Evaluation of "Eat Better, Feel Better"


Final Products





Study Tools




Task List



The purpose of this project is to evaluate the impact of the nutrition interventions in an elementary school so that school environments and policies can be optimally designed to support healthy food choices.  Students will work with Seattle Public Schools’ nutritionists to organize, conduct and analyze lunchroom observations, student surveys and key informant interviews of parents and school staff in two Seattle elementary schools.  One school has additional resources through a grant from the Robert Wood Johnson Foundation Healthy Eating by Design (HEBD) initiative, and the USDA Fresh Fruit and Vegetable Program.   The HEBD project at the school is called "Eat Better, Feel Better." The other school does not have these additional resources and will serve as a "control" or comparison school.

Students will develop a report, briefing paper and abstract that will be presented and disseminated to state and local school nutrition administrators.   The project will be divided into "deliverables."   Students will work on these deliverables in teams.


Study Tools



Phase One

Background Briefing Paper

Analysis Plan (May 4)

Lunchroom Observations
Lunchroom Observation Powerpoint
Completion of the Lunchroom Observation Forms


Key Informant Interviews
Template/Script for Interviews with Teachers/Staff/Administrators
Template/Script for Interviews with Parents/Guardians
Interview Scheduling Chart
Key Informant Interview Presentation (PPT for 4/21 Class Training)
Hard Copies of the Following Materials Distributed in Class:

Key Informant Interview Handbook
Questions Frequently Asked By Respondents Insert
Proposal for Distribution of Tasks & /Timeline


Briefing Paper

Detailed Report

Presentation Slides (ppt)


Phase One Deliverables due April 21

Team A - The Background

  1. Prepare a well referenced  briefing paper that outlines the current state of knowledge about the food environment in schools and homes, policies that impact these food environments and interventions that seek to improve these environments. This paper will be based on a search of medical and social work publications databases, the "grey" literature of web sites and publications sponsored by the government and non-profit organizations.  

  2. Prepare a 30 minute presentation for classmates and other stakeholders.

Team B - Organizing and Analyzing Lunchroom Observations

  1. Using key references on observational techniques to assess dietary intake, develop an observation protocol to assess dietary intake in the school lunchrooms.

  2. Develop a plan for recording, compiling and analyzing student survey data and lunchroom observation data from the two schools.

  3. Prepare a 40 -50  minute, hands-on  training and observation practice session for your classmates.

Team C - Conducting, Compiling, and Analyzing Key Informant Interviews

  1. Prepare a basic key informant interview procedure manual (that includes importance of confidentiality and Human Subjects issues and a brief discussion of the uses and quality of qualitative data)  for your classmates.    There are several good resources on the Web.  You might want to start with a good general overview, Conducting Key Informant Interviews  and progress to more details with The Survey Kit,  

  2. Develop a plan for compiling and analyzing the results of the interviews. 

  3. Develop a plan for distributing incentives to parents who complete the interviews.

  4. Conduct a pilot of the interview guide and procedures with at least 5 respondents, including parents of grade school children, teachers and school administrators.

  5. Prepare a 40-50 minute basic hands-on raining on organizing and conducting key informant interviews for your classmates. 


Phase Two Deliverables Due June 6

  1. Detailed Report

2. Brief Policy Document

About 3 pages that can easily be scanned by policy makers in less than 5 minutes.  Key results and recommendations should stand out.  Data should appear in tables or charts.  The document should include a concise summary, bullets and plenty of white space.  

  1. A PowerPoint presentation that highlights results of the evaluation and recommendations for next steps.

  1. A 45 minute presentation to Stakeholders for June 6



March 31

Introduction and Background

Kirsten Frandsen, Katy Busby

  • Healthy Eating by Design:  goals, objectives, timeline
  • Progress to date
  • Descriptions of Collaborators: Seattle Public Schools Nutrition Services, Feet First, RWJF, CPHN
  • Sites involved - descriptions of the schools, locations, facilities, demographics of families served 
  • How evaluation results will be used and most important components of evaluation for audiences such as school administrators and staff at the intervention schools, Seattle Public Schools, RWJF, Feet First, OSPI, etc.

Mary Podrabsky

  • Study Procedures and timeline
  • Consent forms, surveys and other study tools

Donna Johnson

  • Expectations of students - "deliverables," due dates and level of commitment
  • Evaluation of student performance

Getting Organized

  • Divide into three teams
  • Meet with fellow team members and determine action steps and responsibilities

April 7

Work with team on Phase One deliverables. 

  • Team B: Send out consent letters to parents and teachers.
  • Team C:  Conduct pilot of key informant interviews.  Send out consent letters to teachers.

April 14

Work with team on Phase One Deliverables and other tasks to prepare for data collection

April 21

Present Phase One Deliverables

Divide into New Action Teams and Plan for Next Steps

April 28

Data collection and data entry

May 5

Data collection and data entry

May 12

Data collection and data entry

May 19

Data collection and data entry

May 26

Work with Team on Phase Two Deliverables

June 2

Work with Team on Phase Two Deliverables

June 6

Group Presentation





Each of the protocols, briefing papers, plans for data collection, analysis and distribution\, presentations and training demonstrate comprehension and appropriate application of basic concepts learned in class for cultural competence, evidence based practice, practical program evaluation, and relationships with coalitions and partnerships. 85
Organization and presentation of final products 15


Successful participation in steps of phase one, data collection, data compilation and analysis, and product development.  Evaluation methods will include evaluations from site supervisors and observation during classroom activities. 40
Role in phase one and final presentations 10
Rating of individual effort by other members of group 50

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