1. SNAP-Ed Evaluation Framework: Breakfast with Andy

2. Session Overview Describe the SNAP-Ed Evaluation Framework;
Understand essential steps in using the SNAP-Ed Evaluation Framework for programs, partnerships, and policies, systems, and environmental (PSE) changes; and
Recall priority indicators of success in comprehensive SNAP-Ed programs

3. Who’s in the Room?
Are you in the process of using the SNAP-Ed Evaluating Framework?
Yes, I have been for MORE than 6 months.
Yes, I have been for LESS than 6 months.
No, but I intend to in the next 30 days.
No, but I intend to in the next 6 months.
No, and I do NOT intend to in the next 6 months.

4. Social-Ecological Model
Source: Dietary Guidelines for Americans, 2015–

5. Background: WRO Framework

6. Definition of Programs, Policy, Systems & Environmental Changes
Programs: Activities targeted to individuals or groups to change knowledge or behaviors, typically has a beginning and an end.
Policy: A written statement of an organizational position, decision, or course of action.
Systems: unwritten, ongoing, organization decisions or changes that result in new activities reaching large proportions of people the organization serves.
Environmental Change: Includes the built or physical environments which are visual/observable, but may include economic, social, normative or message environments.

7. Solutions: Programs and PSEs
There are few places to buy healthy food at affordable prices in my community. Program Response PSE Response

8. Nobody is playing at the local park. Program Response? PSE Response?
Solutions: Programs and PSEs
Nobody is playing at the local park. Program Response? PSE Response?

9. Solutions: programs and PSEs
My children don’t like the food from the pantry. Program Response? PSE Response?

10. ABCDs of PSEs Assessments of need and organizational readiness
Buy-in from key decision-makers, leaders, champions, and partners
Changes take effect and are evaluated for effectiveness, mid-course changes occur
Disparities based on race/ethnicity, income, geography, etc. reduced
Sustainability to endure new leadership and resource availability

13. Evaluation Questions
Individual: To what extent does SNAP‐Ed programming improve and sustain participants’ dietary and physical activity behaviors?
Environmental: To what extent does SNAP-Ed programming create and sustain access and appeal for improved dietary and physical activity choices in the settings where people eat, learn, live, play, shop, and work?
Sectors of Influence: To what extent is SNAP-Ed programming working with other sectors to collectively impact lifelong healthy eating and active living in low‐income communities?
Population Results: To what extent does SNAP-Ed programming improve the low-income population’s achievement of the Dietary Guidelines for Americans’ recommendations and other health risk behaviors, compared to the general population?
Social and Cultural Norms and Values: To what extent do community-level obesity prevention strategies impact the public’s priorities, lifestyle choices, and values for healthy living?

14. Individual Level
Participant behavioral changes resulting from nutrition education and physical activity programs
Post-only, Pre-and-post, Pre-post-post

15. Environmental Settings
Policy, systems, environmental changes and promotion in the places where we eat, learn, live, play, shop, and work
Need, readiness, reach, adoption, implementation, effectiveness, and maintenance

16. Sectors of Influence
Changes at the local (neighborhood, city, town, county), state, tribal, or territorial levels
Changes involve multiple sectors, accountability is shared
Secondary data sources and tools (e.g., Community Commons)

17. Population Results
Low-income population’s achievement of recommendations put forth in the Dietary Guidelines for Americans (DGA) and Physical Activity Guidelines for American (PAGA), and their associated health and well-being
Reduction in disparities
Data Source
Web link:
Nutrition, Physical Activity and Obesity: Data, Trends and Maps
State of Obesity
County Health Rankings
Chronic Disease Indicators
Behavioral Risk Factor Surveillance System
Youth Risk Behavior Surveillance System
500 Cities Project

18. Interpretive Guide Format

19. Using the Framework IG
Step 1 Reflect on your State SNAP-Ed Plan goals and objectives and state or local needs assessment results.

20. Using the Framework IG
Step 2 Review the framework diagram to identify which indicators overlap with your goals and objectives.

21. Using the Framework IG
Step 3 Familiarize yourself with the terms used in the glossary understand the language of the framework.

22. Using the Framework IG
Step 4 Develop a set of criteria for selecting indicators for your state or local project.

23. Using the Framework IG
Step 5 Choose one or more indicators for your monitoring and evaluation plan.

24. Using the Framework IG
Step 6 Study the indicator interpretive guide write-ups for your selected indicators.

25. Step 7 Select appropriate outcome measures for each indicator.
Using the Framework IG
Step 7 Select appropriate outcome measures for each indicator.

26. Using the Framework IG
Step 8 Communicate your indicators and outcome measures to senior management and other stakeholders, and where applicable, sub-grantees or local providers.

27. Step 9 Implement your training and technical assistance plans.
Using the Framework IG
Step 9 Implement your training and technical assistance plans.

28. FFY ‘17 Priority Indicators
MT 1 – Healthy Eating Behaviors
MT 2 – Food Resource Management Behaviors
MT 3 – Physical Activity and Reduced Sedentary Behaviors
MT 5 – Nutrition Supports Adopted
ST 7 – Organizational Partnerships
ST 8 – Multi-Sector Partnerships and Planning
R2 – Fruits and Vegetables