Basic Food Program & WIC







Students will  work with Public Health-Seattle & King County  (PHSKC) nutritionists to develop a work plan to increase utilization of the  Washington. Basic Food Program (BFP) by  WIC clients.  Students will identify barriers that prevent WIC staff from making successful referrals to BFP and barriers to WIC client participation in BFP. Students will develop a plan to assure that WIC clients and staff understand BFP eligibility requirements, the benefits of BFP participation, and the application process and have an increased sense of self efficacy and behavioral intention toward referrals or applications for BFP.

 Goal: Decrease food insecurity in WIC families in King County

 Objectives of the Basic Food Program and WIC project:  

  1. Increase the proportion of WIC clients who are referred to the Basic Food Program (Food Stamps) by Sept. 30, 2004.

  2. Increase the proportion of WIC clients who participate in the Basic Food Program by Sept. 30, 2004.

The project will be divided into  "deliverables."   Students will work on these deliverables in teams.



Phase One Deliverables due January 30:

Team A

  1. Prepare a well referenced  briefing paper that outlines the known individual and policy barriers to participation in the Basic Food Program (food stamps) in both the US and in Washington state.  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, and selected interviews with key informants including WIC staff and administrators and Basic Food Program outreach workers, staff, and administrators.  Prepare a presentation for classmates and PHS&KC nutritionists.

  2. Prepare a draft of a semi-structured questionnaire for clients based on the findings from the briefing paper.

Team B

  1. Prepare a well referenced briefing paper that describes the WIC workforce, with an emphasis on Washington State and King County.  What are the education levels, expected literacy levels, perceived levels of stress and efficacy in the WIC workforce?  What methods of training have worked or not worked in terms of workforce development?  What policies support or hinder WIC staff from referring clients for additional food assistance programs?

  2. A draft of a semi-structured questionnaire for staff based in the findings from the briefing paper.

Team C

  1. Handouts and hands-on training on the conduct of in-person interviews and analysis of data from semi-structured interviews. 

  2. Plan for analysis of interview data.

  3. Handouts and training on the conduct and analysis of participant observation research. 

  4. Plan for collection and analysis of field notes from site visits.

  5. Presentation of at least three theoretical models that may be used as a basis for the proposed intervention.


Phase Two Deliverables Due March 16

  1. A planning document that includes:

The written report should be a policy document of about 10 pages that could easily be scanned by policy makers in less than 15 minutes.  Key results and recommendations should stand out.  Data should appear in tables and or appendices.  The document should include a concise summary.

  1. A PowerPoint presentation that can be used to train WIC staff - Should include findings about barriers for participating in the Basic Food Program and guidelines for making a successful referral.

  2. A 45 minute PowerPoint presentation to Stakeholders for March 16th.



January 9

Introduction and Background

Donna Oberg and Lisa DiGiorgio

  • What's WIC?
  • What's the Basic Food Program?
  • The Basic Food Program as funding source for Nutrition Education
  • How is WIC organized, administered, staffed and implemented  in King County?
  • What are the basic eligibility rules for WIC and Basic Food?
  • Overarching goals of the King County WIC BFNEP Program
  • Goals of the Basic Food Program and WIC project overall
  • How do we know how many WIC clients are using the Basic Food Program?  How does this compare statewide and nationwide?
  • Sites to be used in the Project
  • Starting resources

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

January 16

Work with team on Phase One deliverables

January 23

Work with team on Phase One deliverables

January 30

Present Phase One Deliverables

Finalize Interview Instruments

Divide into Action Teams and Plan for visits to WIC Sites

February 6

Site visits

February 13

Site visits

February 20

Site visits

February 27

Site visits

March 2 

Work with Team on Phase Two Deliverables

March 9

Work with Team on Phase Two Deliverables

March 16

Group Presentation





Each of the briefing papers, presentations, Implementation Plan, and Evaluation Plan, demonstrates comprehension and appropriate application of basic concepts learned in class for cultural competence, evidence based practice, practical program evaluation, and strong links to assessment findings, and use of 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 policy development and program planning.  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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