Evaluating King County School Nutrition Wellness Policies
Evaluating King County School Nutrition Wellness Policies
Phase I: Collect data
Team A: Collect, collate and evaluate existing information.
• Using database that will be provided, abstract policies from 15 school districts in King County and compile with existing abstraction of 4 King County policies. Policies may be found at:
o King County School Districts:
|Auburn School District |
|Bellevue School District |
|Enumclaw School District |
|Federal Way School District |
|Highline School District |
|Issaquah School District |
|Kent School District |
|Lake Washington School District |
|Mercer Island School District |
|Northshore School District |
|Renton School District |
|Riverview School District |
|Seattle Pubic School District |
|Shoreline School District |
|Skykomish School District |
|Snoqualmie Valley School District |
|Tahoma School District |
|Tukwilla School District |
|Vashon Island School District |
• If nutrition policies include specific standards for competitive foods sold outside of school meal programs, compare these standards to those for fat, saturated fat, sugar, and energy as outlined in:
1. Washington Senate Bill 5093 .
2. Institute of Medicine recommendations for Foods Sold at school: ()
• Collect information about each district, including the size, proportion Free and Reduced Price School Meals, WASL pass rate and demographics of students in school districts in King County :
• Determine geographic category of schools:
• Add district-level data about policies, characteristics and geographic category for all 19 districts to the database.
• Prepare descriptive tables for 1) aggregate policy abstraction scores and sub-scores and 2) district characteristics
• Explore most descriptive and easy to understand graphical presentations of these data with bar charts or other descriptive methods
Team B. Schedule and conduct interviews
Phase II: Analyze data
Team C: Policy Quality
• Changes pre and post legislative mandates: Review 2004 report, Developing and Implementing Surveys to Assess School District Physical Activity and Nutrition Policies. Select key policy components to compare between 2004 and 2008, and analyze changes.
• School District characteristics and the strength of district wellness policies: Compare policy scores and subscores by % FRPL, % non-Hispanic white, city/suburb and small town/rural
• Prepare preliminary tables and report about major findings about the quality of the policies, changes in policies from 2004 and any associations between district characteristics and policy quality.
• Create graphical displays of major findings
Team D: District Experiences with Policies
• Compile qualitative and quantitative data from interviews
• Analyze data
• Prepare preliminary report about what the data mean
Phase III: Prepare Reports and Presentation
Team E: Briefing paper for BOH
Team F: Full report
Team G: PowerPoint presentation
|Week |Date |Activity |
|1 |1/9 |Introduction to Project |
| | |Presentations by Donna Oberg, MPH, RD and |
| | |Review of project and expectations, Donna Johnson |
| | |Panel of former students about what they learned from the 531 project |
| |
|PHASE I |
|2 |1/16 | |
| | | |
| | | |
| | |Team A: Abstract policies, collect and compile existing data |
| | |Team B: Conduct interviews, compile data |
|3 |1/23 | |
|4 |1/30 | |
|5 |2/6 | |
| |
|PHASE II |
|6 |2/13 | |
| | | |
| | |Team C: & D: Analyze data |
|7 |2/20 | |
|8 |2/27 |Teams C and D present findings to class |
| | |Class develops list of major findings |
| | |Class develops recommendations based on findings |
| | |Class develops list of limitations of data and evaluation process |
| |
|PHASE III |
|9 |3/6 |Team E,F,G prepare products as outlined above |
| | |(Note: Draft of Briefing paper to Donna Oberg by March 10) |
|10 |3/13 | |
|Final |Mar. 17 |Presentation to Stakeholders |
| |10:30-12:20 p.m. | |
Briefing Paper
• 2-3 pages
• Use bullets, bar charts, white space, etc. to make it easy to read
• Content:
• Purpose of evaluation (1 sentence)
• History of wellness policies in King Co. (3 sentences)
• Major findings from policy abstraction: describe abstraction tool (one sentence), provide graphic that represents results, 4-5 bullets that highlight major findings
• Comparison of 2004 to 2008 policy findings: describe 2004 study (one sentence); use graphic method to present comparison findings from 2004-2008, 2-3 bullets with major findings.
• Major findings that emerge from the interviews (paragraph or 7-8 bullets)
• Limitations of study (one or two sentences)
• Recommendations: short paragraph or bullets
• Acknowledgments section: participation by school districts, mentoring of Donna Oberg, Anne Lund, etc.
Report
• Title page
• Table of Contents
• Acknowledgements
• List of student authors
• Content:
• Comprehensiveness and Strength of Nutrition Wellness Policies in King Co. Schools
• Comparison of key nutrition wellness policy components in 2004 to policies in 2008
• Degree of implementation of policies as perceived by superintendents, nutrition services administrators, health educators and school board members
• Other qualitative data from interviews as it emerges from the data
• Limitations of the data
• Recommendations that emerge from the data
• Appendices: data tables, instruments, etc.
Presentation
• 30 minutes
• Slides to follow standard rules for professional ppt presentations (not more than 4-5 bullets per page, not more than 2 slides in a row with just words, no distracting templates or auditory/visual effects, not to be read verbatim by presenter, etc.
• Content to follow that of briefing paper
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