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Orientation: Research and Evaluation Section (RES)

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Title: Orientation: Research and Evaluation Section (RES)


1
Orientation Research and Evaluation Section
(RES)
  • Key Activities Services
  • October 2012

2
Overview of Webinar
  • Research and Evaluation Section overview (slides
    3-19)
  • Impact/Outcome Evaluation (slides 20-65)
  • Activity Tracking Form (slides 66-80)
  • Policy, Systems, Environmental Change SOW
    Objective 9 (slides 81-88)

3
Research and Evaluation Functions
  • Maintaining scientific integrity in all the work
    the Network conducts
  • Surveillance statewide population-based surveys
  • Process tracking evaluation ATF for EARS SAAR
  • Program planning framework Communities of
    Excellence (CX 3)
  • Outcome/Impact local evaluation and collaborative
    case studies
  • Formative, process, and outcome/impact evaluation
    for other Network unit projects and emerging
    issues
  • Developing and providing resources and
    instruments for program work and evaluation and
    disseminating information
  • Technical assistance for awardees and
    collaboratives
  • Collaboration on external research projects

4
Evaluation of Network Priority Outcomes
  • Increased access to healthier foods and beverages
  • Increased opportunities for physical activity
  • Healthier dietary habits
  • Increased physical activity
  • Increased Food Security
  • Norm change around nutrition and physical
    activity

5
Network Surveys
  • Surveillance surveys are used to monitor the
    current dietary and physical activity practices,
    and related habits, attitudes, and beliefs of
    Californians
  • California Dietary Practices Survey (CDPS)
  • Adults gt 18 years
  • California Teen Eating, Exercise, and Nutrition
    Survey (CalTEENS)
  • Teens 12 17 years
  • California Childrens Healthy Eating and Exercise
    Practices Survey (CalCHEEPS)
  • Children 9 11 years

6
Surveillance data are also used to
  • represent the diverse racial/ethnicity
    characteristics of Californians and identify
    health disparities
  • identify problem areas and track trends over time
  • produce reports which are references for public
    health and other professionals
  • generate news coverage
  • provide information for legislators and other
    policymakers that can lead to positive change

7
Research Partnerships to Enhance Surveillance
  • RES collaborates to get questions about Network
    issues included on statewide surveillance surveys
    conducted by other CDPH programs
  • To develop local level data
  • California Health Interview Survey (CHIS)
  • To secure access to additional data for
    low-income women
  • California Womens Health Survey (CWHS)
  • To ensure that key questions related to Network
    objectives are included each year
  • CDC Behavioral Risk Factor Survey (BRFS)

8
Network survey data has been used to develop
fact sheet reports about specific populations
African American Adults
Adults in the Workplace
Latino Adults
9
RES has compiled and posted external data at the
Network Regional level
  • RES staff are available to answer questions about
    Network and non-Network surveys and other data
    sources for all grantees

http//www.cdph.ca.gov/programs/cpns/Pages/DataSou
rces.aspx
10
Network Process Evaluation
  • Is used to develop and maintain an effective
    evaluation system for tracking of all direct
    service projects overseen, managed, or funded by
    the Network
  • Allows for the merging of similar information
    from a large variety of programs
  • Helps programs and regions to measure their own
    progress
  • Gathers data from funded grantees using an
    activity tracking form (ATF)

11
CX3 Communities of Excellence
  • A planning model to assess communities in
    relation to a variety of obesity prevention
    benchmarks known as community indicators and
    assets.
  • 3 nutrition, physical activity and obesity
    prevention
  • Standardized indicators assets big plus!
  • Set standards of excellence.

12
Outcome/Impact Evaluation (IOE) Studies of
Grantee Interventions
  • RES provides technical assistance, analysis, and
    summary reports on outcome/impact evaluation
    projects from grantees receiving 350,000
  • IOE measures behavior and behavioral determinants
  • Knowledge is not enough to demonstrate outcome
  • Many grantees have been demonstrating positive
    outcomes

13
Formative Evaluation
  • Development of social marketing campaigns,
    materials, and interventions
  • Exploration of new target population or health
    problem
  • Data sources focus groups, key informant
    interviews, pilot tests, satisfaction surveys
  • FFY 12 - Rethink Your Drink

14
Process, Outcome and Impact Evaluation Studies of
New Network Interventions and Resources
  • Formal evaluations are conducted of specific
    interventions and curricula, particularly when
    there are plans to disseminate widely
  • Formal evaluations are conducted to see if a
    program works in specific channels, especially
    those new to public health
  • Network FFY 2012
  • Youth Engagement Initiative Process Evaluation
  • African American Beauty Shop Pilot Study
  • Retail Point of Purchase Marketing Study
  • Childrens Power Play! Impact Evaluation
  • Latino Campaign Impact Evaluation

15
Developing Consumer-Tested Media Messaging and
Nutrition Education Materials
  • Focus groups guides, structured interviews,
    self-administered questionnaires
  • Rethink Your Drink
  • CalFresh
  • Champions for Change Latino
  • Champions for Change African American
  • Champions for Change Multi-cultural
  • An array of Fruit, Vegetable, and Physical
    Activity Campaign and Program consumer materials

16
Evaluating Communications Strategy
  • Benchmark Media Tracking Survey
  • Annual
  • Random Digit Dial for general population, random
    dial from CalFresh participant list, and mall
    survey of other low-income populations
  • Exposure to Network media messaging TV, radio,
    and outdoor
  • Exposure to other nutrition and physical activity
    programming
  • FV, PA, and SSB behavior, attitudes, norms,
  • opinions

17
Resources and Disseminating Information
  • GIS - http//www.cnngis.org/
  • Interactive, internet-based Geographic
    Information System (GIS) that allows users to
    view and query mapped Network-relevant data
  • Used to identify populations and features of
    interest
  • Can be mapped by county, city, census tract,
    Network Region, or Zip Code
  • Extensive data layers include, among others
  • Up to date American Community Survey data for
    185 and 125 FPL for All Races and Race/Ethnic
    Groups
  • Grocery stores, restaurants, and fast food places
  • CalFresh participant data
  • CalFresh and WIC vendor data

18
In-House Consultation and Technical Assistance
for Grantees and Collaboratives Facts and Figures
  • Grantee and collaborative questions
  • Training and meeting evaluations
  • Grant applications
  • Fact sheets
  • Press materials
  • Talking points
  • Policy briefs and bill analysis data
  • Requests from senior management
  • Information for the department and Office
    of Press Affairs

19
To learn more about Network Research and
Evaluation
  • http//www.cdph.ca.gov/programs/cpns/Pages/Researc
    hEvaluation.aspx
  • Contact information
  • Sharon Sugerman, MS, RD
  • Sharon.Sugerman_at_cdph.ca.gov
  • 916-449-5406

20
Impact/Outcome Evaluation
  • An Orientation for Local Health Departments

Presented by
Carolyn Rider Amanda Linares Research
Associates, Research Evaluation Section
21
How it works
  • Objective
  • Identify successful interventions and potential
    best practices and provide direction for program
    improvement, refinement, and redirection of
    effort
  • Participants
  • Local Health Departments (LHDs) receiving
    gt350,000 or choosing Objective 11 as an
    optional objective
  • Evaluation Support
  • Research Evaluation Section (RES) provides
    training quality surveys, evaluation tools and
    resources and year-round one-on-one evaluation
    guidance

22
How it works
  • State level analysis of compiled LHD findings
    enables the Network to assess overall project
    accomplishment
  • Individual and compiled LHD findings are shared
    with USDA annually

23
How it works
  • Some aspects of evaluations are standardized
  • Minimum sample sizes
  • Standardized survey tools
  • Pre-test/post-test design
  • Other evaluation components are designed locally,
    for example
  • Optional survey modules can be added
  • Control groups

24
Why Evaluate?
  • Your organization
  • How can we improve our intervention?
  • What works?
  • USDA and other funders
  • What are we getting from the money we are
    spending on these programs?
  • Public
  • There is a high level of interest in improving
    diets and physical activity and reducing the
    prevalence of overweight and obesity

25
POLL QUESTION 1
  • What is your level of experience with evaluation?
    (select only one)
  • I am not familiar with evaluation at all.
  • I am familiar with evaluation, but have not
    participated in one
  • I have worked on an evaluation project outside of
    the Network
  • I have worked on a Network evaluation project

26
What does Impact/Outcome Evaluation Mean?
  • Impact Evaluation and Outcome Evaluation are
    similar types of evaluation either can be used
    to meet Objective 11
  • Both use a pre-test/post-test survey design
  • Impact Evaluation is more rigorous and allows
    evaluators, program staff, and stakeholders to
    draw stronger conclusions about evaluation
    results and the impact of an intervention on
    program goals

27
Impact Evaluation
  • Includes a control or comparison group
  • Strongest designs include randomization
  • Provides evidence that outcomes are a result of
    the intervention
  • Excludes alternative interpretations
  • Only a few of our IOE projects conduct Impact
    Evaluation

28
Outcome Evaluation
  • No control or comparison group
  • Determines if changes occur in conjunction with
    an intervention
  • Cannot exclude alternative explanations, i.e.
    does not prove that the observed outcomes are
    attributable to the intervention
  • Most of our IOE projects are outcome evaluation

29
Impact vs. Outcome Evaluation
Impact Outcome
Pre/Post-test Survey Design X X
Control Group X
Evidence that intervention causes outcomes X
Evidence that outcomes occur in conjunction with intervention X
30
Local Health Department Scope of Work (SOW)
  • GOAL 1
  • The target population (Supplemental Nutrition
    Assistance Program-Education (SNAP-Ed)/Nutrition
    Education and Obesity Prevention (NEOP)
    participants and those eligible up to 185
    Federal Poverty Level (FPL)) is empowered and
    enabled to select healthy foods and beverages and
    increase physical activity through nutrition
    education, social marketing and environmental
    supports.
  • Objective 11
  • (Impact/Outcome) Annually, conduct and report on
    Impact Outcome Evaluation (IOE) to assess change
    in healthy food and beverage consumption and
    related factors such as perceived benefits of
    eating healthier foods and beverages, perceived
    control, self-efficacy, readiness to consume
    healthier foods and beverages, and perceived diet
    quality among a group of at least 100
    participants.

31
The IOE Cycle
32
The IOE Cycle
33
Intervention
  • LHDs are expected to develop an intervention that
    has face-to-face contact with the same
    individuals for at least 30 minutes, on five or
    more different occasions
  • This may include contacts made by subcontractors
    or collaborating agencies if it can be
    demonstrated that the individual has contact at
    the other site
  • We require a minimum of 100 matched pre and
    post tests, i.e. the same participant tracked
    throughout the evaluation period
  • To get 100 matched pairs, your intervention will
    need to include many more than 100 participants,
    especially if working with an adult population
  • LHDs work with their PMs to develop their
    intervention

34
POLL QUESTION 2
  • With what population(s) do you plan to conduct an
    intervention series? (select all that
    apply)
  • Children (grades 3-8)
  • High school
  • Adults (including
    parent education)
  • Not yet decided

35
Selecting an Intervention
  • What are some common types of interventions?
  • Youth
  • Power Play!
  • Harvest of the Month
  • Rethink Your Drink
  • Or some combination
  • Adults
  • Custom
  • Interventions or components of them should be
    taken from the Networks approved materials list
    http//www.cdph.ca.gov/programs/cpns/Documents/Net
    work-LHD-NutEdList.pdf
  • Must be Program Manager-approved if not on
    approved materials list

36
The IOE Cycle
37
Selecting the Appropriate Survey Instrument
  • Mandatory Survey Instruments
  • Youth Network Youth Survey
  • High School Network High School Survey or
    Beverage and Snack Questionnaire 2 (BSQ2)
  • Adult Food Behavior Checklist, Fruit and
    Vegetable Checklist, or Adult Rethink Your Drink
    Survey
  • Optional Survey Instruments
  • Network Compendium of Surveys is a comprehensive
    collection of Network RES-approved survey
    instruments

38
Compendium of Surveys
  • Updated regularly with the best program
    evaluation measures we have to offer
  • Instrument topics include knowledge,
    self-efficacy, social norms, social support, food
    security, access to/availability of healthy food
    and physical activity opportunities, and many
    more.
  • A new edition is currently in preparation for
    release by Nov. 2012

39
The IOE Cycle
40
Evaluation Plan
  • FFY 13 evaluation plans are due by November 30th
  • This templated form will ask about
  • Detailed intervention information
  • Target population
  • Evaluation design
  • Survey selection
  • Site of intervention
  • Evaluation cost

41
What if my LHD is not ready to submit an IOE Plan
yet?
  • You may not be ready to submit an IOE plan to us
    on November 30th for various reasons, including
    the need to hire subcontractors, not yet
    identifying an appropriate intervention, and
    evaluation staff vacancies
  • If this is the case, you can fill out and return
    to us your FFY 13 IOE Pre-Plan
  • This document will keep us informed about your
    readiness to conduct IOE in FFY13, and we will
    follow up on your progress regularly

42
POLL QUESTION 3
  • Will your LHD conduct your intervention directly,
    or will your department hire one or more
    sub-contractors to conduct the intervention?
    (select one response)
  • The LHD will do the intervention work w/o
    sub-contracting.
  • The LHD will hire one sub-contractor to conduct
    an intervention.
  • The LHD will hire multiple subs to conduct one or
    more interventions.

43
POLL QUESTION 4
  • If your department is sub-contracting the
    intervention work
  • What is the status of sub-contracts for your
    intervention? (select all that apply)
  • Sub-contracts are in place.
  • Subs are identified, contracts are not yet
    executed.
  • Sub-contractor selection is in process.
  • Sub-contractor selection process has not begun.

44
Evaluation Design Considerations
  • How will you obtain your sample?
  • Convenience or random sample
  • Will you follow the standard pre/post-test design
    or add a follow-up test to measure sustained
    change?
  • Will you use a control group?
  • A group of participants not exposed to the
    intervention and compared to the intervention
    group
  • Helps you to conclude whether or not your
    evaluation findings are a result of your
    intervention
  • Its easier to acquire a control group with some
    populations than others

45
The IOE Cycle
46
Teleconferences
  • Who is there?
  • All necessary staff from your LHD
  • Any subcontractors essential to your project
  • Network Program Manager
  • Network Research Evaluation representative
  • What will happen?
  • In FFY 13, we will discuss your plan and ask you
    to make changes as necessary troubleshoot any
    potential issues with intervention and evaluation
  • Beyond FFY 13, we will use this hour to discuss
    your Final Report from the previous year and your
    plan for next year

47
The IOE Cycle
48
Administration of Pre-Tests
  • The administration of pre-tests should only take
    place AFTER your IOE Plan is approved, but BEFORE
    any intervention begins.

49
Administration of Pre-Tests
  • We provide instruction guides/protocols to assist
    in the administration of these surveys
  • Network Youth Survey
  • Network High School Survey
  • Fruit and Vegetable Checklist
  • Food Behavior Checklist

50
Assigning IDs for Pre-Tests
  • Each participant needs to have a unique ID
    assigned and labeled on their pre-test
  • This ID will be used to
  • maintain confidentiality of participants survey
    responses
  • match pre-test and post-test surveys
  • enter survey data

51
The IOE Cycle
52
FFY 2012 LHD Interventions
  • In FFY 2012, seven Network LHDs completed IOE.
    Most evaluated interventions with one age group
    only, while one worked with both children and
    adults.

Population Children High School Adult
of Interventions 5 0 3
of Successful Interventions 4 n/a 2
Successful interventions are those reporting
statistically significant increases in fruit
and/or vegetable consumption and/or decreases in
sugar-sweetened beverage consumption.
53
Insights from the Field
  • Speaking María Ortiz-Padilla, MPA
  • Community Wellness Prevention Program
  • Contra Costa Health Services

54
The IOE Cycle
55
Administration of Post-Tests
  • Remember that the goal is to match the
    participants completing post-test surveys with
    completed pre-test surveys
  • Be sure to follow all of the same procedures used
    during pre-tests for the best evaluation results
    use your instruction guide/protocol

56
The IOE Cycle
57
POLL QUESTION 5
  • What is your level of experience with statistics?
    (select only one)
  • None
  • A little
  • Some
  • A lot

58
How to Analyze Survey Data
  • LHDs use data entry templates (DETs) created for
    our standard surveys to enter data and produce a
    basic, standardized analysis

This DET has data entered for the Network High
School Survey.
59
How to Analyze Survey Data
  • P-values are computed based on a paired t-test to
    show statistical significance
  • Red text automatically appears to highlight
    statistically significant results (p-values
    0.05)
  • Red means change!
  • Pre- and post-test means are calculated only for
    subjects w/ complete data for a given item
  • Demographics are computed for the entire sample

60
The IOE Cycle
61
Complete a Final Report
  • RES provides an Excel-based Final Report template
  • Questions will be more in-depth, yet similar to
    those in the IOE Plan
  • We will ask you to interpret results from your
    DETs and elaborate on how they will influence
    your plan for the following year
  • You will be asked to share some qualitative
    outcomes in addition to reporting your
    quantitative survey findings
  • These reports are submitted to USDA as part of
    the Networks Annual Report
  • The IOE Final Report, completed DET AND Plan for
    next year are due on July 31, 2013 (and annually
    thereafter)

62
The IOE Cycle
63
Thank you!
  • While its an exciting time for everyone, we
    acknowledge how much information is coming your
    way
  • With that in mind, Network RES staff are here to
    help all participating LHDs fulfill your
    Impact/Outcome Evaluation
    objectives in FFY 13
    and beyond!

64
POLL QUESTIONS 6 7
  • We will likely be offering in-person and/or
    webinar-based IOE trainings in the near future.
  • 1. Would your key LHD evaluation staff and/or
    subcontractors prefer in-person or webinar-based
    trainings? (select only one)
  • In-Person
  • Webinar-based
  • 2. When do you anticipate being ready for this
    training? (select only one)
  • November or December
  • January or February
  • March or later

65
The Network IOE Team
  • Carolyn Rider, MA
  • IOE project coordination
  • Main point of contact for technical assistance
    planning and reporting data entry templates
    evaluation materials and resources evaluation
    requirements
  • Teleconferences
  • Compendium of Surveys
  • Amanda Linares, MS
  • IOE data management and analysis
  • Compilation of submitted IOE data and USDA report
    generation
  • Teleconferences
  • Compendium of Surveys
  • You may be referred to other staff, but your
    first point of contact is Carolyn.Rider_at_cdph.ca.go
    v or IOEval_at_cdph.ca.gov. More info at
  • http//www.cdph.ca.gov/programs/cpns/Pages/ImpactE
    valuation.aspx

66
Activity Tracking Form
  • An Orientation for Local Health Departments

Presented by
Alexis Narodovich, MPH Research Associate
IV Research Evaluation Section
67
What is an Activity Tracking Form?
  • The Activity Tracking Form (ATF) is an Excel
    document that is used to track all events and
    activities you conduct as part of your FFY13
    Network Scope of Work.
  • Two non-cumulative ATFs will be maintained during
    FFY13
  • Semi-Annual ATF activities conducted between
  • October 1, 2012-March 30, 2013
  • Annual ATF activities conducted between
    April 1, 2013-September 30, 2013

68
Why do we have an ATF?
  • The ATF serves two functions
  • Allows you and your Network Program Manager to
    know that your organization is meeting the
    objectives outlined in your Scope of Work (SOW).
  • Compiles the data the Network is required to
    report to the USDA and the State on the reach and
    type of activities and SNAP-Ed participants
    served.

69
ATF Basics
  • The ATF will be emailed to the lead contact
    person on the contract by 10/31/12.
  • Lead person is responsible for emailing the ATF
    to other staff or subcontractors who will need to
    keep track of Network activities.

70
ATF Training Dates
  • ATF webinar-based trainings
  • Friday, October 26 1000am-1200pm
  • Monday, October 29 100pm-300pm
  • Tuesday, November 6 1000am-1200pm

71
Network Target Audience
  • Network target audience
  • 130 FPL (i.e. CalFresh recipients, free school
    meals)
  • 185 FPL (i.e. reduced school meal, WIC)
  • ------------------------------------------
  • Non-Target Audience
  • Staff/teachers
  • Stakeholders (i.e. health department leadership)
  • Coalitions/Collaboratives

72
Categories of Events
  • Network target audience events are recorded as
  • Direct Education
  • or
  • Indirect Education

73
Direct Education
  • Interventions where a participant is actively
    engaged in the learning process with an educator
    and/or interactive media for at least 15 minutes
    and demographic data is available for the
    participants.
  • Examples classroom lessons, planned one-on-one
    nutrition education, grocery store or farmers
    market tours, and cooking demonstrations.

74
Direct Education
  • Direct education is delivered in a way that
    allows educators to obtain information about
    individual participants.
  • USDA requires the CalFresh participation status,
    age, gender, and race/ethnicity for each direct
    education participant.

75
Direct Education
  • For many adult participants, demographics are
    collected using data cards available in Spanish
    and English.
  • Data cards are not needed or used for direct
    education conducted with students at schools,
    preschools, day care centers, Head Start
    Programs.

76
Participant Data Collection Card
  • We would like to learn about people who attend
    our activities to help us improve services. Your
    answers are combined with everyone elses and
    cannot be used to identify you. Everyone here
    today should fill out one of these forms. Thank
    you for your help!
  • 1) Do you participate in CalFresh (Food Stamps,
    SNAP, EBT) or the Free School Meal program?
  • ? Yes (SKIP TO QUESTION3) ? No
  • 2) If you answered NO to question 1, check any
    programs you take part in
  • ? California Food Assistance Program (CFAP) ?
    Reduced Price School Meal
  • ? CalWORKS ? Section
    8 Public Housing
  • ? Child Adult Care Food Program (CACFP) ?
    Summer Food Program
  • ? Head Start ? Supplemental Security Income
    (SSI)
  • ? Medi-Cal ? Women, Infants,
    Children (WIC Program)
  •  
  • 3) Please check your age range ? 0-4 years
    ? 5-17 years ? 18-59 years ? 60
  • 4) Please check your sex
    ? Female ? Male
  • 5) Is this the first time you have filled out
    this form since October 1, 2012?
  • ? Yes (GO TO QUESTION 6) ? No/Dont know (STOP
    HERE)
  • 6) Please choose one group that describes you
    best.

77
Indirect Education
  • The distribution of information and resources
    that are designed to increase public awareness of
    SNAP-Ed and/or increase awareness and knowledge
    of food, dietary quality, food security, food
    safety, and food resource management/shopping
    behaviors.

78
Indirect Education
  • Examples
  • Mass Communications radio, TV, billboards,
    posters, newspapers.
  • Print Materials Distribution flyers, facts
    sheets, pamphlets, newsletters, nutrition
    articles.
  • Displays of Educational Materials bulletin
    boards, posters.
  • Public Events community events, fairs, exhibits.

79
Non-Target Audience
  • Events with the non-target audience include those
    with staff, colleagues, teachers, government
    officials, stakeholders and peers that are part
    of the Scope of Work.
  • Such events are not direct education or indirect
    education because they are not directly for our
    target population.

80
Technical Assistance
  • Alexis Narodovich, MPH
  • Alexis.Narodovich_at_cdph.ca.gov
  • (916) 650-6905
  • Evan Talmage, BA
  • Evan.Talmage_at_cdph.ca.gov
  • (916) 449-5407

81
Policy, Systems, Environmental Change Evaluation
  • October 2012

82
Objective 9 Required for all LHDs
Activities Deliverables Timeframe
Based on Plan developed in collaboration with Network Research and Evaluation consultant and Program Manager, determine, develop, and implement evaluation method appropriate to the stage of the intervention the organization has chosen to focus their work on for two (2) significant targeted interventions one each in the areas of reducing consumption of sugar sweetened beverage and increasing access to healthy fresh food (see Baseline Objectives 85, 8.6 and 2.4). Mixed methods may be used. Annual evaluation plan An evaluation instrument (s) structured interview, moderators guide, survey, etc. Report Annually   Year 1 Plan and Instrument 10/1/2012-2/28/2013   Successive Years 10/1/2013   10/1/2014   10/1/2015
83
Objective 2.4 - Access to healthy foods,
beverages and/or PA
  • Multi-level approaches to advance and market a
    minimum of one nutrition and obesity prevention
    intervention/year related to CNAP. Submit a CNAP
    plan of action for review and approval to the
    Network PM. Strategies may include
  • Increase access to farmers markets through
    location, Electronic Benefit Transfer (EBT) and
    WIC coupon acceptance to increase consumption of
    fresh fruits and vegetables
  • Increase Farm to Fork efforts in qualified
    schools, work places and community organizations,
    etc. to increase access to fresh fruits and
    vegetables
  • Improve access to FNS programs such as school
    breakfast, lunch and summer meals, CalFresh and
    WIC
  • Promote access to physical activity facilities
    through joint use policies
  • Promote access to healthy foods and beverages
  • Establish gardens in eligible community sites
    such as schools or public housing

84
Objective 8.5 Increase and promote healthy
beverage options
  • Identify priorities and develop a list of
    environmental support strategies with local
    partners to increase and promote access to
    healthy beverage options through public health
    approaches. Submit summary of local strategies to
    PM for review and approval. Some strategies may
    include
  • Collaborate with local school district to update
    their wellness policy to reduce access to
    sugar-sweeten beverages (SSBs) and provide more
    healthy beverages option in appropriate serving
    sizes on campus
  • Reduce SSBs from county welfare offices, public
    housing units, city parks and recreational
    facilities and/or school vending machines in
    eligible settings serving low-income populations
    provide healthy beverage alternatives in
    appropriate serving sizes
  • Encourage partners to provide free drinking water
    to the public in common areas at such eligible
    venues i. city and county facilities, ii.
    worksites, schools, iii.
    preschools, iv. afterschool programs, v.
    community organizations
  • Collaborate with local youth serving
    organizations working with low-income populations
    (such as parks and rec, sports leagues, booster
    clubs, etc.) to ensure that healthy beverages are
    available at community events for purchase
  • Encourage organizations to seek healthy beverage
    sponsorships

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Examples of Data Used to Evaluate
Policy/Systems/Environmental Change
  • Focus group - People who have a common interest
    and can be easily gathered together
  • Key informant interview (KII) - People who have
    in-depth experience or specialized knowledge
  • Public opinion poll - People who would be
    affected by a change
  • Media activity record Record of media
    activities
  • Observation data Behaviors, activities,
    presence or absence of something
  • Policy record Records maintained by government
    or other organizations or institutions

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First Steps
  • In Year 1, the evaluation will be formative,
    although as the work progress, it will be
    possible to generate outcomes.
  • The first years work cannot begin until the
    contractor has identified the strategies for
    change, including the community engagement
    process (Objective 5).
  • Objective 5 Collaborate with community groups
    and other organizations to engage neighborhood
    members to identify at least two food and
    beverage strategies in qualifying communities to
    increase access and consumption of healthy foods
    and beverages.

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After Strategies for Change Are Identified
  • Work with RES staff to develop an evaluation plan
    for each of the strategies
  • Determine instruments to use for baseline data
    collection
  • Decide whether or not training will be needed for
    data collectors and, if yes, how to determine
    they are ready to go into the field
  • Additional tracking measures
  • Data organization

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For Questions
  • Fred Molitor, Ph.D.
  • Fred.Molitor_at_cdph.ca.gov
  • 916-449-5294
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