Tools and Tips for Transformation

presented by

Jovita J. Lewis, MEd EFNEP Coordinator

Auburn University/Alabama Cooperative Extension System

Stephanie Helms, MS Evaluation and Curriculum Specialist

Auburn University/Alabama Cooperative Extension System

Session Objectives • To explore the different supervisory structures used by Auburn University EFNEP over

the course of its 54 year history • To identify useful tools and tips to manage the work of the 21st century EFNEP peer

educator. • To realize that strong program management transforms the role of peer educators.

2018 National EFNEP Coordinators’ Conference March 19 – 22, 2018

Hyatt Regency, Arlington, VA

EFNEP Filing System Outline

Header: EFNEP Administration

File Folder eTravel Itinerary

File Folder Bi-Weekly Payroll Time Sheet

File Folder HR-8 Request Leave Form (Revised 10/2015)

File Folder Extension Office Sign-Out Sheet

Header: Eating Smart Being Active

Divider: ______________ Group (Divider should show name of group.)

Folder: Have a folder for each group.

Identify each group folder with name of group. Example: Head Start Group 1

The following should be filed in a group folder by name of group:

File Folder Head Start Group 1 Eating Smart Being Active Sign-in Sheets

Folders: Have a folder for each participant in the group.

Identify each folder with participant ID number and name. Use ID number generated by WebNEERS.

Example: ID 123 - Jane Smith

Include in each participant folder:

All About Me

24 Hour Food Recall (Entry)

24 Hour Food Recall (Exit)

A Closer Look (Entry)

A Closer Look (Exit)

Photo Release Form

Divider: ______________ Group (Divider should show name of group.)

Folder: Have a folder for each group. Identify each group folder with name of group.

Example: Moms Group

The following should be filed in a group folder by name of group:

File Folder Moms Group Today’s Mom Sign-in Sheets

Folders: Have a folder for each participant in the group.

Identify each folder with client ID number and name. Use ID number generated by WebNEERS.

Example: ID 123 – Mary Smith

Include in each participant folder.

All About Me

What Does Baby Eat? (Entry)

What Does Baby Eat? (Exit)

A Closer Look (Entry)

A Closer Look (Exit)

Photo Release Form

Hello Baby Conversation

Header: CATCH Jump Into Health

Divider: ______________ Group (Divider should show name of group.)

Folder: Have a folder for each group.

Identify each group folder with name of group. To name group, use site abbreviation (i.e., Johnson Elementary School = JES

with volunteer leader or teacher’s name. Example: JES - Jackson

The following should be filed in a group folder by name of group.

CATCH Jump Into Health Attendance Record

Youth Group Enrollment Form

School Media Form

Header: Today’s Mom

Folders: Have a folder for each participant. Identify each participant folder with youth identifier and name.

Youth Identifier should be Group Name and participant initials (Mary Lewis = ML). Example: JES-Jackson-ML

Include in each participant folder.

Youth Enrollment Form

Pre Youth Evaluation Data Form

Post Youth Evaluation Data Form

Header: CATCH GO for Health-4: Taking Off

Header: CATCH GO for Health-4: Taking Off

Folder: Have a folder for each group.

Identify each group folder with name of group. To name group, use site abbreviation (i.e., Boys and Girls Club = B&GC

with volunteer leader or teacher’s name. Example: B&GC - Williams

The following should be filed in a group file by name of group.

CATCH Taking Off Sign-in Sheet

Youth Group Enrollment Form

School Media Form

Folders: Have a folder for each participant.

Identify each participant folder with youth identifier and name. Youth Identifier should be Group Name and participant initials (i.e., James E. Lewis = JEL)

Example: B&GC-Williams-JEL Include in each participant folder.

Youth Enrollment Form

Pre Youth Evaluation Data Form

Post Youth Evaluation Data Form

Header: CATCH Kids Club

Header: CATCH Kids Club

Folder: Have a folder for each group.

Identify each group folder with name of group. To name group, use site abbreviation (i.e., Henry Middle School = HMS

with volunteer leader or teacher’s name. Example: HMS - Shaw

The following should be filed in a group file by name of group.

CATCH Kids Club Sign-in Sheet

Youth Group Enrollment Form

School Media Form

Folders: Have a folder for each participant. Identify each participant folder with youth identifier and name.

Youth Identifier should be Group Name and participant’s initials (i.e., Ann Marie Jones = AMJ)

Example: HMS-Shaw-AMJ

Include in each participant folder.

Youth Enrollment Form

Pre Youth Evaluation Data Form

Post Youth Evaluation Data Form

Auburn University eTravel Itinerary

EFNEP Educators use these codes to describe the purposes of trips listed on the Auburn University eTravel itinerary:

CV - Contact Visit

Insert beside contacts made to agency leaders, community partners, and stakeholders.

RC – Recruiting

Remember to insert the first initial and last name of individuals being recruited or insert agency name. Combine

recruiting trips with education trips.

ED – Education

Insert beside each curriculum session taught. If more than one session was taught, insert number of sessions held

in parenthesis.

OW - Office Work

Insert beside trips to post office and trips to purchase educational supplies.

CPI – Community Partnership Impact

Insert beside partnership meeting attendance and planning for nutrition education that help to bring about behavior

change among EFNEP participants.

Understanding the WebNEERS Caseload Attainment Chart

Look in the Upper Right Hand Corner and you will see the date the data was pulled.

The first column is the “Tier Column”. EFNEP Counties are listed alphabetically, by tiers, based on population. Find your county name to determine your tier.

The next column is “EFNEP Adult Caseload Goal”. This is the minimum number of adults the EFNEP Educator is required to graduate by September 30, the end of the EFNEP program year.

“Total # of Adult Graduates” follows. This is the number of adults who have graduated so far.

The next column is “Total # of Today’s Mom Graduates.” This is the number of Today’s Mom participants who have completed the lesson series. All EFNEP Educators are asked to reach a certain percentage of Today’s Mom graduates each year.

“Total Number of Adults Continuing” is next on the chart. These are the number of active participants who are still receiving lessons and who are currently being taught.

The fifth column is “EFNEP Youth Caseload Goal” This is the minimum number of youth the EFNEP Educator is required to graduate by September 30, the end of the EFNEP program year.

“Total # of Youth Graduates.” This is the number of youth who have graduated so far.

The last column is “# Youth in Computer. This is the number of youth entered in WebNEERS who are missing either an entry or exit checklist.

The primary reason for periodic tracking of data is to push EFNEP Educators toward current and accurate data entry while working at a more even pace throughout the year. An up-to-date database helps to paint a true picture of EFNEP at the local level. A delay in data entry means that the database is not current and also means that the EFNEP Educator has “unaccounted for” time. If the EFNEP Educator is not using a portion of their allotted work hours to enter data, then what is the EFNEP Educator doing with that particular portion of “work time”?

EFNEP Short Term Goal Tracker

Expanded Foods and Nutrition Education Program Alabama Cooperative Extension System

Teaching Observation Visit Checklist A Tool for Examining the Delivery of the EFNEP Curriculum

Directions: Indicate EFNEP Educator’s acceptable level of performance (yes) or unacceptable level of performance (no) for each criterion listed.

Part I – Organization “Did the EFNEP Educator organize the lesson?” Yes No Proper contacts were made concerning a date, time, and location for lesson. Yes No All handout, props, recipe ingredients, and visuals were ready and in place for the lesson. Yes No The lesson was presented in proper sequence according to its curriculum. If not, was there a reason why?

Part II – Teaching Ability “How well did the EFNEP Educator teach the curriculum lesson?” Yes No The previous lesson was reviewed. Yes No The purpose of the present lesson was explained. Yes No Accurate Information was presented. Yes No Appropriate visuals and props were used. Yes No The EFNEP Educator recognized her/his nutrition knowledge limitations. Yes No The EFNPE Educator taught at the correct educational level of participants. Yes No Repetition and reinforcement of important concepts was used throughout the lesson. Yes No Creative teaching techniques were used. Yes No An adequate amount of time was allowed for teaching and learning. Yes No The lesson’s main points were summarized. Yes No A time was scheduled for the next meeting.

Part III – Communication and Discipline “Did the EFNEP Educator exhibit two-way communication and discipline with the participants?” Yes No Participants were involved in the lesson by answering questions, sharing life experiences, completing a handout, sharing

ideas or participating in an activity. Yes No The EFNEP Educator kept the attention of the participants and was in control at all time. Yes No Discipline was maintained during the session. Yes No Distractions were eliminated, when possible.

Part IV – Recipe or Tasting Experience “How did the EFNEP Educator use the suggested recipe or tasting experience?” Name of Recipe or Tasting Experience:__________________________________________________________________

Yes No The suggested recipe or tasting experience was presented and supported the objectives and main idea of the lesson. Yes No The recipe involved the participant or was used as a demonstration. Yes No The EFNEP Educator used proper food demonstration skills when presenting the recipe. Yes No The EFNEP Educator was dressed appropriately (i.e., apron, gloves, name tag, etc.).

Part V – General Comments _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PART VI – SIGNATURE

*EFNEP Educator Date *County Extension Coordinator Date

*Signatures on the Teaching Observation Checklist indicate participation, not necessarily agreement. The signature of the EFNEP Educator and the County Extension Coordinator indicates that the contents of the document were discussed.

EFNEP Check-Up

Unit Reviews and Red Flags Scheduled Unit Reviews provide a way for EFNEP State Staff to study, analyze, and evaluate EFNEP Units. Unit reviews also help personnel determine how a unit can perform its programming more effectively. Red flags are recurring disregard for EFNEP Protocol or federal mandates, by EFNEP Educators, that may lead to an unscheduled Unit Review led by the EFNEP State Staff Team.

The Alabama Cooperative Extension System (Alabama A&M University and Auburn University) is an equal opportunity educator and employer.

Everyone is welcome.

Disorganization Unexplained

Work Absences

Lots of Mark-Throughs

No Receipts

Missing or Blank Sign-In Sheets

Slow Data Entry

No Use of ED Codes