FFY17 New Employee Orientation: SNAP-Ed’s Got Talent: Part ... · Click to edit Master title...
Transcript of FFY17 New Employee Orientation: SNAP-Ed’s Got Talent: Part ... · Click to edit Master title...
Click to edit Master title styleFFY17 New Employee Orientation: SNAP-Ed’s Got
Talent: Part 2 August 1, 2017
1:30 PM- 3:00 PM
Webinar information:
Toll: +1 (510) 365-3231Access Code: 342-677-860Audio PIN: Shown after joining the training
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On behalf of the California Department of Social Services, the California Department of Public Health Nutrition Education and Obesity Prevention Branch, UC CalFresh, California
Department of Aging, and Catholic Charities of California, we are pleased to welcome you to the California SNAP-Ed
training: FFY17 New Employee Orientation: SNAP-Ed’s Got Talent: Part 2
Presenters:Sandy Fagin
Maegan JorgensenTraining Development and Support Section/CDPH
Click to edit Master title styleHousekeeping
Mute phones during the webinar
Please select a quiet setting and minimize distractions
Technical support:GoTo Training (Citrix) at 1-888-646-0014Choose option 1, then option 1 again
Click to edit Master title styleChat box Q & A
Answer questions in the chat box to “All Entire Audience” throughout the webinar.
Click to edit Master title styleWarm-Up Activity and Poll
How do you feel since you walked on to the SNAP-Ed stage?
Are you:Feeling somewhat comfortableConfident, happy and excited about your future with SNAP-Ed Have terrible stage frightFeel like you want to faint because you are so nervous
Click to edit Master title styleObjectives
• Describe the core settings that most effectively reach the SNAP-Ed target audience
• Explain the importance of building partnerships and engaging the community in advancing SNAP-Ed interventions
• Discuss the California SNAP-Ed role in implementing Policy, Systems, and Environmental Change (PSE)
• Identify how the FFY17-FFY19 Three-Year Integrated Work Plan represents the SNAP-Ed Local Implementing Agencies (LIAs) efforts
• Review basic components of evaluation and why it is important to SNAP-Ed
• Determine healthy changes for the community where you live
Click to edit Master title styleCore Settings for Interventions
Eat Live
WorkLearnPlayShop
Click to edit Master title styleEffective Interventions:Where we Learn, Eat, Live, Work, Play, Shop
Children walk or ride their bikes to school
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Churches have active
walking clubs and after the walk a healthy snack is served
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At school, cafeterias
and vending machines
offer healthier and tastier fare and salad
bars
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A district wide
curriculum mandates physical activity
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At work, an
exercise class or
walking at lunch time
Click to edit Master title styleParks and open spaces encourage families to
spend more physically active time
together
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14
Grocery stores are
within walking
distance that offer a
variety of fresh fruits
and vegetables
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What core setting has the most effect on your nutrition and physical activity choices?
Please chat your answers
Click to edit Master title stylePartnerships
Click to edit Master title styleComprehensive Approaches: Obesity Prevention (IOM)
Click to edit Master title stylePartnering Across FNS Programs
Commodity Supplemental Food Program (CSFP)
Child and Adult Care Food Program (CACFP)
Fresh Fruit and Vegetable Program
Partnering Across FNS Programs
The School Breakfast Program
Click to edit Master title styleKey Sectors for Partnerships
Agricultural Industry Communities of Faith Health Care (Providers,
Provider Groups, Insurers, Medical Associations)
Education (Preschool, Childcare, K-12 Grade Schools, Higher Education, Adult Learning)
Retail
Click to edit Master title styleValue of Partnerships
Obesity prevention takes teamwork!
Click to edit Master title styleValue of Partnerships
Click to edit Master title styleFood Trucks Make School Lunch Cool
A food truck in the Minneapolis School District. Andy Berndt / Civil Eats
Click to edit Master title stylePartnering with the Community: Community Engagement
How do you engage the community when you enter a community as a professional with the business of obesity prevention?
• Understand your community
• Determine who they trust and what they value
• Understand community resources
• Be known and accepted as a partner in collaboration
Click to edit Master title styleStrategies to Engage the Community
Build Champions
Recruit and Organize Train and empower
Increase community buy in and ownership
Sustainable Change
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Latino adults with Diabetes who participated in a church based nutrition education program, led by trained community members, reported eating less high fat food and exercising more
Source: University of ChicagoMedical Center
An Example of a Successful Community Partnership
Click to edit Master title stylePoll
What is your level of understanding of PSEs?a. Think that it is an acronym for plums, spinach, and
eggplant
b. That it is an acronym for policy, systems, and environmental change
c. Know that PSEs are important for maintaining healthy behavior changes
d. Currently involved in planning and/or implementing a PSE
Click to edit Master title styleWhat is Policy, Systems, and Environmental (PSE) Change
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“Taken together, education,
marketing, and PSE changes are
more effective than any of these strategies alone for preventing
overweight and obesity.”
FFY16 SNAP-Ed Guidance
Click to edit Master title styleWhat is Policy Change?
Policies include laws, rules, regulations, ordinances, and
procedures designed to guide behavior.
Click to edit Master title styleWhat is Environmental Change?
Environmental interventions can
include changes to the physical, social,
or economic
environments
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Systems changes include changes to
the way an organization
conducts business
What is Systems Change?
Click to edit Master title styleWhat PSE Activities are Allowable for SNAP-Ed LIAs?
Click to edit Master title styleAllowable Settings for PSE Interventions
Any qualifying site for nutrition education also qualifies for PSE interventions:
Early Childhood Care and Education SitesSchool and Afterschool venuesRetail, Includes Farmers’ MarketsLocal Quick Service Restaurants WorksiteFaith OrganizationsSenior CentersCongregate meal sitesFood Banks/Pantries
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
Early Childcare
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
Wellness policies at schools, worksites, park facilities, and churches
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
School cafeteria changes and playground stenciling
Joint Use Agreements
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
Food market “makeovers” to improve produce offerings
Menu “makeovers”
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
Structured physical activity programs
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
Healthy food and beverage standards at senior centers and/or shelters
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
School and Community Gardens
Click to edit Master title stylePSE Strategies Best Suited for SNAP-EdFarmer’s Markets
Click to edit Master title stylePSE Strategies Best Suited for SNAP-Ed
Healthy vending at schools, worksites, and churches
Click to edit Master title stylePutting the PSE Pieces Together: A Physical Actvity Example
Riesenberg, FNS WRO
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Making it Safe to Walk to School
Click to edit Master title styleEnter the Butte County Health Department
Before After
Click to edit Master title styleLet’s Create a PSE Plan
Click to edit Master title stylePSE Resource Guide
Resource Guidehttp://www.cdph.ca.gov/programs/NEOPB/Pages/Policy,SystemsandEnvironmentalChangeResourceGuide.aspx
Click to edit Master title stylePA Break
Stand up and make a little room around you to moveI am going to call out the names of beans and have you do actions to them
For instance, String beans - make a tall string-like shape Ready?
Baked beans - make a small shape with your body Broad beans - make a wide, stretched out shape Jumping beans - jump up and down Runner beans - run on the spot Chili beans - shiver and shake as if it was cold Jelly beans - wobble and shake like jelly (or jello) French beans - do the can-can, high kicks
Click to edit Master title stylePutting it All Together: The FFY 17-19 Integrated Workplan (IWP):
SNAP-Ed GoalThe SNAP-Ed goal is to improve the likelihood that persons eligible for SNAP will make healthy food choices within a limited budget and choose physically active lifestyles consistent with the current Dietary Guidelines for Americans and the USDA food guidance
Roadmaphttp://qiroadmap.org/how-to-use-the-qi-roadmap/
Click to edit Master title styleFresno County IWP: Premium Gas for the Road Trip
• Collaboration: make referrals and share resources
• Emphasizes strengths• Builds relationships• Multi-Sector
partnerships• Maximizes reach and
effectiveness
Click to edit Master title styleAll of Fresno County’s proposed interventions support the California Statewide Goals and Objectives
Click to edit Master title styleEvaluation
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Click to edit Master title styleOnline Interactive SNAP-Ed Framework
https://snapedtoolkit.org/framework/index/
Click to edit Master title styleFormative Evaluation
When? Before and during an intervention
What? Gathers data useful for development and implementation of intervention
Click to edit Master title styleProcess Evaluation
Determines whether interventions are implemented as intendedProvides feedback about how a program meets or doesn’t meet expectations
Click to edit Master title styleOutcome Evaluation
Evidence that the program achieves stated goals through pre and post surveys, and environmental level assessments
Click to edit Master title styleImpact Evaluation
Measures changes in outcomes
Validates statements about the relationship between the program and outcomes using control or comparison groups
Click to edit Master title styleSIA Evaluation Contacts
UC CalFresh State Office Barbara [email protected] Keihner –[email protected] State officeLauren Whetstone, (PSE)[email protected] Rider, (Point of contact for IOE)[email protected] Linares (IOE)
[email protected] Talmage, (Point of contact for ATF/EARS)[email protected] Narodovich, Evaluator (ATF/EARS)[email protected] State OfficeDan [email protected] State [email protected]
Click to edit Master title styleWrap –Up Activity
Think about the community you live in If you wanted to initiate healthy changes in your
community, what would they be? Who would you partner with and how might you
engage your community?Please chat your responses
Healthy Communitieshttp://www.ipa.udel.edu/healthpolicy/healthycommunities/
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“I formerly heard it said that people who are alive right now are “on stage”. And those not yet born are waiting in the
wings, eager for their turn. Then there are the people who have finished and danced off the stage. They’re looking back at us, breathless and joyous, cheering us on. This short period of time we’ve been given is a gift; indeed, a
miracle. Let’s not waste it. Let’s get up each morning ready to use our
unique gifts and personalities to help heal the world.” Judy Esway
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Thank you for attending!Please complete the electronic
evaluation
Any Final Questions?
This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.