Faculty SNAP-Ed Logic Models – Healthy Communities
Logic Model SNAP-Ed Faculty Narrative Summary- Healthy Communities
Develop your Plan of Work off line in this Word document and then paste in each section.
This allows you to be more thoughtful with your planning and develop a higher quality plan
that will be easier to report accomplishments toward.
Each Logic Model asks for the Program Title and the Work Area:
SNAP-Ed
Healthy Communities
Long-Term Outcome/Impact for this SPWA
Below is sample text for Healthy Communities Work Area questions in the Long-Term
Outcome/Impact section. This Work Area has 3 potential sections to address:
A.
HEAL MAPPS
B.
Healthy Pantry Assessment Tool
C.
YA4-H Assessment Tool
Add, delete, and edit text to reflect SNAP-Ed programming in your unit. Copy and paste into
SOARS.
Describe the staff make-up of your unit that will carry out the 2014 SNAP-Ed Education Plan
in the beginning of your narrative in this section.
A. HEAL MAPPS
Describe what will be done and who will be reached narrative form.
In the
Community, I will:
Use the Healthy Eating Active Living Mapping Attributes using Participatory
Photographic Surveys (HEAL MAPPS) as part of SNAP-Ed assessment.
Conduct a series of HEAL MAPPS activities reaching community collaboration
partners and SNAP-Ed Target Audience resulting in approximately
direct
education contacts in the process.
Briefly describe the process of how the need for this program was determined (needs
assessment).
To address obesity prevention in communities, the HEAL MAPPS assessment tool will
generate and support partnerships to implement community-informed and evidencebased strategies to optimize the community social and physical environment for
promoting healthy dietary and activity habits among youth and adults, and to reduce
disparate conditions (i.e. barriers) particularly for SNAP-eligible audiences. Trained
OSU SNAP-Ed faculty will gather volunteers to conduct the mapping activity and
compile the photos, and will re-engage the community to view the data, decide on
priorities, and prepare a report.
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Faculty SNAP-Ed Logic Models – Healthy Communities
What are the short-term (learning) outcomes for this program? (Narrative or outline form)
Applying a people and places framework grounded in the social ecological model, our
SNAP-Ed people-level work plan will focus on positive changes in child and family
attributes (knowledge, skills, dispositions, and behaviors) related to healthful eating
and physical activity.
What are the medium-term (action, behavior change) outcomes for this program?
(Narrative or outline)
Applying a people and places framework grounded in the social ecological model, our
SNAP-Ed place-level work plan will focus on positive changes in child and family
home attributes (habits, family situations, home conditions/features) related to
healthful eating and physical activity.
To promote healthy food choices, the number of community-level organizations,
institutions or businesses that have made changes in practices and/or capacities.
To promote physical activity, the number of community sites that have improved
access or infrastructure generally as the result of joint community efforts.
B. Healthy Pantry Assessment Tool
Describe what will be done and who will be reached narrative form.
OSU SNAP-Ed educators will co-conduct an inventory of healthy pantry
characteristics.
Briefly describe the process of how the need for this program was determined (needs
assessment).
Oregon Food Bank (OFB) developed their Healthy Pantry Assessment Tool in 2012
in response to a newly developed policy to guide purchase, procurement and
distribution of foods and beverages to better align with OFB’s mission: to eliminate
hunger and its root causes. The assessment tool’s goal is to increase the accessibility
and distribution of healthful foods through emergency boxes.
What are the short-term (learning) outcomes for this program? (Narrative or outline form)
Food Pantry Volunteers learn the importance of increasing distribution of fruit,
vegetable and whole grain products.
What are the medium-term (action, behavior change) outcomes for this program?
(Narrative or outline)
The number of Food Pantry sites who now offer healthy food samples and recipes,
promote shopping-style/client choice distribution of food box contents, organize and
support garden-based nutrition classes on-site, and train pantry volunteers to provide
education resources and recipes.
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Faculty SNAP-Ed Logic Models – Healthy Communities
C. YA4-H Assessment Tool
Describe what will be done and who will be reached narrative form.
This OSU SNAP-Ed Unit was selected to utilize the Oregon State University Youth
Advocates for Health (YA4-H!) program.
Briefly describe the process of how the need for this program was determined (needs
assessment).
YA4-H! engages teens as researchers, teachers, and health advocates to define,
assess, and address health-related issues that are salient to youth in their
communities. Building on the award winning Participatory Evaluation with Youth
program (Arnold & Wells, 2006), YA4-H! prepares youth to conduct community-based
research with a health focus, and to use the results of the research to educate others
about, and advocate for, solutions to health related concerns at the community level.
Those OSU SNAP-Ed Units incorporating the YA4-H assessment tool will work with
teens to provide educational opportunities to younger youth, using the Teens as
Teachers program developed by OSU and Washington State University.
What are the short-term (learning) outcomes for this program? (Narrative or outline form)
Teens will reach younger youth with educational activities designed to increase
knowledge and behaviors related to dietary quality and physical activity, and will share
the results of their research with community residents and leaders, advocating for and
encouraging community action to improve health concerns important to youth.
What are the medium-term (action, behavior change) outcomes for this program?
(Narrative or outline)
In addition to extending SNAP-Ed reach, teens involved in the program gain
experience in facilitation skills, goal setting, teaching, teamwork, problem solving, and
leadership. The teens also learn health, nutrition and fitness information they can use
in their own lives
X
Remember to create a new SNAP-Ed Logic Model for the additional PWAs:
If you need help with any of this process, please contact Jill Mills or Teresa Crowley
Jill.Mills@oregonstate.edu
Teresa.Crowley@oregonstate.edu
541-737-8839 Campus office
541-737-1014
541-870-5413 Cell phone
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