1 / 138

Food and Nutrition Service EARS Training Moving from Planning to Implementation

EARS

sidney
Télécharger la présentation

Food and Nutrition Service EARS Training Moving from Planning to Implementation

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Food and Nutrition Service EARS Training Moving from Planning to Implementation

    2. EARS – What, Why and When

    3. What is EARS? EARS is a reporting form - not a data collection tool It provides descriptive information and data, not outcome data Annual report of prior Fiscal Year’s activities and expenditures EARS is the new FSNE reporting form for the Food Stamp Program. EARS was created using a collaborative process. Members of the workgroup included Federal staff from FNS and CDC, State Food Stamp Program offices, implementing agencies and academia. We set out to achieve a Standard report that provides core data/ information for all States Component of national & State system; and to Collect uniform data that provides trends over time. EARS is a reporting form - not a data collection tool It provides descriptive information and data, not outcome data It will provide an annual report of prior Fiscal Year’s activities and expenditures This concept is repeated through out this presentation, because it is important to understand what EARS does. EARS is the new FSNE reporting form for the Food Stamp Program. EARS was created using a collaborative process. Members of the workgroup included Federal staff from FNS and CDC, State Food Stamp Program offices, implementing agencies and academia. We set out to achieve a Standard report that provides core data/ information for all States Component of national & State system; and to Collect uniform data that provides trends over time. EARS is a reporting form - not a data collection tool It provides descriptive information and data, not outcome data It will provide an annual report of prior Fiscal Year’s activities and expenditures This concept is repeated through out this presentation, because it is important to understand what EARS does.

    4. EARS has established uniform definitions for FSNE participants and contacts Data will provide a picture of FSNE activities on a state, regional and national level Allow for trend analysis over time Data will be available to respond to and support policy and legislative efforts Why do we need EARS? While FNS has provided States with some guidance on key topics and populations groups via the Guiding Principles, States have many options about who FSNE reaches, the focus of the education, the methods used, etc. To paraphrase an old saying, “To whom much leeway is given, much is expected from the Office of Management and Budget (OMB).” FNS initiated the work on EARS to gather information about FSNE that would paint a national picture of who we serve, the focus of these efforts, how and where we are reaching participants, and other key data. While EARS is not the first FSNE report, it is the first to provide an opportunity to secure national data. With the States support, FNS is confident that EARS data will present a clearer picture of FSNE activities at the State, regional and national level and allow for trend analysis that will be valuable to everyone. The data will be available to support policy and legislative efforts to improve FSNE. Over time, it will also provide trends.While FNS has provided States with some guidance on key topics and populations groups via the Guiding Principles, States have many options about who FSNE reaches, the focus of the education, the methods used, etc. To paraphrase an old saying, “To whom much leeway is given, much is expected from the Office of Management and Budget (OMB).” FNS initiated the work on EARS to gather information about FSNE that would paint a national picture of who we serve, the focus of these efforts, how and where we are reaching participants, and other key data. While EARS is not the first FSNE report, it is the first to provide an opportunity to secure national data. With the States support, FNS is confident that EARS data will present a clearer picture of FSNE activities at the State, regional and national level and allow for trend analysis that will be valuable to everyone. The data will be available to support policy and legislative efforts to improve FSNE. Over time, it will also provide trends.

    5. EARS will not meet all our needs… EARS and the Annual Year End Report will complement each other. A plan for merging these reports is in process at FNS-HQ. It is envisioned that the annual narrative report will serve as a tool for providing information that adds to, rather than duplicates, the EARS form. EARS and the Annual Year End Report will complement each other. A plan for merging these reports is in process at FNS-HQ. It is envisioned that the annual narrative report will serve as a tool for providing information that adds to, rather than duplicates, the EARS form.

    6. What will EARS Accomplish? Inform management decisions Support policy initiatives Provide documentation for legislative, budget & other requests Support the planning function While program reporting can support evaluation, this is not the motivation behind FNS’ decision to develop the EARS form. The EARS report will provide descriptive, not outcome, data and information. EARS will help in the overall planning process Key to FNS, is the need for national data & information on key aspects of the program to support our stewardship role. This information will be extremely useful for informing management decisions and supporting policy initiatives. EARS has already allowed FNS to meet the Office of Management and Budget’s Program Assessment and Rating Tool (PART) requirement for establishing efficiency measures. It has the potential to help the USDA and FNS improve our “PART score” in the future. It will provide documentation for regulations/budget requests and support program planning functions, such as helping to I.D. gaps in services. While program reporting can support evaluation, this is not the motivation behind FNS’ decision to develop the EARS form. The EARS report will provide descriptive, not outcome, data and information. EARS will help in the overall planning process Key to FNS, is the need for national data & information on key aspects of the program to support our stewardship role. This information will be extremely useful for informing management decisions and supporting policy initiatives. EARS has already allowed FNS to meet the Office of Management and Budget’s Program Assessment and Rating Tool (PART) requirement for establishing efficiency measures. It has the potential to help the USDA and FNS improve our “PART score” in the future. It will provide documentation for regulations/budget requests and support program planning functions, such as helping to I.D. gaps in services.

    7. Roles & Responsibilities: FNS HQ and Regional Offices Coordinating, planning, and participating in EARS trainings Provide training resources Conduct training follow-up FNS Regional offices and HQ have joint responsibilities in many respects. They will be: Coordinating, planning, and participating in EARS trainings Provide training resources Conducting training follow-up FNS Regional offices and HQ have joint responsibilities in many respects. They will be: Coordinating, planning, and participating in EARS trainings Provide training resources Conducting training follow-up

    8. Roles & Responsibilities: FNS Regional Offices Monitoring & providing training & TA to States Reviewing EARS & transmitting it to HQ Using EARS data to inform the annual FSNE State Plan review process Specifically-- FNS Regional Offices are responsible for: Providing training and technical assistance to State FSP regarding the collection and reporting of EARS data. For reviewing EARS information submitted by the State FSP agencies and providing feedback, as needed, to correct problems and forwarding it to headquarters through the Food Program Reporting System (FPRS) system Regional Offices are also responsible for: Using the EARS data to inform the annual FSNE State Plan review process. This includes generating reports for State partners and stakeholders. Specifically-- FNS Regional Offices are responsible for: Providing training and technical assistance to State FSP regarding the collection and reporting of EARS data. For reviewing EARS information submitted by the State FSP agencies and providing feedback, as needed, to correct problems and forwarding it to headquarters through the Food Program Reporting System (FPRS) system Regional Offices are also responsible for: Using the EARS data to inform the annual FSNE State Plan review process. This includes generating reports for State partners and stakeholders.

    9. Roles & Responsibilities: FNS Headquarters Developing Web-based reporting system Generating reports to inform management decisions Monitoring EARS implementation Plan to consolidate EARS and annual reporting Collecting user feedback to improve EARS Developing training tools Sharing “best practices” FNS HQ is responsible for: Developing a Web-based reporting system and testing its functionality Generating reports and papers to inform management decisions Monitoring progress in implementing EARS would include Developing a plan to consolidate EARS and the annual reporting process Collecting user feedback to improve the EARS process for the next OMB authorizing cycle Providing ongoing support, including training materials/resources Sharing best practices, including data collection procedures & resources. FNS HQ is responsible for: Developing a Web-based reporting system and testing its functionality Generating reports and papers to inform management decisions Monitoring progress in implementing EARS would include Developing a plan to consolidate EARS and the annual reporting process Collecting user feedback to improve the EARS process for the next OMB authorizing cycle Providing ongoing support, including training materials/resources Sharing best practices, including data collection procedures & resources.

    10. Roles & Responsibilities: State FSNE Partners Participating in training Providing training and technical assistance to IAs as needed Reviewing and monitoring data collection Using data to inform annual FSNE State Plan process Providing guidance to IAs on dates to submit EARS to the State Food Stamp Office and providing feedback Reviewing and submitting EARS data to FNS using the FPRS Web-based system The State FSNE Partners are responsible for: Participating in trainings Providing training and technical assistance to implementing agencies as needed Reviewing and monitoring EARS data collection Using data to inform the annual FSNE State Plan process, including generating and sharing reports for State officials, implementing agencies and stakeholders, to increase FSNE awareness and support Providing guidance to implementing agencies on dates to submit EARS to the State Food Stamp Office and provide feedback Reviewing and submitting EARS data to FNS using the FPRS Web-based system The State FSNE Partners are responsible for: Participating in trainings Providing training and technical assistance to implementing agencies as needed Reviewing and monitoring EARS data collection Using data to inform the annual FSNE State Plan process, including generating and sharing reports for State officials, implementing agencies and stakeholders, to increase FSNE awareness and support Providing guidance to implementing agencies on dates to submit EARS to the State Food Stamp Office and provide feedback Reviewing and submitting EARS data to FNS using the FPRS Web-based system

    11. Roles & Responsibilities: Implementing Agencies Collecting, compiling, and submitting accurate data to State Agency Participating in trainings as needed Providing training and technical assistance to local providers Monitoring data collection Using data to inform planning and management process Reviewing and monitor data collection at the project level to ensure accuracy of collection and reporting. Implementing agencies are responsible for: Collecting, compiling, and submitting accurate data to the State Agency, including making needed adjustments in data collection processes Participating in trainings as needed Providing training guidance and technical assistance to local providers Using data to inform planning and management process Reviewing and monitoring data collection at the project level to ensure accuracy of collection and reporting.Implementing agencies are responsible for: Collecting, compiling, and submitting accurate data to the State Agency, including making needed adjustments in data collection processes Participating in trainings as needed Providing training guidance and technical assistance to local providers Using data to inform planning and management process Reviewing and monitoring data collection at the project level to ensure accuracy of collection and reporting.

    12. EARS Milestones & Timeline EARS Work Group convened October 2003 EARS Pilot Test Winter 2005 EARS submitted for OMB Clearance January 2007 Clearance Obtained /Approval August 2007 EARS Training Conduct Regional Trainings Jan – May 2008 Conduct Training Conference Calls Mar – Nov 2008 Online Training Resource Jan 2009 First Year EARS Implementation Report financial data (9 and 10) Fiscal Year 2008 Full EARS Implementation Report all applicable EARS data Fiscal Year 2010 FNS initiated the EARS planning process in 2002 by looking at what States were reporting via the annual narrative report This slide shares how far FNS has come and where they are expecting to go.FNS initiated the EARS planning process in 2002 by looking at what States were reporting via the annual narrative report This slide shares how far FNS has come and where they are expecting to go.

    13. Outputs: What will EARS tell us? The next slides are previews of a few ways one can look at the EARS data The next slides are previews of a few ways one can look at the EARS data

    14. Here is an example of direct education reporting Those States that provide direct education can look at average contacts per participant and compare this to other States as well as to Regional and national values.Here is an example of direct education reporting Those States that provide direct education can look at average contacts per participant and compare this to other States as well as to Regional and national values.

    15. One can also review participation by FSP Participants and non-participants by age group, by fiscal year, State agency, Regional Office, or nationally.One can also review participation by FSP Participants and non-participants by age group, by fiscal year, State agency, Regional Office, or nationally.

    16. Preview the racial/ethnic groups one servesPreview the racial/ethnic groups one serves

    17. State, Regional, and national data on delivery sites used will be available.State, Regional, and national data on delivery sites used will be available.

    18. Social Marketing Major Activities for Current Year One will be able to look at social marketing efforts and where they are in the development process.One will be able to look at social marketing efforts and where they are in the development process.

    19. Expenditures Proportion of funds spent on administration vs. delivery Finally, one can look at what it costs to deliver FSNE versus the cost of direct services to consumers. Finally, one can look at what it costs to deliver FSNE versus the cost of direct services to consumers.

    20. EARS – Get Ready, Set, and Go!

    21. Objectives Ensure a common understanding of the purpose of the EARS report Provide a hands-on experience in completing the reporting form Clarify questions about the final reporting form and data required under each section Begin to identify ‘best practices’ for collecting and compiling EARS data Identify any ‘unanticipated’ issues and formulate strategies for resolving them.

    22. Moving to Implementation Most States are in the planning phase Identifying gaps in current collection Making adjustments in data collection for implementation Identifying training needs & conducting training Focus of today’s training Understanding what EARS requires How to compile data & record on the form Share examples of tools & approaches for collecting data Many States are already planning & establishing procedures for collecting, compiling and aggregating data for EARS. This set of training slides focus on understanding what EARS requires, how to pull the data together and enter it in the appropriate section on the form. It is a time for everyone to learn & understand both the opportunities & challenges around EARS. This training does not directly target how data should be collected at the provider level -- except as it relates to what is requested on the EARS form. That said, FNS acknowledges that collection of accurate information -at the ground level -is key to getting uniform and accurate information. Similarly, the mechanism for reporting from local provider, to implementing agency to State Food Stamp Program is not part of FNS training at all.  This is a task for each State to address given the variation across and within States. The implementation leeway recognizes these facts and provides time for States to make adjustments in data collection approaches FNS wants to hear about how States are addressing various aspects of EARS and what if any items need clarification. Many States are already planning & establishing procedures for collecting, compiling and aggregating data for EARS. This set of training slides focus on understanding what EARS requires, how to pull the data together and enter it in the appropriate section on the form. It is a time for everyone to learn & understand both the opportunities & challenges around EARS. This training does not directly target how data should be collected at the provider level -- except as it relates to what is requested on the EARS form. That said, FNS acknowledges that collection of accurate information -at the ground level -is key to getting uniform and accurate information. Similarly, the mechanism for reporting from local provider, to implementing agency to State Food Stamp Program is not part of FNS training at all.  This is a task for each State to address given the variation across and within States. The implementation leeway recognizes these facts and provides time for States to make adjustments in data collection approaches FNS wants to hear about how States are addressing various aspects of EARS and what if any items need clarification.

    23. General Guidance: Collecting & Submitting EARS Data EARS data must reflect activities and expenditures that occurred during the Federal fiscal year covered by the report EXAMPLE: The financial data that is due to FNS by 12/30/08, must reflect expenditures for the period 10/1/07 through 9/30/08 Here are some general things to keep in mind. First, a reminder that the Federal FY is 10/1/ of the last calendar year to 9 /30- for the next calendar year. This is a basic but important fact to keep in mind. Data reported must reflect activities and expenditures that occurred during in the federal fiscal year covered by the report. All partners must comply with this requirement including State Food Stamp Office, Implementing Agencies, and local partners. Here are some general things to keep in mind. First, a reminder that the Federal FY is 10/1/ of the last calendar year to 9 /30- for the next calendar year. This is a basic but important fact to keep in mind. Data reported must reflect activities and expenditures that occurred during in the federal fiscal year covered by the report. All partners must comply with this requirement including State Food Stamp Office, Implementing Agencies, and local partners.

    24. General Guidance: Collecting & Submitting EARS Data In general do not duplicate the same participants or data in multiple sections of the report, i.e., report EARS participation data in only one section. Scenario: Ms. Jones participates in a FSNE series that consists of 4 class room sessions, an interactive newsletter and a point-of-purchase session at the local supermarket. HOW DO WE REPORT MS. JONES? In general, do not duplicate the same participants or data in multiple sections of the report Let’s take a look at a particular scenario involving Ms. Jones. Ms. Jones participates in a series FSNE classes at a local community center that consists of 4 classes room sessions and inter active newsletter that has questions recipes and asked to respond to via phone/internet as a follow-up activity. She also participates in the point-of purchase session conducted at the local supermarket to reinforce the behaviors addressed in the classes. Ms. Jones provides data on gender, race/ethnic group, FSP Status, etc.In general, do not duplicate the same participants or data in multiple sections of the report Let’s take a look at a particular scenario involving Ms. Jones. Ms. Jones participates in a series FSNE classes at a local community center that consists of 4 classes room sessions and inter active newsletter that has questions recipes and asked to respond to via phone/internet as a follow-up activity. She also participates in the point-of purchase session conducted at the local supermarket to reinforce the behaviors addressed in the classes. Ms. Jones provides data on gender, race/ethnic group, FSP Status, etc.

    25. Under what section (s) should we report Mrs. Jones? Direct Education Only Indirect Only Both Direct and Indirect Other Since all of the activities were interactive and a planned component of the overall learning plan for the series and all data for direct education was collected, Ms Jones may be counted under direct education as 1 participant with six contacts. If the inactive newsletter and point of purchase were not part of the planned series or were not interactive, they would be counted under indirect education. This example illustrates how important it is to think about EARS reporting requirements as you consider your overall FSNE approach and plan out your activities for 2009. Where one reports these activities will depend on how you have planned them as well as methods used to collect the data.Since all of the activities were interactive and a planned component of the overall learning plan for the series and all data for direct education was collected, Ms Jones may be counted under direct education as 1 participant with six contacts. If the inactive newsletter and point of purchase were not part of the planned series or were not interactive, they would be counted under indirect education. This example illustrates how important it is to think about EARS reporting requirements as you consider your overall FSNE approach and plan out your activities for 2009. Where one reports these activities will depend on how you have planned them as well as methods used to collect the data.

    26. General Guidance: Collecting & Submitting EARS Data Who will submit EARS to FNS? Who will submit EARS to FNS and when? Answer: State Food Stamp Office staff will enter the data they receive from the IA into the online submission system that is now used for submitting other Food Stamp reports. We are developing an EARS module specially for this purpose. Data will be submitted for each implementing agency – 7 (enter 7 reports) This data will be reviewed by the FNS regional office to ensure accuracy before it is transmitted to FNS. FNS regions will set dates for getting the data to them for review before it is sent to HQ. Who will submit EARS to FNS and when? Answer: State Food Stamp Office staff will enter the data they receive from the IA into the online submission system that is now used for submitting other Food Stamp reports. We are developing an EARS module specially for this purpose. Data will be submitted for each implementing agency – 7 (enter 7 reports) This data will be reviewed by the FNS regional office to ensure accuracy before it is transmitted to FNS. FNS regions will set dates for getting the data to them for review before it is sent to HQ.

    27. When will implementing agencies submit EARS data and to whom? When will implementing agencies submit EARS and to whom? Answer: Implementing agencies will submit EARS to the State Food Stamp Offices. The FS Offices will set the date for implementing agencies to get the EARS to the designated Food Stamp Office contact. IA’s will need to set due dates for local Partners.When will implementing agencies submit EARS and to whom? Answer: Implementing agencies will submit EARS to the State Food Stamp Offices. The FS Offices will set the date for implementing agencies to get the EARS to the designated Food Stamp Office contact. IA’s will need to set due dates for local Partners.

    28. EARS Flow This draft summarizes the process.This draft summarizes the process.

    29. Overview of the EARS Reporting Form The EARS reporting form has 10 data “elements” divided into four areas: Direct Education Social Marketing Initiatives Indirect Education Expenditures Here are the four main categories of data that the EARS form collects.Here are the four main categories of data that the EARS form collects.

    30. Direct Education 1. FSNE Participants by Age and Food Stamp Program Status 2. FSNE Participants by Gender 3. Race and Ethnicity 4. Number of FSNE Delivery Sites by Type of Setting 5. Direct Education Programming Format 6. Primary Content of Direct Education Direct Education has 6 elements.Direct Education has 6 elements.

    31. Social Marketing #7 Major campaign activities for current year Priority population(s) Estimated participation Intervention levels and channels Key messages Expenditures While there is only one question for SM, it has many sub-elements including: Major campaign activities for current year Priority population(s) Estimated participation Intervention levels and channels Key messages Expenditures While there is only one question for SM, it has many sub-elements including: Major campaign activities for current year Priority population(s) Estimated participation Intervention levels and channels Key messages Expenditures

    32. Indirect Education 8a. Types of materials distributed 8b. Estimated size of audiences reached through communication and events Indirect Education has two elements.Indirect Education has two elements.

    33. Summary of Expenditures 9. Expenditures by Sources of Funding 10. Expenditures by Category of Spending There are two elements related to FSNE expenditures.There are two elements related to FSNE expenditures.

    34. Direct Education For each category on EARS we will address the following : Elements Definitions Instructions & Examples For each category on EARS we will address the following : Elements Definitions Instructions & Examples

    35. Summary - Key Features EARS - the Final Form Establishes actual unduplicated counts as the “preferred” method Allows IA to report actual or estimated unduplicated counts Includes Contacts-actual or estimated When using estimates- IAs must report method for estimating The Final EARS form has some features that need to be remembered: The final EARS form establishes actual unduplicated counts as the “preferred” method/or “Gold Standard” for reporting Direct Education. It Allows IA to report actual or estimated unduplicated counts of Direct Education-this acknowledges that many agencies are not able to do so now and will need to make adjustments. It Includes Contacts- and allows for reporting of actual or estimated It Requires IA’s to report method for calculating estimates It allows for Racial/Ethnic Data to be estimated.The Final EARS form has some features that need to be remembered: The final EARS form establishes actual unduplicated counts as the “preferred” method/or “Gold Standard” for reporting Direct Education. It Allows IA to report actual or estimated unduplicated counts of Direct Education-this acknowledges that many agencies are not able to do so now and will need to make adjustments. It Includes Contacts- and allows for reporting of actual or estimated It Requires IA’s to report method for calculating estimates It allows for Racial/Ethnic Data to be estimated.

    36. Direct Education Elements 1a. FSNE PARTICIPANTS by Age and Food Stamp Program Status 1b. FSNE CONTACTS by Age and Food Stamp Program Status 2a. FSNE PARTICIPANTS by Gender 2b. FSNE CONTACTS by Gender 3. FSNE PARTICIPANTS by Race and Ethnicity 4. Number of FSNE Delivery Sites by Type of Setting 5. Programming Format 6. Primary Content of Direct Education The EARS form has been finalized and approved by OMB for three years. There can be no changes at this point. The first category covered in this training is 1a and 1b under Direct Education.The EARS form has been finalized and approved by OMB for three years. There can be no changes at this point. The first category covered in this training is 1a and 1b under Direct Education.

    37. Direct Education Direct Education is defined as interventions where a participant is actively engaged in the learning process with an educator - and/or interactive media - allowing the educators to obtain information about individual participants. Direct education, requires the collection of information on: the number of individuals Food Stamp Program participation status age gender and race/ethnicity Direct Education is defined as interventions where a participant is actively engaged in the learning process with an educator and/or interactive media. It allows educators to obtain information about individual participants. To qualify as direct education, requires the collection of information on: the number of individuals Food Stamp Program participation status age gender and race/ethnicity The following slides will illustrate some examples of scenarios that qualify as Direct Education. Direct Education is defined as interventions where a participant is actively engaged in the learning process with an educator and/or interactive media. It allows educators to obtain information about individual participants. To qualify as direct education, requires the collection of information on: the number of individuals Food Stamp Program participation status age gender and race/ethnicity The following slides will illustrate some examples of scenarios that qualify as Direct Education.

    38. Example 1: An implementing agency conducts a series of nutrition sessions designed to increase fruit and vegetable intake. The educators collect enrollment data including name, age, race, ethnic group, gender, and Food Stamp Program participation.

    39. Example 2: The implementing agency provides nutrition education via computerized kiosks at several locations. Participants using the kiosks provide identifying information including their Food Stamp status, ethnicity, age and gender by entering this data or by using codes that can be linked to this information by the implementing agency.

    40. …cases where an individual obtains nutrition education or materials or listens to a session but no demographic information is captured about the individual that allows you to report actual participation or data is not available for making a reliable estimate. This type of contact would count as indirect education. Situations that would not count as “direct education” include cases where an individual obtains nutrition education or materials or listens to a session but no demographic information is captured about the individual. This type of contact would count as indirect education.Situations that would not count as “direct education” include cases where an individual obtains nutrition education or materials or listens to a session but no demographic information is captured about the individual. This type of contact would count as indirect education.

    41. For Question 1a, indicate below if you are providing actual unduplicated counts or an estimate of FSNE direct education participants. (See page #2 of EARS Form) _X _ Actual Counts of Participants (unduplicated) ____ Estimated Counts of Participants Now lets look at exactly what is requested under 1 a. FSNE PARTICIPANTS by Age and FSP Status may be report in two ways as either an actual unduplicated counts or as an estimated count. As indicated earlier, the final form allows time for agencies to make adjustments and develop processes for collecting actual counts (unduplicated information). During this transition period, participants counts may be estimated. Now lets look at exactly what is requested under 1 a. FSNE PARTICIPANTS by Age and FSP Status may be report in two ways as either an actual unduplicated counts or as an estimated count. As indicated earlier, the final form allows time for agencies to make adjustments and develop processes for collecting actual counts (unduplicated information). During this transition period, participants counts may be estimated.

    42. 1a. FSNE PARTICIPANTS by Age and FSP Status provide the number of different individuals who receive any FSNE direct education. each individual counts as one participant, regardless of the number of times he or she has participated in direct education activities actual unduplicated counts is the preferred method agencies that are not able to do so now, may report an estimate of the number of individuals served Those who will be reporting direct education and who are not collecting this information now, are urged to begin planning for a transition to actual counts (unduplicated counts) by 2010. Thru these trainings it is important to collect and share processes used as well as data collection tools that meet the EARS requirements. Those who will be reporting direct education and who are not collecting this information now, are urged to begin planning for a transition to actual counts (unduplicated counts) by 2010. Thru these trainings it is important to collect and share processes used as well as data collection tools that meet the EARS requirements.

    43. Lets take a look at the data elements under 1a. Columns A-D specify the age group with column one defining the type of participants. In Row 1: you would enter the total number of FSNE participants (under 1a) who are Food Stamp recipients and for Row 2: Enter the total participants (under 1a) for ALL other (non- food stamp) persons by each age range and for all ages combined (Row 2; Columns A-E). Row 3: add together the total participants (under 1a) for FSNE by age category (Row 3; Columns A-D). Totals in Row 3 & Column E should equal the sum of Rows 1 and 2 in that column. Lets take a look at the data elements under 1a. Columns A-D specify the age group with column one defining the type of participants. In Row 1: you would enter the total number of FSNE participants (under 1a) who are Food Stamp recipients and for Row 2: Enter the total participants (under 1a) for ALL other (non- food stamp) persons by each age range and for all ages combined (Row 2; Columns A-E). Row 3: add together the total participants (under 1a) for FSNE by age category (Row 3; Columns A-D). Totals in Row 3 & Column E should equal the sum of Rows 1 and 2 in that column.

    44.

    45. If an I.A. is estimating the number of participants…rather than collecting actual information from participants using an enrollment process, sign-in sheets, or other document processes, you must also report the methodology used to arrive at the estimates in 100 words or less. If any part of 1A is estimated – you must check (v) estimated not Actual. You can only chose one or the other, not both. FNS suggests you report your methodology using short but specific descriptions, and where possible provide a math Formula which is precise and cannot be misinterpreted. It is conceivable that you would have different methods for different columns and rows, i.e. One formula for calculating 5 17 years olds vs. 18-59 year old FSNE participants. If an I.A. is estimating the number of participants…rather than collecting actual information from participants using an enrollment process, sign-in sheets, or other document processes, you must also report the methodology used to arrive at the estimates in 100 words or less. If any part of 1A is estimated – you must check (v) estimated not Actual. You can only chose one or the other, not both. FNS suggests you report your methodology using short but specific descriptions, and where possible provide a math Formula which is precise and cannot be misinterpreted. It is conceivable that you would have different methods for different columns and rows, i.e. One formula for calculating 5 17 years olds vs. 18-59 year old FSNE participants.

    46. “FSNE contact” an interaction in which a person participates in a FNSE direct education activity. Each FSNE participant may have one or more FSNE contacts. “Participation” answers the who question. “Contact “ answers the how much question. Now let’s examine Contacts. Please note the definition on the slide for what is a “FSNE contact” Note that actual or estimated data may be submitted. Direct contacts are often provided using a standard curriculum consisting of a defined # of sessions, timeframes, content and materials. Now let’s examine Contacts. Please note the definition on the slide for what is a “FSNE contact” Note that actual or estimated data may be submitted. Direct contacts are often provided using a standard curriculum consisting of a defined # of sessions, timeframes, content and materials.

    47. Note that the columns and lines are the same as for the participation. FNS expects the # of contacts to be greater than the # of participants.Note that the columns and lines are the same as for the participation. FNS expects the # of contacts to be greater than the # of participants.

    48. Since many participants in direct education get multiple contacts = in general these figures will be larger than the # of participant counts.Since many participants in direct education get multiple contacts = in general these figures will be larger than the # of participant counts.

    49. If you estimate the # of contacts, we ask for very short but specific information on the methods used …when appropriate include a formula. Example: The # of direct education participants multiplied by the # of direct sessions in the series = estimated count of contacts. The method may differ for each age group. If you estimate the # of contacts, we ask for very short but specific information on the methods used …when appropriate include a formula. Example: The # of direct education participants multiplied by the # of direct sessions in the series = estimated count of contacts. The method may differ for each age group.

    50. Special Circumstances What method can we use to determine Food Stamp status among children in schools and child care settings? Multiply the # of children participating in FSNE at each school or child care facility by the % of students eligible for FREE school meals. Before moving on to question two, there are a few special circumstances that need some discussion. As discussed when providing unduplicated counts for Adults, data must be collected from the participant (age, sex, FSP status, race, ethnicity). But for School Age kids, you may use data collected by Schools, i.e. data on eligibility for FREE & reduced priced meals as ACTUAL data for EARS. The % of Kids eligible for Free Meals is a proxy for FSP participation. The % of Kids eligible for Reduce cost school meals is the proxy for low income <185 % of poverty. CNP already has a tool and process of collecting this data approved by OMB. Since this data is collect via other approved collection process – it can be used & reflected as an actual count rather than an estimated count.Before moving on to question two, there are a few special circumstances that need some discussion. As discussed when providing unduplicated counts for Adults, data must be collected from the participant (age, sex, FSP status, race, ethnicity). But for School Age kids, you may use data collected by Schools, i.e. data on eligibility for FREE & reduced priced meals as ACTUAL data for EARS. The % of Kids eligible for Free Meals is a proxy for FSP participation. The % of Kids eligible for Reduce cost school meals is the proxy for low income <185 % of poverty. CNP already has a tool and process of collecting this data approved by OMB. Since this data is collect via other approved collection process – it can be used & reflected as an actual count rather than an estimated count.

    51. Special Circumstances In the “5-17 Years (grade K-12)” column, report 60 students under “Number of Food Stamp Participants in FSNE” and 40 students under “Number of All Other Participants in FSNE” for a total of 100 students. FNS will work with RO to try to resolve problems in getting the Free & Reduced Price meal data in a format that can be used for EARS questions. FNS will work with RO to try to resolve problems in getting the Free & Reduced Price meal data in a format that can be used for EARS questions.

    52. Special Circumstances Teen-age FSNE participants should be counted by their age for Question 1 even if they are parents.

    53. Q&A What methods are best for gathering demographic data in community settings? 1. What are acceptable methods for gathering demographic data in community settings? The acceptable methods for collecting demographic data depend on the type of education approach you are using.  In the case of direct education, the demographic data must be collected from the program participant.  This is the “standard” and can be done, for example, by asking the questions on a program intake sheet or on a program feedback form.    In the case of social marketing when asked to estimate the number of FSP recipients reached versus other low-income persons it may be appropriate to use marketing data, census track data or housing data, depending on the site, audience, etc. to estimate the number of low-income persons your campaign will reach.1. What are acceptable methods for gathering demographic data in community settings? The acceptable methods for collecting demographic data depend on the type of education approach you are using.  In the case of direct education, the demographic data must be collected from the program participant.  This is the “standard” and can be done, for example, by asking the questions on a program intake sheet or on a program feedback form.    In the case of social marketing when asked to estimate the number of FSP recipients reached versus other low-income persons it may be appropriate to use marketing data, census track data or housing data, depending on the site, audience, etc. to estimate the number of low-income persons your campaign will reach.

    54. Q & A Duplicated counts mean that FSNE participants are counted multiple times. Implementing Agencies should strive to ensure that counts of participants and contacts are unduplicated within their agency/program.

    55. Q&A FNS has no guidelines for estimating unduplicated counts of participants. At this time, there are no guidelines for estimating unduplicated counts of participants. FNS encourages all States to formulate methods for collecting and reporting actual counts of direct education participants and contacts. Estimates may be used while States make adjustments to data collection systems to allow the collection and reporting of actual unduplicated counts.At this time, there are no guidelines for estimating unduplicated counts of participants. FNS encourages all States to formulate methods for collecting and reporting actual counts of direct education participants and contacts. Estimates may be used while States make adjustments to data collection systems to allow the collection and reporting of actual unduplicated counts.

    56. Q & A Regarding direct education – if participants fail to report on one or more of the criteria for direct education, would this disqualify the activity from being counted as direct education? For example if gender is omitted.

    57. Q&A FNS encourages you to collect data on FS status and other demographic data directly from adults when you report under direct education. Category 2 locations are “likely” to have FS recipients and some may not be eligible.FNS encourages you to collect data on FS status and other demographic data directly from adults when you report under direct education. Category 2 locations are “likely” to have FS recipients and some may not be eligible.

    58. Case Study

    59. Case Study Orientation State X University of X Cooperative Extension Conducts Direct, Social Marketing and Indirect FSNE Works with Network & other partners Prepares the FY 2008 EARS report Throughout the day a case study we will be used to practice filling out the EARS form. Before getting started with item 1, there are a few things to understand about the Case study. The Case Study does not include the complexities that IA”s work with, because the case study had to be kept simple for the training. The case-study is 6 pages long. It is broken out by the type of education. For example, section 1, on pages 1-3 describes and gives information on all the direct education activities for the FY. Section 2, from the middle of page 3 to the middle of page 4 describe all the social marketing activities. Section 3, which is on the bottom of page 4 covers all the indirect education. Expenditure information for all activities is covered on pages 5 and 6. After each section on the form is explained participants will work on the applicable sections of the case study. Let’s start with Item 1 first. Throughout the day a case study we will be used to practice filling out the EARS form. Before getting started with item 1, there are a few things to understand about the Case study. The Case Study does not include the complexities that IA”s work with, because the case study had to be kept simple for the training. The case-study is 6 pages long. It is broken out by the type of education. For example, section 1, on pages 1-3 describes and gives information on all the direct education activities for the FY. Section 2, from the middle of page 3 to the middle of page 4 describe all the social marketing activities. Section 3, which is on the bottom of page 4 covers all the indirect education. Expenditure information for all activities is covered on pages 5 and 6. After each section on the form is explained participants will work on the applicable sections of the case study. Let’s start with Item 1 first.

    60. Case Study Orientation Observe the headings of the columns Actual Data Estimated Data Type of Setting column includes age Actual Count of FSP Participants includes percentage Table 1 provides information on the participants and direct education programming done throughout the year. The numbers in the chart are totals for the year. This data is fictional. Observe the headings of the columns Some columns are actual counts and some are estimated. Treat the actual figure as actual and the estimated as estimated. Use these numbers with additional information from the narrative portion of the case study to calculate data needed for the EARS form (you do not need to be concerned with how these numbers were derived). The participation numbers in Column 5, are the total counts of participants and estimated contacts are also totals for the year. There is no reason to adjust these figures. ( For example for the public elementary school because the programming was done twice per year.) For simplicity, the Type of Setting column 1 includes the age category of the participants. Assume that all the participants at each location fit into the age category noted. This was done to save time during the training and reduce the number of calculations needed. The Actual Count of FSP Participants includes the percentage of participants who were FSP recipients as well as the actual number. For example, in the Public Housing row, there were 216 total FSNE participants and 168 ( 77.8%) were FSP recipients. Again, we provided data to save time & reduce calculations you need to make when working in your group to get data for EARS to complete the form.Table 1 provides information on the participants and direct education programming done throughout the year. The numbers in the chart are totals for the year. This data is fictional. Observe the headings of the columns Some columns are actual counts and some are estimated. Treat the actual figure as actual and the estimated as estimated. Use these numbers with additional information from the narrative portion of the case study to calculate data needed for the EARS form (you do not need to be concerned with how these numbers were derived). The participation numbers in Column 5, are the total counts of participants and estimated contacts are also totals for the year. There is no reason to adjust these figures. ( For example for the public elementary school because the programming was done twice per year.) For simplicity, the Type of Setting column 1 includes the age category of the participants. Assume that all the participants at each location fit into the age category noted. This was done to save time during the training and reduce the number of calculations needed. The Actual Count of FSP Participants includes the percentage of participants who were FSP recipients as well as the actual number. For example, in the Public Housing row, there were 216 total FSNE participants and 168 ( 77.8%) were FSP recipients. Again, we provided data to save time & reduce calculations you need to make when working in your group to get data for EARS to complete the form.

    61. Case Study Item 1 Instructions to Groups Meet and Greet each other Select a group member to record results/report results to the larger group. Select someone to do the calculations Identify a time keeper to keep things moving. Read the case study, compute results and complete the appropriate component of the EARS form Select a group member to record results/report results to the larger group. We may call on you to share if we have time. Select someone to do the calculations especially if you only have one at your table. Identify a time keeper to keep things moving-you have 30 minutes to finish most parts of the case study. Read the case study and complete Items 1 of the EARS form Select a group member to record results/report results to the larger group. We may call on you to share if we have time. Select someone to do the calculations especially if you only have one at your table. Identify a time keeper to keep things moving-you have 30 minutes to finish most parts of the case study. Read the case study and complete Items 1 of the EARS form

    62. Case Study Debrief

    63. Answer Key Item 1a Now lets look at the answer and talk a little about how the numbers were derived. Now lets look at the answer and talk a little about how the numbers were derived.

    64. Calculating Totals 5-17 Year old Participants-1a Public Elementary School— Actual Total Direct Education Participation = 5,805 x .53% = 3,074 Actual FSP Participation (already calculated for you) Under Public Middle School— Actual Total Direct Education Participation = 1,680 x .57% = 958 Actual FSP Participation (already calculated for you) Total 5-17 years 7,480 - 4,032 = 3,448 all others Public Elementary School— Actual Total Direct Education Participation = 5,805 x .53% = 3,074 Actual FSP Participation (already calculated for you) Under Public Middle School— Actual Total Direct Education Participation = 1,680 x .57% = 958 Actual FSP Participation (already calculated for you) Total 5-17 years 7,480 - 4,032 = 3,448 all others

    65. Answer Key Item 1b

    66. Public Elementary School— Direct Education contacts 12* 5800 kids = 69600 x .53% = 36,888 Est. contacts for FSP participation (already calculated for you) Under Public Middle School— Direct Education contacts 12* 1,680 kids =20,160 x.57% = 11,491 Est. Contacts FSP participants Total 5-17 years 89760 - 48,379 =41,381 all others contactsPublic Elementary School— Direct Education contacts 12* 5800 kids = 69600 x .53% = 36,888 Est. contacts for FSP participation (already calculated for you) Under Public Middle School— Direct Education contacts 12* 1,680 kids =20,160 x.57% = 11,491 Est. Contacts FSP participants Total 5-17 years 89760 - 48,379 =41,381 all others contacts

    67. Direct Education Elements 1a. FSNE PARTICIPANTS by Age and Food Stamp Program Status 1b. FSNE CONTACTS by Age and Food Stamp Program Status 2a. FSNE PARTICIPANTS by Gender 2b. FSNE CONTACTS by Gender 3. Race and Ethnicity 4. Number of FSNE Delivery Sites by Type of Setting 5 Programming Format 6. Primary Content of Direct Education Now the training moves on to element 2 under the Direct Education category. This is participant and contacts by gender.Now the training moves on to element 2 under the Direct Education category. This is participant and contacts by gender.

    68. 2a. FSNE PARTICIPANTS by Gender For Question 2a, indicate if you are providing GENDER based on an unduplicated actual count or an estimated count of FSNE direct education participants. If you are providing estimated counts, describe the methods used. FNS encourages IA’s to provide formulas when appropriate. Also, review your collection forms when possible and if the gender for an individual is missing, you can make a visual for the individual and count as actual data.For Question 2a, indicate if you are providing GENDER based on an unduplicated actual count or an estimated count of FSNE direct education participants. If you are providing estimated counts, describe the methods used. FNS encourages IA’s to provide formulas when appropriate. Also, review your collection forms when possible and if the gender for an individual is missing, you can make a visual for the individual and count as actual data.

    69. 2b. FSNE CONTACTS by Gender Make sure total match 1B data.Make sure total match 1B data.

    70. 2a. FSNE PARTICIPANTS by Gender Example : The total values reported for gender must correspond to the number of participants.The total values reported for gender must correspond to the number of participants.

    71. Q&A - Gender When conducting direct education in large group community settings, can you use visual assessment of the audience to estimate gender for EARS? It depends on the methods used i.e. is the setting inside, outside, size of the group, level of control, how large is large? When actual data is not collected, you may report estimates for direct education. However in most cases, we would not consider this a sound approach. When you use an estimate for EARS, the method used should be as sound as possible and based on a reasonable approach. Whenever possible use documented information as the basis. If this is not possible, you have the option of reporting these participants under indirect education and omitting these from your direct count. That said, depending on the method used to capture the visual est. and the size of the audience, it may or may not be an acceptable approach. It depends on the methods used i.e. is the setting inside, outside, size of the group, level of control, how large is large? When actual data is not collected, you may report estimates for direct education. However in most cases, we would not consider this a sound approach. When you use an estimate for EARS, the method used should be as sound as possible and based on a reasonable approach. Whenever possible use documented information as the basis. If this is not possible, you have the option of reporting these participants under indirect education and omitting these from your direct count. That said, depending on the method used to capture the visual est. and the size of the audience, it may or may not be an acceptable approach.

    72. Direct Education Elements 1a. FSNE PARTICIPANTS by Age and Food Stamp Program Status 1b. FSNE CONTACTS by Age and Food Stamp Program Status 2a. FSNE PARTICIPANTS by Gender 2b. FSNE CONTACTS by Gender 3. Race and Ethnicity 4. Number of FSNE Delivery Sites by Type of Setting 5. Programming Format 6. Primary Content of Direct Education Next on the EARS form is Racial/Ethnic data.Next on the EARS form is Racial/Ethnic data.

    73. 3. Race and Ethnicity As with items 1 & 2, one may report race & ethnicity as actual (unduplicated) or as estimated counts? As with items 1 & 2, one may report race & ethnicity as actual (unduplicated) or as estimated counts?

    74. 3. Race and Ethnicity The final EARS form is based on the new OMB Guidelines for collecting racial and ethnic data on all federal forms. It has these features: It recognizes two ethnic groups represented by Columns A&B, which are Hispanic/Latino or Non-Hispanic Column A – ethnic Classification of Hispanic/Latino Column B – ethnic Classification of Non-Hispanic Race is indicated using rows 1-5 for single races And rows 6-9 for people who are of multiple races Total by ethnicity should = participationThe final EARS form is based on the new OMB Guidelines for collecting racial and ethnic data on all federal forms. It has these features: It recognizes two ethnic groups represented by Columns A&B, which are Hispanic/Latino or Non-Hispanic Column A – ethnic Classification of Hispanic/Latino Column B – ethnic Classification of Non-Hispanic Race is indicated using rows 1-5 for single races And rows 6-9 for people who are of multiple races Total by ethnicity should = participation

    75. 3. Race and Ethnicity EXAMPLES - Data should correspond to # of Actual participants or estimated participants, depending on approach used.Data should correspond to # of Actual participants or estimated participants, depending on approach used.

    76. Q&A Can participants be included in the unduplicated count if race and ethnicity is unreported or refused? If the “actual” method is used to report data for Question 3, those individuals can not be counted as a direct education recipients if race and ethnicity is unreported or refused. In this case, they should be reported under “other” in Question 8. However, If the “estimated” reporting method is used for question 3, they can be included under direct education and reported under Question 3. As always, an explanation must be provided as to how the estimate was derived. If # 3 is reported as actual & you do not have race and ethnicity of all Direct participants – reduce the number reported under 1(a) accordingly. We encourage you to Check data before participants depart and try to correct any missing data. If participants refuse, you may make a “visual assessment” for race and ethnicity in individual or small group settings per food stamp guidance. If the “actual” method is used to report data for Question 3, those individuals can not be counted as a direct education recipients if race and ethnicity is unreported or refused. In this case, they should be reported under “other” in Question 8. However, If the “estimated” reporting method is used for question 3, they can be included under direct education and reported under Question 3. As always, an explanation must be provided as to how the estimate was derived. If # 3 is reported as actual & you do not have race and ethnicity of all Direct participants – reduce the number reported under 1(a) accordingly. We encourage you to Check data before participants depart and try to correct any missing data. If participants refuse, you may make a “visual assessment” for race and ethnicity in individual or small group settings per food stamp guidance.

    77. Q&A What is the best source for obtaining race and ethnicity data from schools?   Schools have the free and the reduced price meals eligibility data both as combined and separate values. The Regional Office may be able to assist you in acquiring this data. Schools have the free and the reduced price meals eligibility data both as combined and separate values. The Regional Office may be able to assist you in acquiring this data.

    78. Q&A A “visual assessment” for race and ethnicity may be used in individual or small group settings when participants do not provide this information. What do your recommend in large group settings where “visual assessment” is not appropriate? 4. Making a “visual assessment” for race and ethnicity may be used in individual or small group settings, what do your recommend in large group settings where “visual assessment” is not appropriate? It is always preferable to allow adult program participants to self select race and ethnicity whether it is in small or large group settings. This can be done, for example, by asking the questions on a program intake sheet or on a program evaluation form. Check forms before participants depart and correct problems for cleaner data. 4. Making a “visual assessment” for race and ethnicity may be used in individual or small group settings, what do your recommend in large group settings where “visual assessment” is not appropriate? It is always preferable to allow adult program participants to self select race and ethnicity whether it is in small or large group settings. This can be done, for example, by asking the questions on a program intake sheet or on a program evaluation form. Check forms before participants depart and correct problems for cleaner data.

    79. Q&A Hispanic persons often do not choose a separate race. How do you suggest we deal with this issue? The racial and ethnic terms used on the form were identified and defined by the Office of Management and Budget (OMB) in 1997 and adopted by the Food Stamp Program on May 18, 2006. Guidance was provided to all State FSP agencies on implementing the New Racial/Ethnic Data Collection on July 31, 2006. Implementing agencies should contact their State FSP Agencies for guidance on collecting and reporting this information. The EARS form can not be changed as this is the version approved by OMB. Both ethnic and racial data must be reported as required by OMB, FSP, and EARS The racial and ethnic terms used on the form were identified and defined by the Office of Management and Budget (OMB) in 1997 and adopted by the Food Stamp Program on May 18, 2006. Guidance was provided to all State FSP agencies on implementing the New Racial/Ethnic Data Collection on July 31, 2006. Implementing agencies should contact their State FSP Agencies for guidance on collecting and reporting this information. The EARS form can not be changed as this is the version approved by OMB. Both ethnic and racial data must be reported as required by OMB, FSP, and EARS

    80.

    81. Case Study Items 2 and 3 Instructions to Groups In your small group, read the case study and complete Items 2 and 3 of the form. Select a group member to record results. Be prepared to share results and questions with the larger group. You have about 20 minutes to work on this part of the case study. Working in your same groups, go ahead and complete Items 2 and 3 on the form. Gender information is found on Table 1, which is on page 2 and the Racial/Ethnic information is in Table 2 of the Case Study.Working in your same groups, go ahead and complete Items 2 and 3 on the form. Gender information is found on Table 1, which is on page 2 and the Racial/Ethnic information is in Table 2 of the Case Study.

    82. Case Study Debrief

    83. Answer Key Item 2a Here are the answers. As the second to the last column in Table 1 indicated, the gender participation counts are “actual” counts and if you were perceptive, you noticed that the totals were given at the bottom of the columns. No calculations were necessary.Here are the answers. As the second to the last column in Table 1 indicated, the gender participation counts are “actual” counts and if you were perceptive, you noticed that the totals were given at the bottom of the columns. No calculations were necessary.

    84. Answer Key Item 2b Here are the answers for 2b. Again, the column heading gave you the clue these are “estimated” counts and the totals were given at the bottom of the columns. No calculations were necessary.Here are the answers for 2b. Again, the column heading gave you the clue these are “estimated” counts and the totals were given at the bottom of the columns. No calculations were necessary.

    85. Answer Key Item 3 The answers for Item 3 on the form are found in Table 2 in the case study which is on page 3. The table title tells you these are “actual” counts and so all you had to do was plug in the numbers and add the columns and rows to get row 11 and column c. The answers for Item 3 on the form are found in Table 2 in the case study which is on page 3. The table title tells you these are “actual” counts and so all you had to do was plug in the numbers and add the columns and rows to get row 11 and column c.

    86. Next for this training is the review of Items 4-6.Next for this training is the review of Items 4-6.

    87. Direct Education Elements 1a. Direct Education: FSNE PARTICIPANTS by Age and Food Stamp Program Status 1b. Direct Education: FSNE CONTACTS by Age and Food Stamp Program Status 2a. Direct Education: FSNE PARTICIPANTS by Gender 2b. Direct Education: FSNE CONTACTS by Gender Direct Education: Race and Ethnicity Direct Education: Number of FSNE Delivery Sites by Type of Setting Direct Education: Programming Format Primary Content of Direct Education These elements are FSNE by delivery site, programming format, and primary content of Direct Education.These elements are FSNE by delivery site, programming format, and primary content of Direct Education.

    88. 4. Number of Delivery Sites by Type of Setting Please see page 6 of the EARS form. Element 4 reports the number of delivery sites by type of setting. Notice that chart number 4 lists out various settings used to deliver nutrition education in FSNE. It also lists four “other” categories where one can fill in a delivery site that doesn’t match one already listed. Note: Emergency food assistance includes places where people come to get actual food assistance e.g. food banks, commodity food distribution, food pantries. An example of “Other” could be a Firehouses, which is used in West Virginia. Please see page 6 of the EARS form. Element 4 reports the number of delivery sites by type of setting. Notice that chart number 4 lists out various settings used to deliver nutrition education in FSNE. It also lists four “other” categories where one can fill in a delivery site that doesn’t match one already listed. Note: Emergency food assistance includes places where people come to get actual food assistance e.g. food banks, commodity food distribution, food pantries. An example of “Other” could be a Firehouses, which is used in West Virginia.

    89. 4. Number of FSNE Delivery Sites by Type of Setting The directions indicate that….. The directions indicate that…..

    90. 4. Number of FSNE Delivery Sites by Type of Setting See Page 7 of the EARS Form. The EARS form instructions also list out a few examples (see slide). The important thing to remember is that each site is listed only once and reported by type of setting and not necessarily by audience that is served by the education activity. See Page 7 of the EARS Form. The EARS form instructions also list out a few examples (see slide). The important thing to remember is that each site is listed only once and reported by type of setting and not necessarily by audience that is served by the education activity.

    91. 4. Number of FSNE Delivery Sites by Type of Setting For those of you offering education through kiosks, example 3 shows that….. (Page 7 of EARS FORM)For those of you offering education through kiosks, example 3 shows that….. (Page 7 of EARS FORM)

    92. 5. Direct Education Programming Format For Item 5, the chart is designed to show the type of programming format and offer a bit of information on the length of sessions. In Column A indicate the number of education activities you provided by the format categories listed (single session, series of 2-4, 5-9 or over 10 session). Remember, it is asking for the number of times you delivered these formats. For example—What number would be entered in cell 3A if a FSNE program delivered 60 series of sessions that were 5-9 sessions long, twice per year? ANSWER: 60 X 2 = 120 For Column B, indicate the time range in minutes for the sessions indicated in column A. There is no need to work up a complicated data collection system for this. Just indicate the number of minutes for the shortest and longest session for each of the format categories used. For example, if the 120 series of education sessions indicated in the above example included 30 minute sessions and others in the series were 90 minutes long, how would you fill out cell 3B? ANSWER: 30-90 in cell 3B. If any of these sessions were delivered by multimedia, indicate the percentage in Column C.For Item 5, the chart is designed to show the type of programming format and offer a bit of information on the length of sessions. In Column A indicate the number of education activities you provided by the format categories listed (single session, series of 2-4, 5-9 or over 10 session). Remember, it is asking for the number of times you delivered these formats. For example—What number would be entered in cell 3A if a FSNE program delivered 60 series of sessions that were 5-9 sessions long, twice per year? ANSWER: 60 X 2 = 120 For Column B, indicate the time range in minutes for the sessions indicated in column A. There is no need to work up a complicated data collection system for this. Just indicate the number of minutes for the shortest and longest session for each of the format categories used. For example, if the 120 series of education sessions indicated in the above example included 30 minute sessions and others in the series were 90 minutes long, how would you fill out cell 3B? ANSWER: 30-90 in cell 3B. If any of these sessions were delivered by multimedia, indicate the percentage in Column C.

    93. 5. Direct Education Programming Format Another example in the instructions shows that….. (Page 7 of EARS form)Another example in the instructions shows that….. (Page 7 of EARS form)

    94. 6. Primary Content of Direct Education For element 6, identify up to four topic areas given the most emphasis during the reporting year and “most emphasis” is defined as taught most frequently. The codes for the answers are found in the instructions on the form. Record only one code per box, in any order and don’t report Food Stamp Program outreach in this table. (EARS FORM PAGE 8) EXAMPLES: FRUITS AND VEGETABLES – CODE E MYPYRAMID – HEALTHY EATING PLAN – CODE H For element 6, identify up to four topic areas given the most emphasis during the reporting year and “most emphasis” is defined as taught most frequently. The codes for the answers are found in the instructions on the form. Record only one code per box, in any order and don’t report Food Stamp Program outreach in this table. (EARS FORM PAGE 8) EXAMPLES: FRUITS AND VEGETABLES – CODE E MYPYRAMID – HEALTHY EATING PLAN – CODE H

    95. Case Study

    96. Case Study Items 4-6 Instructions to Groups In your small group, read the case study and complete Items 4-6 of the EARS form. Select a small group member to record results. Be prepared to share results and questions with the larger group. You have about 20 minutes to work on this part of the case study. In your groups, fill out 4, 5 and 6. For Items 4 and 5, you’ll find the information you need in Table 1 on page 2 of the Case Study and for Item 6, look on page 1. In your groups, fill out 4, 5 and 6. For Items 4 and 5, you’ll find the information you need in Table 1 on page 2 of the Case Study and for Item 6, look on page 1.

    97. Case Study Debrief

    98. Answer Key Item 4 Here are the answers for Item 4. The answers were found in the second column on Table 1 of the Case Study. Here are the answers for Item 4. The answers were found in the second column on Table 1 of the Case Study.

    99. Answer Key Item 5 Here are the answers to question 5. For Column A required some minor calculations. For Row 2: The 2-4 series are at the churches and congregate meal site. 10 churches got programming twice per year so that means the sessions were delivered 20 times there and the 3 meal sites also got programming twice per year so that adds up to: (ANSWER: 20 + 6 = 26) Then moving to Column B all these sessions were 30 minutes long. For Row 3: the 5-9 series are at the public housing, WIC offices, food banks and farmers’ markets. Public Housing: 3 sites twice per year=6 90 minutes WIC Offices: 5 sites twice per year=10 90 minutes Food Banks:3 sites once per year=3 60 minutes Farmers’ Markets: 5 sites twice per year=10 45 minutes TOTAL: 29 45-90 minutes For line 4: you should include the two schools. Elementary: 20 sites twice per year=40 45 minutes Middle: 3 sites twice per year=6 45 minutes Total: 46 45 minutesHere are the answers to question 5. For Column A required some minor calculations. For Row 2: The 2-4 series are at the churches and congregate meal site. 10 churches got programming twice per year so that means the sessions were delivered 20 times there and the 3 meal sites also got programming twice per year so that adds up to: (ANSWER: 20 + 6 = 26) Then moving to Column B all these sessions were 30 minutes long. For Row 3: the 5-9 series are at the public housing, WIC offices, food banks and farmers’ markets. Public Housing: 3 sites twice per year=6 90 minutes WIC Offices: 5 sites twice per year=10 90 minutes Food Banks:3 sites once per year=3 60 minutes Farmers’ Markets: 5 sites twice per year=10 45 minutes TOTAL: 29 45-90 minutes For line 4: you should include the two schools. Elementary: 20 sites twice per year=40 45 minutes Middle: 3 sites twice per year=6 45 minutes Total: 46 45 minutes

    100. Answer Key Item 6 Here are the answers for item 6. This information was listed on the bottom of page 1 and the codes were listed in the instructions.Here are the answers for item 6. This information was listed on the bottom of page 1 and the codes were listed in the instructions.

    101. Social Marketing & Indirect Education

    102. 7. Social Marketing Initiatives Let’s start with the definition of Social Marketing that is the foundation for this element. Social Marketing is defined as [see slide]…… It is very important that Implementing Agencies understand that, in order to report SM data, certain criteria MUST BE MET. Let’s start with the definition of Social Marketing that is the foundation for this element. Social Marketing is defined as [see slide]…… It is very important that Implementing Agencies understand that, in order to report SM data, certain criteria MUST BE MET.

    103. Implementing agencies may only include data for Item #7 if they meet these specific criteria: First, there is segmentation of the food stamp of low-income population. Second, the needs of that particular segment of the population have been researched and assessed. This means there is formative research BEHIND the motivators for behavior change. Finally, there must be formative evaluation of the messages, materials and delivery channels WITH members of the target audience. Implementing agencies may only include data for Item #7 if they meet these specific criteria: First, there is segmentation of the food stamp of low-income population. Second, the needs of that particular segment of the population have been researched and assessed. This means there is formative research BEHIND the motivators for behavior change. Finally, there must be formative evaluation of the messages, materials and delivery channels WITH members of the target audience.

    104. A Social Marketing Campaign usually includes a variety of strategies and methods to deliver a behavior change method. Typically, SM campaigns focus on making small changes in a large number of people. Usually, SM campaigns do not focus on one-on-one or group education with participants. Important point to stress: If social marketing campaigns include direct and indirect elements, they have a choice to make. They can subtract out the direct and indirect information and report it in the corresponding sections of the form or they can leave it all in social marketing – even if that means the direct and indirect sections of the form are left blank. That is allowable. What we do not want to happen is that they report these activities in both places.A Social Marketing Campaign usually includes a variety of strategies and methods to deliver a behavior change method. Typically, SM campaigns focus on making small changes in a large number of people. Usually, SM campaigns do not focus on one-on-one or group education with participants. Important point to stress: If social marketing campaigns include direct and indirect elements, they have a choice to make. They can subtract out the direct and indirect information and report it in the corresponding sections of the form or they can leave it all in social marketing – even if that means the direct and indirect sections of the form are left blank. That is allowable. What we do not want to happen is that they report these activities in both places.

    105. 7. Social Marketing Initiatives Let’s review the first SM table from the EARS form. Use the codes on pages 10-11 from the Instructions An IA may report on more than one SM campaign per fiscal year. Include a short “name” for the campaign that is descriptive of the SMC The current year of the campaign should be included and reflect the total number of years starting with initial planning of the SM campaign. In Column C, use or more of the codes to describe the major phases of your campaign activities: P=Planning (includes market and formative research) ; D=Developing (includes campaign/materials design and consumer testing); I =Implementing; E=Tracking and Evaluation The codes for priority populations are recorded in column D. This is where you would indicate SEGMENTATION OF THE POPULATION Ethnicity= Hispanic or Latino; G= Not-Hispanic or Latino Race: A= American Indian or Native Alaska; B= Asian; C= Black or African American; D= Native Hawaiian or Other Pacific Islander; E= White; Gender: H= Female; I = Male Age: J = All ages; K= Less than 5 years of age; L= 5 to 17 years of age; M= 18 to 59 years of age; N= 60 years of age or older; Important point to make: Columns E, F and G are the estimated number of people reached and NOT CONTACTS! It is likely that the estimated number of people for columns E, F, and G will be gathered/extrapolated from CENSUS and/or MARKETING data or another secondary source of population level data. The nature of a SM Campaign means you will not be gathering demographic data on individuals. You are using a population-based approach and so your reporting will be at a population level. Column E. will be the estimated number of FSP recipients; Column F is for Estimated number of other low income people reached. Finally, column G includes ALL people reached with the SM campaign. For Column F. - Estimated number of other low-income persons reached…again you are teasing out the number of people who would likely be eligible for the FSP but who are not FSP recipients. Example 1: The radio station that broadcasts social marketing nutrition messages has provided demographic statistics to the implementing partner showing the income range of their listening audience. The data show that roughly 20% of the audience or 400 people would not qualify for Food Stamps. The estimated count of 400 people should be counted under column G in Item 7 of the form. Let’s review the first SM table from the EARS form. Use the codes on pages 10-11 from the Instructions An IA may report on more than one SM campaign per fiscal year. Include a short “name” for the campaign that is descriptive of the SMC The current year of the campaign should be included and reflect the total number of years starting with initial planning of the SM campaign. In Column C, use or more of the codes to describe the major phases of your campaign activities: P=Planning (includes market and formative research) ; D=Developing (includes campaign/materials design and consumer testing); I =Implementing; E=Tracking and Evaluation The codes for priority populations are recorded in column D. This is where you would indicate SEGMENTATION OF THE POPULATION Ethnicity= Hispanic or Latino; G= Not-Hispanic or Latino Race: A= American Indian or Native Alaska; B= Asian; C= Black or African American; D= Native Hawaiian or Other Pacific Islander; E= White; Gender: H= Female; I = Male Age: J = All ages; K= Less than 5 years of age; L= 5 to 17 years of age; M= 18 to 59 years of age; N= 60 years of age or older; Important point to make: Columns E, F and G are the estimated number of people reached and NOT CONTACTS! It is likely that the estimated number of people for columns E, F, and G will be gathered/extrapolated from CENSUS and/or MARKETING data or another secondary source of population level data. The nature of a SM Campaign means you will not be gathering demographic data on individuals. You are using a population-based approach and so your reporting will be at a population level. Column E. will be the estimated number of FSP recipients; Column F is for Estimated number of other low income people reached. Finally, column G includes ALL people reached with the SM campaign. For Column F. - Estimated number of other low-income persons reached…again you are teasing out the number of people who would likely be eligible for the FSP but who are not FSP recipients. Example 1: The radio station that broadcasts social marketing nutrition messages has provided demographic statistics to the implementing partner showing the income range of their listening audience. The data show that roughly 20% of the audience or 400 people would not qualify for Food Stamps. The estimated count of 400 people should be counted under column G in Item 7 of the form.

    106. Regarding the second SM table: For each campaign you’ll will add the codes for the primary intervention levels. The codes include ? A=Individual; ? B=Interpersonal (groups); ? C=Institution/Organization ; ? D=Community ; ? E=All Levels ? F=Other – please specify For the Key Messages in Column I, use the codes from EARS Item #6 you can enter as many codes as applicable. Column J is Primary Intervention Channels for the campaign. There are 14 channel listed on Page 12 of the instructions. There is also a code for “other” where you can specify the channel. Column K is the total expenditure for the campaign for the reporting year. Column L is the total federal expenditure for the reporting year. Regarding the second SM table: For each campaign you’ll will add the codes for the primary intervention levels. The codes include ? A=Individual; ? B=Interpersonal (groups); ? C=Institution/Organization ; ? D=Community ; ? E=All Levels ? F=Other – please specify For the Key Messages in Column I, use the codes from EARS Item #6 you can enter as many codes as applicable. Column J is Primary Intervention Channels for the campaign. There are 14 channel listed on Page 12 of the instructions. There is also a code for “other” where you can specify the channel. Column K is the total expenditure for the campaign for the reporting year. Column L is the total federal expenditure for the reporting year.

    107. Indirect Education Element 8 on the form is Indirect Education and it has two parts. 8a indicates the types of materials you distributed in indirect education activities 8b asks for an estimation of the size of the audience reached through mass media and communication events.Element 8 on the form is Indirect Education and it has two parts. 8a indicates the types of materials you distributed in indirect education activities 8b asks for an estimation of the size of the audience reached through mass media and communication events.

    108. 8. Indirect Education Indirect education is defined as the distribution of information and materials that are not part of the direct education activities or the social marketing campaigns. Any efforts that are not part of the other two would be reported here.Indirect education is defined as the distribution of information and materials that are not part of the direct education activities or the social marketing campaigns. Any efforts that are not part of the other two would be reported here.

    109. 8a. Types of Materials Distributed The instructions for 8a indicate to check off any of the methods listed that were used during the fiscal year for indirect education. How many materials distributed is not necessary. Simply check off what types of materials were distributed. There is an other category you can use if there are items that don’t fit in the ones listed.The instructions for 8a indicate to check off any of the methods listed that were used during the fiscal year for indirect education. How many materials distributed is not necessary. Simply check off what types of materials were distributed. There is an other category you can use if there are items that don’t fit in the ones listed.

    110. 8b - Estimated Size of Audience Reached through Communication & Events 8b is where you estimate the number of individuals reached through any indirect education activities and indicate, by choosing one of four codes, the source of the estimate. The four codes are listed on the form.8b is where you estimate the number of individuals reached through any indirect education activities and indicate, by choosing one of four codes, the source of the estimate. The four codes are listed on the form.

    111. 8b - Estimated Size of Audience Reached through Communication & Events

    112. The following slides provide some scenarios that illustrate how to determine if an education activity is Indirect Education or [See SLIDE] (ANSWER: No, these would not be reported under indirect education because, as the scenario states, they are part of direct education activities.) The following slides provide some scenarios that illustrate how to determine if an education activity is Indirect Education or [See SLIDE] (ANSWER: No, these would not be reported under indirect education because, as the scenario states, they are part of direct education activities.)

    113. [Read the slide to the audience and ask for the answer from them] (ANSWER: If the nutrition education articles or newsletters were not part of a Social Marketing effort, they would be considered indirect education and the estimated number of the target population reached would be reported in Question 8. If this activity was part of the social marketing campaign, it would not be reported under indirect education.) [Read the slide to the audience and ask for the answer from them] (ANSWER: If the nutrition education articles or newsletters were not part of a Social Marketing effort, they would be considered indirect education and the estimated number of the target population reached would be reported in Question 8. If this activity was part of the social marketing campaign, it would not be reported under indirect education.)

    114. Example Scenario 3: Nutrition education materials (pamphlets, newsletters, promotional materials, etc.) are left in the lobbies of WIC clinics or at food banks for people to pick up. Would this be a considered indirect education in EARS? [READ SLIDE ALOUD] (ANSWER: Yes, these items would be considered indirect education and an estimate of the number of people who received the information would be reported on the EARS form unless this was part of a social marketing campaign.)[READ SLIDE ALOUD] (ANSWER: Yes, these items would be considered indirect education and an estimate of the number of people who received the information would be reported on the EARS form unless this was part of a social marketing campaign.)

    115. Case Study In preparation for completing the social marketing and indirect education sections of the form, please take a few minutes to read sections 2 and 3 of the Case Study. It starts in the middle of page 3 and continues through page 4. In preparation for completing the social marketing and indirect education sections of the form, please take a few minutes to read sections 2 and 3 of the Case Study. It starts in the middle of page 3 and continues through page 4.

    116. Case Study - Items 7-8 Instructions to Groups In your small group, read the case study and complete Items 7-8 of the EARS form. Select a small group member to record results. Be prepared to share results and questions with the larger group. You have about 20 minutes to work on this part of the case study. TIP: To answer columns K and L on Item 7 refer to Table 5 of the Case Study on page 6. Before starting on the case study for items 7 and 8 here are a couple of pointers: To answer columns K and L on Item 7, which are the expenditure questions for social marketing, you will have to refer to Table 5 on page 6 of the Case Study. If everyone will turn to it now, I’ll point out the social marketing expenditures. Before starting on the case study for items 7 and 8 here are a couple of pointers: To answer columns K and L on Item 7, which are the expenditure questions for social marketing, you will have to refer to Table 5 on page 6 of the Case Study. If everyone will turn to it now, I’ll point out the social marketing expenditures.

    117. Case Study - Items 7 Social Marketing expenses are in blue font. Under UXCES Expenses, there is an 85,000 charge for social marketing and under the Contributions from Partners column, there is a 120,000 charge in the salaries section In addition, there is another 85,000 charge in the Federal Expense column in the Education Materials section. Another helpful hint: when you do the calculations for column K and L, don’t forget any indirect cost charges! Ok, go ahead and start on 7 and 8.Social Marketing expenses are in blue font. Under UXCES Expenses, there is an 85,000 charge for social marketing and under the Contributions from Partners column, there is a 120,000 charge in the salaries section In addition, there is another 85,000 charge in the Federal Expense column in the Education Materials section. Another helpful hint: when you do the calculations for column K and L, don’t forget any indirect cost charges! Ok, go ahead and start on 7 and 8.

    118. Case Study Debrief

    119. Answer Key - Item 7

    120. Answer Key - Item 7

    124. 9. Expenditures by Sources of Funding It is important to remember that questions 9 and 10 must be reported for FY 2008. Question 9 might cause some confusion regarding the differences between Line 2 (Public and Private Cash Contributions - Other than State and Local Tax Revenue) and Line 5 (Private Cash Contributions to State Food Stamp Agency Only). Donations or contributions from a private contributor to a local FSNE provider is reported in line 2 and does not require a waiver. Money that is donated by a private contributor to the State Agency itself needs a waiver because of an OMB requirement. Those funds are reported differently on the EARS form; they go onto Line 5. The rest of the lines for question 9 have explicit instructions and are straight forward. One potential math issue is the money from Indian Tribal Organizations. ITOs are reimbursed at 75/25 rate rather than the usual 50/50 ratio. The ITO only needs to put up 25% of the money rather than 50%, so if you did the straight math it might not come out to 50-50. It is important to remember that questions 9 and 10 must be reported for FY 2008. Question 9 might cause some confusion regarding the differences between Line 2 (Public and Private Cash Contributions - Other than State and Local Tax Revenue) and Line 5 (Private Cash Contributions to State Food Stamp Agency Only). Donations or contributions from a private contributor to a local FSNE provider is reported in line 2 and does not require a waiver. Money that is donated by a private contributor to the State Agency itself needs a waiver because of an OMB requirement. Those funds are reported differently on the EARS form; they go onto Line 5. The rest of the lines for question 9 have explicit instructions and are straight forward. One potential math issue is the money from Indian Tribal Organizations. ITOs are reimbursed at 75/25 rate rather than the usual 50/50 ratio. The ITO only needs to put up 25% of the money rather than 50%, so if you did the straight math it might not come out to 50-50.

    125. 10. Expenditures by Category of Spending Question 10 gets at the larger management issue as to how FSNE funds are spent; Are the funds spent on nutrition education delivery or for overhead and administration of the projects? We provided definitions for each of those lines in the instructions. One can report either actual or estimated costs based on the activity of the people involved. Question 10 gets at the larger management issue as to how FSNE funds are spent; Are the funds spent on nutrition education delivery or for overhead and administration of the projects? We provided definitions for each of those lines in the instructions. One can report either actual or estimated costs based on the activity of the people involved.

    126. Case Study

    127. Case Study - Items 9-10 Instructions to Groups In your small group, read the case study and complete Items 9-10 of the EARS form. Select a small group member to record results. Be prepared to share results and questions with the larger group. You have about 15 minutes to work on this part of the case study. This is the final part of the Case Study. Read page 5 and 6 of the Case Study and answer Items 9 and 10 on the form. Don’t forget about indirect costs! This is the final part of the Case Study. Read page 5 and 6 of the Case Study and answer Items 9 and 10 on the form. Don’t forget about indirect costs!

    128. Case Study Debrief

    129. 9. Expenditures by Sources of Funding Ask for answers from the audience. Ask for answers from the audience.

    130. Here are the answers to Item 9. Did anyone get different answers? Here are the answers to Item 9. Did anyone get different answers?

    131. Lets go over the chart if there is some discussion.Lets go over the chart if there is some discussion.

    132. 10. Expenditures by Category of Spending Ask for answers from the audience.Ask for answers from the audience.

    133. Here are the answers to Item 10. Did anyone have trouble with this one? The totals come from the bottom of the last two columns of Table 5. Here are the answers to Item 10. Did anyone have trouble with this one? The totals come from the bottom of the last two columns of Table 5.

    135. Training Resources 7 regional trainings Regional training materials available electronically Special topic/technical assistance conference calls Electronic Training Guide posted on website On-line submission form Regional training materials available electronically -may be adapted to suit state and local training needs FPRS on-line submission form is in development. status, and pilot Regional training materials available electronically -may be adapted to suit state and local training needs FPRS on-line submission form is in development. status, and pilot

    136. EARS Online System Development Timeline FPRS TimelienFPRS Timelien

    137. We will be conducting training for State Food Stamp Offices and Regions on this part of the FPRS system in the early fall. This is not a new system, it is a component of the current reporting system used by all the FNS programs to submit data to FNS.We will be conducting training for State Food Stamp Offices and Regions on this part of the FPRS system in the early fall. This is not a new system, it is a component of the current reporting system used by all the FNS programs to submit data to FNS.

    138. Next Steps Planning --Identify gaps in current collection --Determine how to fill them --Identify training needs and conduct training Make adjustments in data collection for implementation How will you use and share data among stakeholders, partners, and educators. The 7 regional EARS trainings was more about compiling data and entering it on the form, and understanding what the developers of the form had in mind. However collection of the data happens at the ground level . To get meaningful and uniform data that is as accurate as possible will require that each State and Implementing Agency look carefully at the current processes. Use the implementation leeway period to adjust your data collection approaches Think now about how you will use and share dataThe 7 regional EARS trainings was more about compiling data and entering it on the form, and understanding what the developers of the form had in mind. However collection of the data happens at the ground level . To get meaningful and uniform data that is as accurate as possible will require that each State and Implementing Agency look carefully at the current processes. Use the implementation leeway period to adjust your data collection approaches Think now about how you will use and share data

More Related