNAP-Ed Evaluation Team | FFY20 SCHOOL HEALTH ENVIRONMENT AND LUNCHROOMS FORM (SHELF)
SCHOOL HEALTH ENVIRONMENT AND LUNCHROOMS FORM (SHELF)
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Presentation Notes
Introduction: Welcome to the School Health Environment and Lunchrooms Form (SHELF) Training for Washington State SNAP-Ed. Prior to reviewing this training webinar, you should have reviewed the tool in detail and identified which staff member will complete the tool with your school partner or partners. Housekeeping: Recording: A recording will be posted to the SNAP-Ed website, and an email will be sent out to the PEAS group to let them know when this is posted. Question box: Use the question box to share questions with us Handout: Download the handout Polls: We’ll launch several polls during the webinar to get your thoughts
Katie Tong, MSPSE Evaluator
SNAP-Ed Evaluation Team
Meet your PEAS Training Lead!
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Introductions Before we get too far in the weeds, we wanted to take a minute to introduce ourselves. I’m Katie Tong – I previously worked as the regional lead in Region 4 and joined the SNAP-Ed Evaluation Team in June to work on PSE evaluation. I’m excited to join you for this training, and looking forward to kicking off the PSE Evaluation Approaches Study (PEAS).
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SHELF Training Overview
Learning objectivesSHELF overview
Coordinating with partnersSubmitting data
Next steps Q&A
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Presentation Notes
A brief overview of what will be covered on this training – Learning Objectives: We’ll start out by sharing SHELF learning objectives to guide our training. SHELF Overview: From there, we’ll deep dive into the SHELF tool itself, reviewing the content in each of the sections, as well as recommendations for completion. Coordinating with partners: Next, we’ll discuss best practices for introducing SHELF to and coordinating logistics with partners. Submitting Data: Then we’ll discuss two options to submit SHELF data to the SNAP-Ed Evaluation Team. Interpreting Results: We’ll wrap up by discussing best practices for reviewing, interpreting and sharing results back with your partners. Q&A: Feel free to submit questions through the question box throughout the webinar. We’ll also have a dedicated Q&A time at the end in case we’re unable to respond during the presentation.
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SHELF Training Overview
Learning objectivesSHELF overview
Coordinating with partnersSubmitting data
Next steps Q&A
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Presentation Notes
Again, we’ll start off with learning objectives.
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Learning Objectives
Become familiar with information covered in 3 key sections of the SHELF
Identify best practices to introduce tools and coordinate testing with your partner
Understand SHELF completion timeline and how to submit results
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Become familiar with information covered in 3 key sections of the SHELF We want you to have a strong grasp on the information that SHELF covers, so that you’ll feel comfortable gathering this information when you’re on site with your school partner. The more familiar you are with the tool, the easier it will be to use. Identify best practices to introduce tools and coordinate testing with your partner We spoke with several local agencies who had used environmental tools as well as the IA Leadership Team, and consistently heard how important it is to frame the tool when approaching partners. We’ll provide talking points, and suggestions for how best to coordinate. Understand SHELF completion timeline and how to submit results We want you to feel confident about next steps and timeline after leaving this webinar.
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SHELF Training Overview
Learning objectivesSHELF overview
Coordinating with partnersSubmitting data
Next stepsQ&A
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Presentation Notes
Now, we’ll jump into an overview of the SHELF tool and content.
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Wellness Policies
Physical Activity Environment
Healthy Eating Environment• Nutrition Services• Smarter Lunchrooms Scorecard• Farm to School + Gardens
What does the SHELF cover?
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The SHELF tool has 3 main sections, focusing on different parts of a school’s wellness environment. Each section is scored, and combined into a total score at the end. This score shows where a school is doing well in promoting wellness, and areas where there is opportunity for growth and new projects.
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How is SHELF data collected?
• What do you observe in the school environment?Observation
• What has been documented in the wellness policy?Wellness Policy
• Who has the knowledge to help you respond accurately?Conversations
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You’ll be collecting SHELF tool data! Observation: You’ll be able to respond to some items by observing the school environment. For example, you’ll complete all of the items for the Smarter Lunchrooms Scorecard through observing the cafeteria. Wellness Policy: Before meeting with key informants, it will be helpful to ask to see a copy of the school’s wellness policy. The 2004 Child Nutrition and WIC Reauthorization Act required all schools participating in free/reduced lunch and other federal school meal programs to have wellness policies in place by 2007. Meeting with Key Staff: You’ll need to spend some time a principal or administrator who has a thorough grasp of the school’s policies for students, teachers, support staff and the school environment. You may need to meet with a member of the school district’s nutrition service program.
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Watch for this symbol!Read the box for guidance on filling out the section
SHELF Sections – Wellness Policy
The Wellness Policy section has 6 questions covering: Local wellness policies Oversight and implementation of
wellness policies
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The Wellness Policy has six questions. To fill out this portion of the SHELF tool, you will most likely need the aid of someone who is familiar with wellness policies – a principal, administrator or wellness coordinator. Try to obtain a copy of the wellness policy to review first, then talk to someone who is familiar with how the policy is being implemented.
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SHELF Sections – Wellness Policy
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1. Talk to someone! 2. Talk to someone!
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SHELF Sections – Wellness Policy
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3. Look on website, talk to someone 4. Talk to someone!
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SHELF Sections – Wellness Policy
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5. May be able to observe some aspects; talk to someone! 6. Talk to someone!
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SHELF Sections – Wellness Policy
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5. May be able to observe some aspects; talk to someone! 6. Talk to someone!
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SHELF Sections – Physical Activity Environment
The Physical Activity Environment section has 13 questions covering: Physical education curriculum Staff training around physical activity Physical activity policies in the
classroom Before and after school physical
activity opportunities
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The next section on the SHELF Tool is the Physical Activity Environment, which has 13 questions. To fill out this section, you may want to reference the school wellness policy as well as talk to PE teachers, principals or administrators. It may also be helpful to talk with a few teachers about the physical activity environment in their classrooms.
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SHELF Sections – Physical Activity Environment
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7. Review wellness policy and talk to someone!
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SHELF Sections – Physical Activity Environment
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8. Wellness policy; talk to somone 9. Wellness policy; talk to someone!
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SHELF Sections – Physical Activity Environment
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10. Wellness policy; talk to someone! 11. Wellness policy ; talk to someone!
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SHELF Sections – Physical Activity Environment
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12. Wellness policy; talk to someone! 13. Classroom teacher – talk to someone!
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SHELF Sections – Physical Activity Environment
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14. Observation; talk to someone 15. Observation (school schedule)
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SHELF Sections – Physical Activity Environment
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16. Observation/talk with classroom teacher 17. Talk with someone
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SHELF Sections – Physical Activity Environment
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18. Observation; talk with someone! 19. Talk with someone (classroom teacher)
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SHELF Sections – Nutrition Services
The Nutrition Services section has 9 questions covering: School breakfast and lunch policies Training for nutrition service and
other staff Access to water and healthy snacks
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The Nutrition Services section has 9 questions. Depending on the school, nutrition services may be run through a central, district-wide program. You can ask your school administrators and nutrition service staff if there’s a central person you should talk to for these questions. Teachers and administrators should be able to help answer the last couple of questions.
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SHELF Sections – Nutrition Services
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20. Observation 21. Observation
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SHELF Sections – Nutrition Services
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22. Talk with a staff person!
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SHELF Sections – Nutrition Services
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23. Talk with someone! 24. Observation 25. Observation
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SHELF Sections – Nutrition Services
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26. Talk with someone. 27. Observation – look at the school schedule or wellness policy
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SHELF Sections – Nutrition Services
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28. Talk with someone!
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SHELF Sections – Smarter Lunchrooms Scorecard
The SLM Scorecard has 8 sections: Fruit and vegetables Reimbursable meals Lunchroom atmosphere Student involvement School community involvement
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The Smarter Lunchrooms Scorecard is an environmental scan – by observing the cafeteria or lunchroom, you’ll create a snapshot of that environment. This will help identify what mechanisms are in place to support healthy, nutritious eating. You should be able to complete most if not all items in this section through observation. Check with the school to see when you can spend a day just observing the lunchroom. There may be some questions that you’ll need cafeteria staff to help answer. If so, find a time when they’ll be able to talk with you for 10 to 20 minutes.
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SHELF Sections – Smarter Lunchrooms Scorecard
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For these questions, you’re selecting as many of the responses as apply.
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SHELF Sections – Smarter Lunchrooms Scorecard
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SHELF Sections – Smarter Lunchrooms Scorecard
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SHELF Sections – Smarter Lunchrooms Scorecard
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Watch for this symbol!Read the box for guidance on filling out the section
SHELF Sections – Farm to School + Gardens
The Farm to School + Gardens section has 4 questions covering: Farm to School activities School gardens
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The Farm to School + Gardens section has 4 questions. Check with your school’s administrators and principal to see if they have a school garden program. If not, that part of the SHELF Tool can be skipped.
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SHELF Sections – Farm to School + Gardens
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29. This might require a few different types of data collection to accurately respond to the entire item – you could observe whether the school hosts a market, whether messaging is used to reinforce learning about agriculture and nutrition, as well as whether the school has a garden. You may need to review the school meals menu to see if local products are integrated.
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SHELF Sections – Farm to School + Gardens
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30. Talk with someone! 31. Observation 32. Talk with someone!
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SHELF Training Overview
Learning objectivesSHELF overview
Coordinating with partnersSubmitting data
Next stepsQ&A
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Presentation Notes
Moving on to recommendations to coordinate with partners...
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Communication Strategies
Phone Email In-person ?
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Logistics: use the communication method that has worked best for previous work – face-to-face meetings, email, phone call, whatever you think might be best! Remember, you’ll be in charge of gathering information to complete the SHELF, but you’ll need your partner’s help for some of the items. Example: For a similar type of checklist, a local agency emailed an overview of the tool to their partner, then met with their partner for a follow-up visit to explain in person. They also shared about the process during teacher/staff training and parent engagement nights to increase buy-in. Takeaway: Think about what’s most important to your partner (e.g., who should be at the table) and what will make it easiest to share the information (e.g., how) It’ll also be important to think about how you frame the SHELF by focusing on the benefits…
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What are some benefits of the SHELF tool?
Pinpoint opportunities for SNAP-Ed to support schools
Use our resources strategically
Identify joint priorities –immediate and longer-term
Evaluate changes over time
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Buy-in: Getting buy-in from your partner is closely tied to how you frame it – focus on the SHELF as a tool or opportunity to learn more about the school environment. In general, you want to highlight the benefits, which include… Help identify priorities – immediate and longer-term Use resources strategically Help pinpoint opportunities for SNAP-Ed to provide targeted, meaningful support Evaluate or measure changes over time Avoid calling it an assessment Healthy, Hunger Free Kids Act 2010 policy – expanded local school wellness requirements (final rule) “assess and disclose schools’ compliance with the local school wellness policies” SHELF can help meet this requirement!
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How can I coordinate with my school partner?
Begin conversations
early!
Work with partner
schedules
Make a list of what you need
*If you’re having trouble getting buy-in or follow-through, reach out to the SNAP-Ed evaluation team!
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How can I coordinate with partners? Time: Begin conversations with your school partner early to schedule observations days/times (e.g., Smarter Lunchrooms Scorecard), and brief calls/interviews with key staff members Work with partner schedules: Work on establishing a rough timeline for completion, and when you can meet with the people who can help fill out the tool Make a list of what you need: Make a list of necessary documents (e.g., wellness policy, curriculum standards) – you may want to try searching for these online first then ask your partner to provide copies if needed. It may also be helpful to talk to someone if there are items you can’t respond to based on observation or documents you have access to - take a first pass at completing the SHELF, then make a list of remaining items and who to reach out to about those items. This will cut down on the number of times you need to go back and forth to complete the tool. As a reminder, the intent of the SHELF tool is to evaluate where a school is currently at in their wellness policies and environment, and what are the opportunities for SNAP-Ed to help that school grow their wellness programs.
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SHELF Training Overview
Learning objectivesSHELF overview
Coordinating with partnersSubmitting data
Next stepsQ&A
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Presentation Notes
Now that you’ve completed the SHELF, you’ll need to submit the data to the SNAP-Ed evaluation team.
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How can I submit SHELF results?
Update PEARS PSE Entry
Scan and attach SHELF results to
PEARS entry
Mail hardcopy of SHELF using
prepaid envelopes
1 2
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First, you’ll want to update your PEARS PSE entry to reflect your use of a needs assessment. From there, there are two ways to share SHELF results with the SNAP-Ed Evaluation Team: You can scan and attach to PEARS PSE entry for the appropriate site – this is the preferred option! You can make a copy of the SHELF and mail it to the SNAP-Ed Evaluation Team using prepaid envelopes – please let us know if you need envelopes!
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Updating your PEARS PSE Entry
Start by selecting ‘PSE Site Activities’ from the ‘Track’ drop-down menu
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Now, I’ll briefly walk you through how to update your PEARS PSE Entry – if you need additional guidance around entering PSE activities, please review the evaluation guidance or training videos on the SNAP-Ed website, or check out the PEARS support site by clicking on the question mark in the upper right corner. Begin by selecting ‘PSE Site Activities’ from the ‘Track’ drop-down menu. From there, you can use the ‘Filter’ button at the top right-hand corner to search for the PEARS PSE entry that corresponds to your food bank site.
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Updating your PEARS PSE Entry
Navigate to the Needs, Readiness & Effectiveness Section using the panel on the right-hand side.
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Once you’ve found the right PSE entry, navigate to the ‘Needs, Readiness & Effectiveness’ Section.
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Updating your PEARS PSE Entry
On the Needs, Readiness & Effectiveness section, select ‘yes’ when asked about conducting needs or readiness assessments. You’ll then click ‘Add Assessment’ to include details.
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Once you’ve found the right PSE entry, navigate to the ‘Needs, Readiness & Effectiveness’ Section.
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Updating your PEARS PSE Entry
Follow the prompts to describe the SHELF, date of assessment, description of results and score.
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When you click ‘Add Assessment’, the following prompts will appear. Select ‘needs assessment/environmental scan’ from the drop-down menu on the first box. Use the search box in the ‘survey instrument’ field to search for and select the ‘Healthy Food Pantry Assessment Tool’. Next, you’ll enter the date, a brief description of baseline results and the score. You’ll notice that there are additional fields for a follow-up assessment. The information from your baseline assessment will copy over when you copy this entry to the next fiscal year.
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Attaching to PEARS PSE Entry
Navigate to the General Information Section using the panel on the right-hand side.
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Now, use the panel on the right-hand side to navigate to the ‘General Information’ section.
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Attaching to PEARS PSE Entry
Use the ‘File Attachments’ option at the bottom of the General Information section to add your SHELF results file
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Scroll to the bottom of the General Information section, and you’ll find an option to add file attachments. Either click on ‘select’ to open up your file library or drag the SHELF file to the box to upload. When you’re finished, hit ‘save’.
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Mailing with Prepaid Envelope
Washington State Department of HealthATTN: RAE Unit, Office of Nutrition ServicesPO Box 47886Olympia, WA 98504
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Another option if you’d prefer not to attach the file to your PEARS entry, is to mail us a hardcopy of the SHELF results. Let us know if you’d like to mail results to the SNAP-Ed Evaluation Team, and we’ll send you a prepaid envelope.
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SHELF Training Overview
Learning objectivesCoordinating with partners
SHELF overviewSubmitting data
Next stepsQ&A
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Next Steps
Mid-November
• Complete SHELF training
November/ December
• Coordinate with partner(s)
• Complete tool• Submit results
January/ February
• Debrief with SNAP-Ed evaluation team
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Early November: complete SHELF training November-December: coordinate with your partner to complete the tool, and submit them to SNAP-Ed evaluation team – do the best you can with this timeline! Ideally, we’d want to complete at the beginning of the FFY to provide more of a baseline before you begin implementing activities/changes. This year, we’re focusing on testing feasibility so November/December is okay. We’ll also be looking at how often to complete as part of PEAS. Some wiggle room, we would prefer by end of the year Contact us if its not possible, we’ll find a way to work with you and your partners January-February: we’ll reach out to set up a debrief to hear about your experience using the tool and any recommendations you might make based on that experience
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SHELF Training Overview
Learning objectivesCoordinating with partners
SHELF overviewSubmitting data
Next stepsQ&A
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Presentation Notes
Now we’ll move on to Q&A. For those of you watching the recording, you’ll be able to find a list of FAQs from the recorded webinar at the Washington SNAP-Ed website – link provided on the next slide.
Find this training and other resources online at: https://wasnap-ed.org/evaluation
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Email: Please don’t hesitate to reach out with questions or feedback. You can reach our team at [email protected]. Web: Once we’ve finalized this recording, it will be available online – along with other resources – at the Washington SNAP-Ed website.
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A huge thank you for joining us! On behalf of the SNAP-Ed Evaluation Team, we’re looking forward to learning more about your experiences using the HFPAT and identifying a tool that works well for SNAP-Ed in Washington. Thank you for your time and willingness to take this next step forward with us.
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