Farm to School Im Implementation Eunlye Lee PhD, Carol Smathers, - - PowerPoint PPT Presentation

Gaining Consensus on Factors In Infl fluencing Farm to School Im Implementation

Eunlye Lee PhD, Carol Smathers, MS, Pat Bebo, MS, Jarrod Dalton, PhD, and Darcy Freedman, PhD

Acknowledgements

This study is supported by the Centers for Disease Control and Prevention Preventive Health and Health Services Block Grant (2B01OT009042-15) and by the U.S. Department of Agriculture Nutrition Education and Obesity Grant Program (G-1415- 17-0847 and G-1617-0452).

Presentation Overview

• Background
• Introduction to Building Capacity for Obesity Prevention (BCOP) Study
• Multi-phase Consensus Modeling
• Summary of Theme and Indicator Refinement
• Factors Influencing Farm to School Interventions
• Supporting Resources
• Contributions and Implications

Background

Prevalence of Self-reported Obesity among US Adults by State and Territory, BRFSS, 2015

BRFSS = Behavioral Risk Factor Surveillance System, Obesity = Body Mass Index (BMI) of 30 or higher

Background (c (cont.)

Prevalence of Self-reported Obesity among US Adults by Race/Ethnicity, State and Territory, BRFSS, 2013-2015

BRFSS = Behavioral Risk Factor Surveillance System, Obesity = Body Mass Index (BMI) of 30 or higher

Non-Hispanic Whites Non-Hispanic Blacks Hispanics

Polic licy, Systems, and Envir ironmental (PSE) In Interventions

P

A policy change includes laws, ordinances, rules and/or regulations. Policy change may target government entities at national, state, or local levels or organizations such as schools, childcare centers, or churches.

S

A system change seeks to shift the way that a community makes decisions about policies, programs, and the allocation of its resources and, ultimately, in the way it delivers services to its residents. Systems change such as increasing more locally grown foods into food distribution systems often involves collaboration between diverse sectors and stakeholders.

E

An environmental change is a change to the physical or social environment where people live, work, learn, play, and pray. This may involve developing or enhancing infrastructure or promoting social norms to shift behaviors within environments.

Nutrit ition-rela lated PSE Recommendations

CDC = Centers for Disease Control and Prevention, IOM = Institute of Medicine

Example Recommendations Recommended by Encourage small store owners to offer fresh produce and healthier foods through financial or other incentives. CDC IOM Increase access to farmers’ markets in low-income communities CDC Encourage farmers’ markets and small store owners to accept SNAP and WIC electronic benefit cards. CDC Increase farm-to-school and farm-to-institution programs. CDC Promote community gardens through zoning policy and grants or other financial support. IOM Establish strong nutrition standards and healthy food policies for foods served at public facilities and government buildings. IOM

Building Capacity for Obesity Prevention (B (BCOP)

• A partnership between researchers and practitioners
• To identify key aspects of community readiness and practitioner capacity

for obesity prevention

• To develop web-based tools to be used by community nutrition and public

health practitioners in their planning of nutrition-related PSE interventions

• Consensus-based modeling approach: Active stakeholder engagement (>

200)

PSE Interventions = Policy, System, and Environmental Interventions

Nutrition-related Policy, System, Environmental (PSE) Interventions

Farmers’ Market

Healthy Eating in Childcare

Healthy Food Retail Farm to School

Building Capacity for Obesity Prevention (B (BCOP)

Farm to School PSE Project Id Ideas

• Promoting school gardens
• Increasing salad bar activities at

schools

• Produce from school gardens is used

in cafeteria

• School gardens are incorporated into

curriculum

• Increasing locally grown foods

purchase for school cafeteria

Multi-phase Consensus-based Modeling

[Phase 5] Pilot Testing [Phase 4] Indicator Refinement [Phase 3] Consensus Conference [Phase 2] Indicator Development [Phase 1] Qualitative Study

• 194 practitioners and

community residents

• 18 in-person and 23

focus group interviews

• 14 expert panelists/2

hours

• Ranking of indicators

and weight for themes

• 4 practitioners
• Face and content

validity

• Iterative process

among 4 researchers

• 6 themes and 23

indicators

• Remapping

indicators/themes

• Development of

response options

Summary of f Theme and In Indicator Refi finement

6 themes and 23 indicators 4 Themes and 16 Indicators 4 Themes and 17 Indicators

PSE Readiness Assessment and Decision Instrument

# of themes and indicators before consensus conference # of themes and indicators after consensus conference

PSE Interventions = Policy, System, and Environmental Interventions

What In Infl fluences Readin iness to Im Imple lement Farm to Sc School l PSE SE Projec jects?

• Resources of schools to support implementation of farm to school

PSE projects.

School Capacity [0.36)

• Relationships and support systems that can help practitioners

implement farm to school PSE projects.

Networks and Relationships [0.30]

• Skills, resources, and capacity for organizations and practitioners to

support implementation of farm to school PSE projects

Organizational and Practitioner Capacity [0.21]

• Community factors such as community leadership investment and

support systems that influence implementation of farm to school PSE projects

Community Resources and Motivations [0.13]

Standardized theme weights from the consensus conference are presented in brackets.

School Capacity

• To what extent…
• do school food service guidelines in your service area support

farm to school PSE projects? [0.28]

• are farm to school PSE projects in your service area integrated into

school curriculum and activities (e.g., greenhouse integrated with science class)? [0.25]

Standardized indicator weights from the consensus conference are presented in brackets.

Networks and Relationships

• To what extent…
• are there champions for farm to school PSE projects in your

service area? [0.28]

• are there sourcing and aggregation systems available in your

service areas to support access to locally produced food items at schools? [0.26]

Standardized indicator weights from the consensus conference are presented in brackets.

Organizational and Practitioner Capacity

• To what extent…
• do you spend time each month seeking out or connecting with

community stakeholders in your service area such as agricultural coordinators, school cafeteria managers, or school wellness committees to increase support for implementation of farm to school PSE projects? [0.30]

• does your organization have capacity and tools to evaluate

implementation of farm to school PSE projects in your service area? [0.27]

Standardized indicator weights from the consensus conference are presented in brackets.

Community Resources and Motivations

• To what extent…
• are parents and students in your service area aware of farm to

school PSE project opportunities such as school gardens and salad bars at school? [0.28]

• are community leaders in your service area aware of farm to

school PSE project opportunities such as school gardens and salad bars at school? [0.28]

Standardized indicator weights from the consensus conference are presented in brackets.

www.psereadi.org

Supporting Resources

• A report with three tailored recommendations for action
• Compendium of resources
• Videos
• Learning collaborative

Contributions & Im Implications

• This is one of the first attempts to understand factors for successful

implementation of Farm to School interventions and operationalize them into measureable indicators.

• The assessment tools are developed through strong engagement and

partnership among community stakeholders.

• Implementation of Farm to School interventions guided by careful

assessment of community readiness and practitioner capacity promotes the uptake and success of the interventions.