SNAP-Ed Evaluation Framework in New Mexico Theresa H. Cruz, PhD Deputy Director, University of New Mexico Prevention Research Center 2017 ASNNA Conference February 9, 2017

Acknowledgements This project has been funded with Federal funds from the U.S. Department of Agriculture through the Supplemental Nutrition Assistance Program (SNAP). The contents of this publication do not necessarily reflect the view or policies of the U.S. Department of Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

NM SNAP-Ed – Implementing Agencies Healthy Kids Healthy Communities in 15 counties and 5 tribal communities Cooking with Kids in Santa Fe Schools Kids Cook! in Albuquerque Schools Fruit and Vegetable Tastings Program in Las Cruces Public Schools CHILE Plus in Head Starts and Childcare centers across the state Eat Smart to Play Hard Social Marketing Campaign in 5 counties NMSU Cooperative Extension in all 33 counties

Policy, Systems and Environmental Change Strategies NM SNAP-Ed Objectives Direct Education Social Marketing Policy, Systems and Environmental Change Strategies Collective Impact

Data Collection Direct Education Social Marketing Baseline and follow-up surveys EARS data Baseline and follow-up surveys Message recall Media impressions

Data Collection PSE Support/Implementation Collective Impact Results based accountability measures Excel spreadsheets PARTNER Tool Network Analysis Outcomes of interest Leveraged resources PSE strategies

Behavior Change – MT1 Healthy Eating Ate more than one kind of fruit Ate more than one kind of vegetable MyPlate – half plate fruits and vegetables Cups/servings of fruit per day Cups/servings of vegetables per day Cooking with Kids surveying kitchen staff before and after cooking and nutrition training Las Cruces Public Schools measuring produce purchasing data from school cafeterias

Behavior Change – MT3 Physical Activity and Sedentary Behavior Physical activity and leisure sport (increases in time) Television viewing (decreases in time) Computer and video games (decreases in time) TV in the room where child sleeps

PSE Change Strategies – MT5, MT6, LT5, LT6 School System #of improved wellness policies # of students participating in 5-2-1-O Food System # of salad bars installed at schools # of farmers’ markets accepting SNAP Built Environment # of trails enhanced or built # of open schoolyards

Collective Impact Assessment – ST7, ST8 PARTNER tool in 6 communities High trust scores and high value scores Varied degrees of density and centralization www.partnertool.net

Collective Impact Level of integration Participation by sector Cooperative Coordinated Integrated Built Environment Food System Schools Built Environment Healthcare system Food system All Schools  

Collective Impact Assessment Success factors Leveraged resources Number of PSEs implemented Reported level of success Higher total in-kind amounts and volunteer hours were each significantly associated with a higher percentage of integrated activities (p < 0.05)

Dissemination Annual report Community reports/presentations Executive summary – 2-pager Statewide and national professional meetings Publications (in progress)

Thank you! Theresa H Cruz, PhD thcruz@salud.unm.edu