Completing SNAP-Ed Evaluation Plans tab of 2015 SOARS Plan of Work
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Instructions for SNAP-Ed Faculty Evaluation
SNAP-Ed Project: A – Hub/Core Setting Framework/GOAL 1 (Persons and families eligible for SNAP will consume a healthy
diet within a limited budget, and balance energy intake with energy expended through physical activity).
Type of Evaluation:
Outcome evaluation: Focused on educational outcomes using a pre-post design (but no comparison group).
Evaluation Questions that will be addressed:
 Do adults and children who participate in SNAP-Ed increase their use of MyPlate when planning and preparing their meals
by 10%, on average, from baseline levels?
 Do adults and children who participate in SNAP-Ed increase their consumption of fruits and vegetables and fat-free or lowfat milk by 10%, on average, from baseline levels?
 Do adults and children who participate in SNAP-Ed increase levels of exercise, physical activities or leisure-sport
appropriate for the population of interest and types of activities by 10%, on average, from baseline levels?
 Do adults/heads of households who participate in SNAP-Ed increase their utilization of targeted shopping behaviors by at
least 10%, on average, from baseline levels?
 Will at least 10% of participants experience greater food security?
Outcomes/Indicators being evaluated:
The following survey is being updated and has not been provided for use as yet.
Grades 1-2 Youth completing SNAP-Ed pre-post surveys are asked:
Who is the Teacher? What is the Date? What Grade am I in? Am I a Boy or a Girl?
Grades 3-5 Youth completing SNAP-Ed pre-post surveys are asked:
For the questions below, circle the answer that is closest to what you usually do on most days.
1. On most days, I eat vegetables…
2. On most days, I eat fruit…
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I eat two or more different kinds of vegetables in the same day…
I eat two or more different kinds of fruit in the same day…
I help my family cook or prepare snacks or meals at home…
There are fruits and vegetables for me to eat at home...I washed my hands before eating?
I ask my family to serve my favorite fruits and vegetables at home …
I wash my hands before touching or eating food...
Usually, I do physical activity that makes me breathe hard and my heart beat fast (such as playing, running, or riding my
bike)...
10. Usually, each time I do physical activity that makes me breathe hard (such as playing, running, or riding my bike), it is for
about how long?
11. The amount of screen time that I do outside of school each day (such as TV, computer, or video games) is about how
much?
12. For healthy eating, fruits and vegetables should cover how much of your plate?
13. The MyPlate symbol tells us to…
3.
4.
5.
6.
7.
8.
9.
Grades 6-8 Youth completing SNAP-Ed pre-post surveys are asked:
What is your first and last name? Who is the Teacher? What is the Date? What Grade am I in? Am I a Boy or a Girl?
For the questions below, circle the answer that is closest to what you usually do on most days. Circle one answer that best
describes what you do. Survey has a total of 14 Questions.
Question set responses to choose from are: 0 times a day; 1 time a day; 2 times a day; and 3 times a day or more.
1. On most days, I eat vegetables…
2. On most days, I eat fruit…
3. On most days, I have drinks with added sugar, such as sports drinks, energy drinks, or soda …
Question set responses to choose from are: Almost never; Some days; Most days; and Almost every day
4. I eat two or more different kinds of vegetables in the same day…
5. I eat two or more different kinds of fruits in the same day…
6. There are vegetables and fruits for me to eat at home…
7. At home, I help prepare foods that include vegetables and fruits…
Question set responses to choose from are: Almost never; Less than half the time; More than half the time; and Almost always.
8. I wash my hands before touching or eating food…
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9. When I want to know if a food is a healthy choice, I read the nutrition facts on the package… (includes a picture of
nutrition facts label)
Question responses to choose from are: 1 day, or less, in a week; 2 or 3 days in a week; 4 or 5 days in a week; and 6 or 7 days
in a week.
10. Usually, I do physical activity that makes me breathe hard and my heart beat fast (such as playing sports, running, or
riding my bike)...
Question responses to choose from are: Less than 10 minutes, in a week; Less than 10 minutes; Between 30 minutes and 1 hour; and 1
hour or more.
11. Usually, each time I do physical activity that makes me breathe hard (such as playing sports, running, or riding my bike),
it is for about how long?
Question responses to choose from are: 1 hour or less each day; About 2 hours each day; About 3 hours each day; and About 4 hours or
more each day.
12. Usually, the amount of screen time that I do outside of school each day (such as TV, computer, video games, or
smartphone) is about how much?
Question responses to choose from are: Meat and beans; Dairy; Fruits and vegetables; and Whole grains.
13. The MyPlate symbol tells me that about half my plate should be…
Question responses to choose from are: Whole milk; 2% milk; 1% milk or Non-fat milk; I don’t know; and I don’t drink milk.
The following survey is being updated and has not been provided for use as yet.
Grades 9-12 Youth completing SNAP-Ed pre-post surveys are asked:
Who is the Teacher? What is the Date? What Grade am I in? Am I a Male or a Female?
The following survey is being updated and has not been provided for use as yet.
Adults – Behavior Checklist
Participants are asked to fill in Name, Gender, Race/Ethnicity, Age category, Pregnant, Breastfeeding, Family Size, and Date.
Parent/Guardian Survey measurement:
Did the child talk with primary adult caregiver about healthy eating?
Did the primary adult caregiver make any changes in the foods the family eats as a result?
Did the child talk with the primary adult caregiver about tasting new recipes at school?
Did the primary adult caregiver receive the recipes sent home with the class?
Did the child ask the primary adult caregiver to make any of the recipes at home?
Did the primary adult caregiver make any of the recipes that their child brought home?
Did the primary adult caregiver have to buy foods different from what is usually bought in order to make any of the recipes?
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Where the primary adult caregiver got the recipe that was prepared.
Did the primary adult caregiver hear about Food Hero before taking this survey?
Comments collected from the primary adult caregiver about the child’s participation in the nutrition class.
Parent/Guardian Survey Questions:
1. What grade is your child (or children) in school this year?
2. Does your child talk about what he or she has learned in school about healthy eating?
2a. Have you made any changes in the foods your family eats as a result?
3. Does your child talk about tasting new recipes at school?
4. Did you receive the recipes sent home with your child?
4a. Has your child asked you to make any of the recipes at home?
5. Have you made any of these recipes at home?
6. If you have prepared any of the recipes in question 5, did you have to buy foods that were different from what you
usually buy?
6a. What foods did you buy that were different than usual?
7. Where did you get the recipe(s) you prepared in question 6?
8. Before taking this survey, had you ever seen or heard the slogan “Food Hero”?
9. Your gender?
10. Is there anything you’d like us to know about your child’s participation in the nutrition class? If yes, please describe
below.
Height Weight Assessments, administered at targeted schools. ________________________________________
Project: A – Hub/Core Setting Framework/GOAL 2 (SNAP-Ed programs will create partnerships with other organizations
and institutions to identify opportunities for community-level changes that can improve dietary and physical activity choices in
settings where nutrition education is provided).
Type of Evaluation:
Goal-oriented outcome evaluation: Focused on assessing the achievement of specific changes at the social, policy, or
environmental level that have resulted from the participation of SNAP-Ed and other partners.
Evaluation Questions that will be addressed:
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Did SNAP-Ed program Units identify need for improving access or creating appeal for nutrition and physical activity supports
in 25% of sites where direct education is conducted?
Did all SNAP-Ed program Units collaborate with at least one partner organization on joint efforts aimed at improving nutrition
or physical activity practices or standards in settings where nutrition education is provided?
Were changes made in writing or practice to improve access or appeal for healthy eating for the period assessed at 10% of
SNAP-Ed direct education sites (per “eat, live, learn, work, play, or shop” setting category in ST4)?
Were changes made in writing or practice to improve or strengthen access or appeal for physical activity for the period
assessed at 10% of SNAP-Ed direct education sites (per “eat, live, learn, work, play, or shop” setting category in ST4).
Project: Evaluation of Growing Healthy Kids, a garden-based curriculum developed at OSU
Type: Process and outcome evaluation, focused on (a) identifying factors that influence the delivery of the curriculum, with
high fidelity, to its target audience, and (b) the effectiveness of the Growing Healthy Kids (GHK) curriculum in changing
knowledge, intentions, and behaviors relating to healthy diets in students grades 2-3.
Process evaluation and formative evaluation questions to be addressed:
 Is the GHK curriculum designed, in its overall structure and written materials, so that instructors can readily understand the
essential elements of delivery and teach it with high fidelity to the curriculum plan?
 Are some of the lessons more successful than others in terms of holding children’s attention or conveying the essential
information to be learned?
 What training and preparation is needed for instructors to be able to teach the GHK curriculum effectively, with fidelity to the
curriculum plan?
 Is the delivery of the curriculum equally effective whether presented using an actual garden setting vs. an indoor, posterbased setting? (Note: The poster-based setting is designed for use when the curriculum is delivered in non-growing
season or if the site does not have access to a garden. The inclusion of this question will depend on whether both types of
settings are used, following consultation with the program sites and completion of the timeline for curriculum delivery.)
Outcome evaluation questions to be addressed:
 Does participation in the GHK curriculum result in changes in elementary school children’s (a) understanding of food and
nutrition, (b) intentions to engage in healthy eating behaviors, and (c) consumption of vegetables and fruits?
 Does participation in the GHK curriculum increase children’s understanding of the biology of food, gardening, and nutrition?
 How does the use of a garden setting for delivering nutrition education affect the motivation of students to learn about foods
and try unfamiliar foods?
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Project: B - Food Hero, a social marketing campaign developed at OSU.
Oregon SNAP-Ed proposes a comprehensive randomized study of Food Hero in a select number of Oregon SNAP-Ed
Counties – the same counties where the 2009 survey was conducted (Josephine, Marion, Klamath and Lane). The timing of
conducting outcome evaluation seems ideal as formative and process phases of evaluation have occurred and all aspects of
the campaign have been updated with those results. This is also timely as Food Hero is soon to formally adopt PSE strategies,
and before that officially occurs, evaluation during this proposed study will be invaluable.
SNAP-Ed Project: A – Hub/Core Setting Framework/GOAL 1 (Persons and families eligible for SNAP will consume a
healthy diet within a limited budget, and balance energy intake with energy expended through physical activity).
Approach to Conducting the Outcome Evaluation:
 Scope: All Units, with multiple sites per Unit, will be involved in evaluating this project.
 Design: The design will be pre-post, with the data analysis focusing on potential gains in targeted outcomes over the time
period of the class series, as measured by the questionnaires. An additional Follow-up survey to be administered between
3-6 months after the posttest to comply with guidance regarding practice-tested and emerging curricula choices.
 Measures: To the extent appropriate, there are several evaluation questions and/or scales that will be used broadly, across
curricula, to measure outcome change. In other cases, the evaluation measures will be specifically geared to the lessons
that are delivered to the participants in the local setting.
 Data collection process: In most cases, data will be collected through administering group questionnaires at the start of the
series (pretests) and at the end of the series (posttests). Additional Follow-up survey to be administered between 3-6
months after the posttest for a portion. The analysis and interpretation of data will be conducted at the campus level.
SNAP-Ed Project: A – Hub/Core Setting Framework/GOAL 2
Approach to Conducting the Outcome Evaluation:
 Scope: Information will be gathered at the Unit level, including all Units in the state.
 Design: A survey design will be used, contacting units to ascertain their progress on achieving environmental level changes
in their communities. Units will also be encouraged to submit photo documentation(s) of changes, where applicable.
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Measures: A questionnaire will be developed for distribution to SNAP-Ed Units. This measure will gather information about
community-level changes that have occurred, as well as background information on the organizations and processes, so
that successful strategies can be replicated in other localities and shared with peers.
Data collection process: The questionnaire will be delivered online.
SNAP-Ed Project: Evaluation of Growing Healthy Kids, a garden-based curriculum developed at OSU
 Approach to Conducting the Outcome Evaluation:
 Scope: With the curriculum’s focus on gardening, this evaluation will be conducted in academic year 2015 at a limited
number of sites, e.g., 4-8 schools (including both program and comparison groups).
 Design: We anticipate using a comparison group pretest-posttest design, with approximately half of the school sites
receiving the GHK program and the remaining sites serving as control sites. The decision as to whether to assign sites to
condition at random or, alternatively, to use a matching procedure will be based on feasibility and discussions with the site
personnel, after the sites have been selected for participation in the evaluation. The evaluation measures will be
administered at the start and the completion of the GHK program.
 Measures: The questionnaires will be developed in fall and winter, prior to beginning the delivery of the curriculum.
 Data collection process: Data collection will take place on-site in a group administration format, conducted by SNAP-Ed
staff.
SNAP-Ed Project: B - Food Hero, a social marketing campaign developed at OSU.
The measurement instrument proposed would be a nearly identical (in content and methods) phone survey to the Food Hero
post campaign SNAP-Ed phone survey conducted in FFY 2009. The sample size goal will be 300 to 400 per county. The
phone survey being nearly identical to the original version will allow comparison of that baseline data, and the choice of a
phone survey would allow for a larger response rate than that realized in the past couple of years with Food Hero paper and
online surveys. As with all Food Hero evaluation conducted during process evaluation, educators will be asked to document all
work done in the target area in order to measure exposure rates. The timeline proposed for the phone survey is one before the
campaign (early October FFY 2015), one immediately after (June FFY 2015) and then one three months after (early October
FFY 2016 and thus in the following funding year). This design allows for maximum success at measuring any change. Subject
recruitment is proposed to be identical to that used in 2009: utilizing a list from Oregon DHS of SNAP participants in the
campaign county zip codes, sending sealed mailings to those families pre notifying them and then making calls randomly to the
phone numbers. The phone lists will be treated with the highest level of confidentiality and security. Individual respondents will
not be tracked or be the same in each phone survey, but the random sample for each survey is proposed to be drawn from the
same population zip code and aim for similar demographics.
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In addition to the phone surveys, the campaign will also assess campaign success using the SNAP-Ed parent recipe survey, a
3 question Food Hero community event intercept survey, Oregon SNAP-Ed PSE evaluation reports and online measurement
tools for Food Hero social media and the website.
Parent/Guardian Survey - Assessment Procedure:
This survey assesses family use of recipes demonstrated in classrooms and determines whether the child has talked about what was
learned about healthy eating in class. Survey used only to evaluate usage of recipes that children were able to taste. The analysis and
interpretation of data will be conducted at the campus level.
To the extent appropriate, there are several evaluation questions and/or scales that will be used broadly, across curricula, to
measure outcome change. In other cases, the evaluation measures will be specifically geared to the lessons that are delivered
to the participants in the local setting. See the description of indicators and questions in the first section.
Youth instruments – SNAP-Ed series of classes:
Youth surveys are tailored to various grade groups with multiple indicators and multiple responses.
Adult instruments – SNAP-Ed series of classes:
SNAP-Ed Behavior Checklist Adults pre and post-surveys are tailored to the indicators.
Parent/Guardian (Recipe Survey) – 10 questions
Question 1: response is open text asking for grade of child.
Question 2: responses are: Not sure - go to question 3; No - go to question 3; Yes - see below, question 2a.
Question 2a: responses are: Yes or No. If yes, then an open text box to write in.
Question 3: responses are: My child has not talked about tasting new recipes, My child has talked about tasting recipes in some detail,
My child has talked about tasting recipes in great detail.
Question 4: responses are: Not sure – go to question 5, No – go to question 5, Yes – see below, question 4a.
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Question 4a: responses are: Not sure, Yes, No.
Question 5: responses are: Yes or No to each recipe. If doesn’t remember the name of the recipe, then an open text area to write in.
Question 6: responses are: Yes or No. If yes, then an open text box to write in.
Question 7: responses are:
a. from a handout sent home with my child from school;
b. from a calendar sent home with my child from school;
c. from a recipe card sent home with my child from school
d. on a handout from a school-wide OSU event I attended
e. from the www.FoodHero.org website
f. from an issue of Food Hero Monthly
g. from Facebook, Pinterest, or Twitter
h. from the Food Hero cookbook
i. from a friend or family member
j. I don’t remember where I found the recipe I prepared
Question 8: responses are: Yes, No, Not sure.
Question 9: response is: response is open text Question asking for gender.
Question10: responses are qualitative with an open text box.
SNAP-Ed Project: B - Food Hero, a social marketing campaign developed at OSU.
The measurement instrument proposed would be a nearly identical (in content and methods) phone survey to the Food Hero
post campaign SNAP-Ed phone survey conducted in FFY 2009.
In addition to the phone surveys, the campaign will also assess campaign success using the SNAP-Ed parent recipe survey, a
3 question Food Hero community event intercept survey, Oregon SNAP-Ed PSE evaluation reports and online measurement
tools for Food Hero social media and the website.
Project: A – Hub/Core Setting Framework/GOAL 2 - Comprehensive and multi-level approaches
 Design: A survey design will be used, contacting units to ascertain their progress on achieving environmental level changes
in their communities. Units will also be encouraged to submit photo documentation(s) of changes, where applicable.
 Measures: A questionnaire will be developed for distribution to SNAP-Ed Units. This measure will gather information about
community-level changes that have occurred, as well as background information on the organizations and processes, so
that successful strategies can be replicated in other localities and shared with peers.
Data collection process: The questionnaire will be delivered online.
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SNAP-Ed
Youth, Grades 1-2;
Youth, Grades 3-5;
Youth, Grades 6-8;
Youth, Grades 9-12;
Adults, parents, seniors, disabled.
Parent/Guardian Survey - adult primary caregivers of Youth in SNAP-Ed class sessions;
Survey Food Hero - at least 18 years old, help shop for food and make meals at home, a regular Internet user, and receive
SNAP (food stamp) benefits.
Growing Healthy Kids, grades 2-3.
Comprehensive and multi-level approaches, OSUES staff
Youth Audiences– SNAP-Ed Outcome Evaluation:
Pre-Post and follow-up surveys will be sent to campus for data entry and analysis.
Adult Audiences– SNAP-Ed Outcome Evaluation:
Pre-Post and follow-up surveys will be sent to campus for data entry and analysis.
Parent/Guardian Survey - Surveys will be sent to campus for data entry and analysis.
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Food Hero – Participant paper surveys will be sent to campus for data entry and analysis. For the SNAP-Ed unit data, the
questionnaires will be administered using Oregon State University’s Qualtrics survey system, through email contacts that
provide links to the survey. Direct to campus for data analysis.
Comprehensive and multi-level approaches, the questionnaire will be delivered online to OSUES staff for input. NEP Online
System is being upgraded to include the strategies planned and carried out in the area of Policy, Systems, and Environmental
(PSE) changes. All information in this area will be directed to campus for data analysis.