Doris Montgomery

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Iowa Nutrition Network Evaluation ASNNA 2009
Doris Montgomery Katie Bogue Iowa Department of
Public Health
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How do we operate?
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(No Transcript)
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Core Campaign
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Core Campaign
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Campaign Development Evaluation

• Formative research focus groups n77 (Schafer,
  Nelson, 1998-99)
• Testing of marketing themes/messages (Hill,
  Simonton, Bell, 1999)
• Development of social marketing three-year plan
  (Dutcher, 1999)

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Campaign Evaluation

• Campaign development and release to community
  partners (Strategic America, 2000)
• Community-based surveys (2001)
• More formal process evaluation of campaign
  components and acceptance of messages (Goody,
  Montgomery, Lowe, 2001)

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Campaign Evaluation

• Process strategy and design review by social
  marketing expert (Pence-Smith, 2003)
• Process and outcome campaign revision and media
  pilot intervention using multiple channels in two
  communities survey at food stamp offices
  (Strategic America, 2003)

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Program Evaluation(Creation of state-level
objectives)

• Outcome pre-post surveys given to school
  children and parents since 2003 (piloted by Goody
  in 2002)
• Review of literature and communication with peers
  to improve surveys (2004)

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Program Evaluation

• Improve rigor of evaluation plan and performance
  of survey measures with outside experts
  (Oakland, Shelley, 2005) (Lytle, Shelley,
  McCrory 2007 and 2008)
• Program fidelity independent
  evaluator(McCrory, 2007 and 2008)

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Theoretical Constructs for Youth

• AwarenessKnowledgePreference/ExposureSelf-effi
  cacySocial Influence (parent/teacher)
• Consumption/Activity

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Youth Surveys 2009
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Evaluation 2008

• On-line data collection 3rd grade
• Classroom observations by outside evaluator
• Educator interviews by outside evaluator
• Revised teacher survey
• Classrooms randomly assigned (more formally)

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Interested in knowing more about how the program
works

• How often is outside educator in classroom?
• Time spent in the classroom
• How do they deliver the education?
• Types of lessons, physical activity
  demonstrations, number of food tasting
  opportunities, variety of foods tasted, other
  activities
• What is taught by the teacher? How are they
  involved?

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Looked for What Works

• Educators had class rules
• No yucky face
• Every child gets a helping/everyone tastes
• Teeth marks in food
• Courage about tasting new things
• Try it once
• good job coupons

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Classroom observations

• Lessons highly organized and time well utilized
  by educators
• Children were VERY enthusiastic
• Teachers participated in all parts of the program
  
• Incentives/Bingo cards were handled differently
  from project to project.

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Lessons Delivered Ranking Yes and I left extend the activity materials for the teacher Yes, but I did not leave extend the activity materials No but I left extend the activity materials for teacher to complete
Focus on Fruits 1 36 10 2
Physical Activity 2 24 18 3
Vary Veggies 3 30 5 3
Dairy/Milk 4 21 7 1
Eat Smart, Play Hard 5 17 7 3
My Pyramid 6 11 9 2
The Color Way 7 8 8 2
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Fruit/Vegetable Classrooms Tasted
Apple (expose to variety) 43
Tomato/Kiwi 34
Cranberries (dried and other) 33
Pumpkin seeds/Pumpkin 33
Bell peppers/Jicama 29
Banana/Mango 24
Carrots 23
Pineapple 22
Avocado 21
Oranges/Cucumbers 20
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Changes made by classroom teachers
Changes made in FY 07-08 Yes () No () I practiced prior to BASICS ()
I am more aware of nutrition 68.3 2.8 28.9
I make healthier meal and/or snack choices 60.1 7.1 32.8
I am more willing to try new fruits and veggies 55.6 3 41.4
I am more willing to try new foods 57.5 5.3 37.2
I have increased my physical activity 47.3 15.6 37.1
I make/offer healthier food choices for my students 70.1 7.4 22.5
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Educator Interviews
But I know its hard for teachers to find that
time. You know, Im just glad they find time to
put me in their schedule. BASICS educator

• Qualitative interviews were done with educators
  from all contractors
• Interviews, with the exception of one were in
  person
• A semi-structured interview protocol was used
• Interviews were taped and transcribed for coding
  purposes

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What is new for FY 09?

• Comparison classrooms this was a CHALLENGE
• Update online reporting system
• Dosage score

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(No Transcript)
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Parents/CaregiversAwarenessUse of
materialsKnowledgeAvailabilityOfferingRole-mod
eling
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What is new for FY 09?

• Parent/caregiver matched to third grade child
• Qualitative focus groups with mothers/caregivers
  of third graders (in SNAP)

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you dont realize how much progress you have
made until you attend another school that wants
to start the program, but has never participated
and then you are going Oh my goodness, I guess
we really have come a long way. Because youre
having to coax the kids to even look at the food
--Educator
One last thought
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Outreach/Nutrition Ed
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Joint SM Projects
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Joint SM Projects
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Unique Partnerships

• Iowa Midwest Dairy Council

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Unique Partnerships
11,000 school buildings received posters via
Midwest DA
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Retail Intervention
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Challenge Signs disappear or staff forget to
put the stands out
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Retail Campaign

• Pilot designed to answer these questions in Des
  Moines Iowa
• Will stores such as Super Wal-Mart and Aldis
  allow in-store food demonstrations?
• Will stores support year-round signage?
• Can mutually beneficial relationships be
  developed with the managers?

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Retail Campaign

• 16 pilot stores 8000 individuals participated in
  96 food demonstrations
• FFY10 RFP invites expansion of retail program by
  local contractors to qualifying high volume
  stores
• In Iowa, a total of 132 stores qualify. 77 are in
  metropolitan statistical areas

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The Department of Health is offering food
samples and recipes at grocery stores to
encourage Iowans to eat more fruits and
vegetables. Do you like this idea? 97 yes
Intercepts
Do you have the ingredients to make this recipe
at home?73 yes
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Did you specifically buy ingredients to make the
recipe today?84 no
If not, do you plan to buy the ingredients and
make it in the future?77 yes
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Have you seen these pictures of fruits/veggies
or logo anywhere else?40 yes 60 no
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January mango
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January mango
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January mango
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January mango
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January mango
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January mango
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Ad Value Register statewide 200 per column per
inch (front page of any section 400) Register
metro only 100 per column per inch (front page
of any section 200) Non-Register major dailies
50 per column per inch Minor dailies 30
per column per inch Weeklies 7 per column per
inch
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(No Transcript)
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Katie BogueWords from the Heartland
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Biggest Challenge

• Creating enough match in a rural state to conduct
  social marketing campaigns
• Expanding the SNAP-Ed program in a rural state if
  reliant on cost-share from schools (few
  qualifying school districts left)

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Social Marketing Targeting

• SNAP-Ed on its own cannot target the low-income
  population with media
• Only 31 qualifying census tracts
• Only 1 SNAP-Ed approved radio station
• Necessitates partnership SM projects
• WIC
• SNAP Outreach
• Other FNS Programs

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Opportunities

• Behavioral Risk Factor Surveillance System
  (BRFSS) Annual Telephone Survey of adults
  state-based, FV in odd years (6-item screener)
• Youth Risk Behavioral Survey (YRBS) Odd year,
  in-school survey of high school students, by
  state, FV, Milk, weight loss behaviors

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Opportunities

• WIC (data and collaboration)
• CDC NPA Grant state obesity prevention plan
  (BMI, 24-hour recalls, pilot intervention)
• Community wellness grants
• Team Nutrition (systems, policy)
• Action for Healthy Kids (policy)
• Of course, our FNP/EFNEP partners and SNAC

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Plug for ISU Extension

• Spend Smart. Eat Smart.

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www.fruitsandveggiesmatter.gov
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Fruit (gt2) and Vegetable (gt 3)percent by
state, BRFSS, 2007
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Prevalence of meeting both recommendations (2
fruits and 3 vegetables), Adults, BRFSS 2007