Statewide Training for SNAP-Ed Local Implementing Agencies

A, B, Cs of Healthy Retail: Fundamentals for Designing a Healthy

Retail Program

Facilitator’s Guide

On behalf of the California Department of Social Services, the California Department of Public Health Nutrition Education and Obesity Prevention Branch, UC CalFresh, California Department of Aging, and Catholic Charities of California, we are pleased to announce upcoming SNAP-Ed trainings available to appropriate staff from SNAP-Ed state and local implementing agencies in California. 

Table of ContentsGeneral Information...............................................................................................................3

Preparation............................................................................................................................4

Agenda..................................................................................................................................5

Facilitation Guidance.............................................................................................................6

Suggested Physical Activity.................................................................................................22

Suggested Ways to Evaluate..............................................................................................23

General InformationTarget Audience This Training is designed for SNAP-Ed State Implementing Agencies,

Local Implementing Agencies, their partners and subcontractors.

Overview Training is an overview of how to design a Healthy Retail Program in your county and how to bridge the gap between nutrition education, and PSE change strategies.

Purpose Healthy Retail is a high priority PSE Strategy

Duration 6-7 Hours

PreparationTrainer materials needed A/V needs

laptopprojectorspeakersflip chart pad and easelmarkerspostersDVDsIndex cardsotherTable materialspencils/pens/markerssticky notesmanipulatives (things to touch/play with)otherMiscellaneousblue tapesnacksother Role Play Print Out

Materials for Trainees PPT (three slides per page with the notes) CX3 Store Score Cards Taking StockMerchandising Menu AgendaEvaluation SuperMarket Sweep (Physical Activity Instructions)My Neighborhood, My Store

Links used in PPT

Preparation prior to training

Room Setup Group tables so that 3-4 people can sit together

AgendaTime

Guidelines Section Leader

8:00 – 9:00 Set-Up Erin/Chioko

8:30 – 9:00 Registration Erin/Chioko

9:00 – 9:30 Welcome/Warm-Up Activity Chioko

9:30 – 10:30 Overview of Healthy Retail & Steps to Designing Healthy Retail Interventions Chioko

10:30 - 10:45 Physical Activity Break Erin

10:45 – 12:00 Policy, Systems and Environmental Change Strategies Erin

12:00 – 1:00 LUNCH N/A

1:00 – 2:00 Creating & Fostering Retail Partnerships Chioko

2:00 – 2:15 Break TBD (Volunteer)

2:15 – 3:00 NEOPB Retail Program Resources Erin

3:00 – 3:30 Partnership Mapping Erin

3:30 - 4:00 Q&A/ Conclusions Erin

Facilitation GuidanceTitle Welcome/Warm-Up Activity

Time 30 minutes

Facilitator Chioko

Materials and Preparation Any materials needed for this section or preparation that should be done prior to this activity

Left side Right Side

Say: Good afternoon! And welcome to our Training on the A. B. Cs of Healthy Retail – Fundamentals for designing a Healthy Retail Program. Thank you all for making it today. I know some of you had to travel quite a distance to get here today. We appreciate you making the time.

Do: Introduce yourself.

Say: A few housekeeping items:Before we get started, I want that everyone was able to sign in and get their name tag and their folder.

Bathrooms are located: Water:

We’ll break for lunch around noon or maybe even a little before. On the right side of the folder, you will see today’s agenda. We’re going to be giving an overview of designing healthy retail interventions and there will many opportunities to network with your colleagues and hear about what they are doing in their counties. As trainers, we acknowledge that the best way to learn is from each other. Ask: So let’s get started with some introductions! On your table you will see big notecards. I am going to ask that you write three things on the notecard. 1. Your Name 2. Where you work/Organization 3. Your Vision for Healthy Retail (what does Healthy Retail mean to you).

Say: We’re going to go around the room and share what we’ve written down. Who would like to start? Say: The Goal of this training is to provide an overview of how to design a Healthy Retail Intervention Plan, practice some key techniques for working in this area and then to equip you with the resources you need to support this work. Say: Our learning of this training are Describe the steps to designing a Healthy Retail Interventions Plan.Identify examples of Policy, Systems and Environmental changes in the retail setting Describe, identify, and locate NEOPB Retail Marketing MaterialIdentify strategies for developing a Retail PartnershipList tips for developing a pitchKnow who to contact for Training and Technical Assistance needs

Title Overview of Healthy Retail & Steps to Designing Healthy Retail Interventions

Time 30 minutes

Facilitator Chioko

Materials and Preparation Ensure that each table has laminated steps and tape.

Left side Right Side

Say: To give you an overview of how to design your healthy retail intervention, we’ve narrowed down the planning to 8 steps. On your table you will see laminated cards and there are 8 of them; however, they are not in order. With your table, you are going to put the steps in order and tape them to wall. No peaking in the PPT! Are you ready? Okay go…

Do: Change slide to display instructions

Ask: Who would like to share their steps first?

Ask: Did the first group get it right? What do you all think?

Do: Training co-lead write down steps on paper.

Say: I’ve asked that [training co-lead] write down the steps on this poster paper – From your experience or opinion – did I miss any steps? I can actually think of a big one that isn’t up here. This activity serves as a reminder for us all to have a complete program; you need to move through these steps. It’s not enough to just do the data collection or just do a PSE change. We need to think of this intervention holistically.

Say: Here are the steps one more time.

Say: This activity serves as a reminder for us all to have a complete program, you need to move through these steps. It’s not enough to just to the data collection or just do a PSE change. We need to think of this intervention holistically. We’re going to into some of these steps in more detail today.

Say: As a reminder, make sure the store that you want to work in is in a qualifying census track or a Calfresh High Redeeming Store. We’ve heard a few stories of staff spending some time garnering a relationship with a store owner, only to learn that the store didn’t fall into a census track so we just wanted to remind you all to check, and double check that the store qualifies.

Other ways to qualify a store is by talking to your SIA representative, such as your project officer, to see if the store is on the State Approved List. These stores are usually located outside qualifying census tracts, but they redeem a high volume of Calfresh benefits each month.I know we have a lot of people here from the LifeTime of Wellness Grant which doesn’t follow the same site selection process as we do with SNAP-Ed funding. Could one of you share your site selection requirements?

Title Policy, Systems and Environmental Change Strategies

Time 1.5 hours

Facilitator Erin

Materials and PreparationPut three pieces of poster paper on the walls with the words

Policy, Systems, and Environmental Changes on them. (One word on each)

Left side Right Side

Say: We’re going to take a break to do a little Physical Activity. In your folders, you will see a handout called SuperMarket Sweeps.Take that out… You’ll need a partner. On the top you will see a list of activities with a point worth. The objective is to, score as many points as possible in a 5-minute span doing any of the listed activities. Partners take turns in 1-minute increments, and then team up for the last minute.

Ask: Shout out your scores Ask: Who would like to take a stab at defining what a Policy System or Environmental change is?

Say: We’re going to break this common acronym down today.

Do: Set up poster paper around the room

Say: We have a short activity. On your table, there are post-it notes. We invite you to write down an example of a Policy System, and Environmental Change as it pertains to Retail settings. Feel free to think outside of the traditional Retail Settings.

Ask: Could we have three volunteers to read the post –it notes? You have all offered up great ideas that fall into these three categories. WHO want to share your experience in working with a PSE change in Healthy Retail?

Say: Policy changes are written statements of an organizational position, decision and/or course of action.

Say: Although we can’t be directly involved in lobbying or legislative activities, we can do a lot as partner to education community groups. This is a policy from the City of San Francisco. The Ordinance amends the San Francisco Administrative Code to establish a Healthy Food Retailer Incentives Program.

Say: The S stands for Systems changes:

It means unwritten, ongoing, organizational decisions or changes that reach a large population that organization serves. It alters how the organization or network conducts business. Also may precede or follow a written policy

Say: This is a spectacular example from Santa Barbara County (santa maria) that was shared at our last training. The Super Market the LHD was working with offered a free case of soda and a ride home to anyone who spent $50.00. Now you can choose fruit or 100% juice with a $50 purchase, and a free case of water with a $100 purchase. The staff told me this took a long time to change this system but now its general practice.

Say: The E in PSE stands for Environment. It means visual or observable changes in a physical or social setting. In Physical Environment, it can include natural or built.For Social Environment, it can be:marketing/mediaCulture/social normsEconomic What are some examples of physical environment change in your community? What about in social environment change?

Say: This is a mural on a market in Riverside. We see a pictures of an orange tree. It’s also just a beautiful painting, really makes the store look welcome and inviting.

Say: What do I mean by Formative Research? Does anyone want to take a stab?

Ask: Could I have a volunteer read the slide?

Ask:  Show of hands: how many are familiar with CX3?

Say: CX3 stands for Communities of Excellence in Nutrition, Physical Activity and Obesity Prevention and it is a community planning framework that uses standardized indicators that quantifies “excellence”.  (CX3) is in fact, a set of tools. And it is one of the ways in which you can do formative research.

Say: Low resource neighborhoods are identified as intervention sites. Local health departments survey retailer locations in these neighborhoods to assess healthy food availability and marketing.

Say: To get that store, you need to do three surveys. 1. The food availability and marketing survey 2. Store Environment and Walkability Survey 3. Pricing Data Collection Survey

Say:The surveys are sent to our CX3 staff who give you back the data to able to create this store score card. The store receives a score related to four areas: Products stocked, Marketing & promotions, Food assistance, External environment. Stores that receive a score of 75 or above are considered excellent stores. Anything below a 75 means that there is room for improvement.

For those of you who aren’t using CX3, that is okay. Again, you can use this store score card to get ideas of best practices in stores and things to aim for.

Say: Let’s take a look at the exterior of this store:Ask: What do you notice? Do: Pause for 30 seconds. Do: (Repeat back answers)Say: The Food Availability and Marketing Survey will help you to capture this information and is one part of the CX3 quality store score card.

Say: Please take a second to find the “Taking Stock” document in your folder. This is a great resource to use to connect your formative research to the changes you want to see in the store. Each section provides ideas and examples of how local implementers can work with store owners to improve in each category.

On this slide, We have highlighted one section of the taking stock document for suggestions on how to help Moreno Market. Some of the suggestions for improvements are - Removing bars from the windows- washing/paint the storefront- post ads for healthy goods on the outside of the storefront. This document can be used whether or not you are using CX3 data or other needs assessment data. Say: On each table there is a different CX3 store card. Analyze the store store card and then using the taking stock document, write down suggestions for improvement. Think about what assistance you can offer in these areas?

Ask: Who would like to share their suggested PSE change?

Say: Which store you had and their score.

Say: If you aren’t using the CX3 process, that is okay – there are other ways to do Formative Research. Here are some (READ). Partner’s formative researchCalifornia Health Interview Survey (CHIS)Community Health Needs Assessment-Nonprofit Hospitals (Every 3 years)Store owner survey or interviewsConsumer Survey Healthy Corner Stores Network website

Ask: Is anyone using needs assessment data not listed here?

Title Creating & Fostering Retail Partnerships

Time 60 minutes

Facilitator Chioko

Materials and Preparation Copies of the Role Play and two volunteers

Left side Right SideSay: Welcome back from lunch. We’re going to jump right back in but let’s to a fun little refresher.

List one way to do Formative Research.First step for designing a healthy retail program.What is the name of the document used to get suggestions for PSE changes. Name one type of Environmental Change.

Say: Great job everyone. This afternoon we’re going to talk about partnerships – both with your retailer, and other community organizations.Say: Before approaching a storeowner/manager, make sure you are prepared! 1. Gather initial community input Which stores will you approach and why? Brainstorm what type of changes are feasible and a guided by the needs assessment/formative research2. Develop a work plan.

-Define your version of the Retail Program-What are you asking the retailer to do?-What incentives do you have to offer?

3. Prepare your materialsHave an introductory packet with you – we’ll talk a little later about what you can include in this.Ask yourself what is your capacity for partnership?Take into account staff time and availability4. Assess the store – take note of any healthy items they already carry, note some of the positives about the store5. Develop your pitch and practice what you will say. Say: Approach the person behind the counter and make your pitch. But remember that: -Store owners are very busy so visit the store at less busy times of day -Don’t get discouraged if the pitch fails-Keep in mind that it takes time to build trust. -Prepare next steps if pitch is successful – set up a concrete date/time to meet again to discuss options Say: PSEs don’t happen overnight, so spend the time garnering a relationship, and in the long run you are more likely to see changes.The most successful cases we’ve heard • Stop into the store and chat with the store owner• Complete any activities you agreed to in the first

meeting• Continue to build trust by being:

Patient FlexiblePositively persistent• Visit the store at least monthly to maintain and build

the relationship

Title Marketing Materials/What’s In It For Me?

Time 60 minutes

Facilitator Erin

Materials and Preparation Display Marketing Materials

Left side Right SideSay: X talked about creating partnerships. It is important to remember that the stores are our partners and they are who we want to build a very strong partnership with. Remember that store owners want to know what’s in it for me? Let’s do a quick brainstorm of what we can offer as a SNAP-Ed staff/subcontractor…

Do: Repeat back what is written on the slide.

Say: Others could include:Enhancing the store’s image in the community with façade improvements Helping them to Reach new costumers, create customer loyalty Shopper take aways Time to call their distributors/manufacturers…

Say: I am going to take a few minutes to talk about what the NEOP Retail Program has to offer.

SAY: Qualifying retailers can receive merchandising materials at no cost from the local health department’s allotment. To inquire about materials allotments and to make special requests, send an email to NEOPBcustomerCare@cdph.ca.gov.

DO: Physically show merchandising materials and allow participants to touch and feel the materials Utilize links to show that the merchandising menu and pdfs of the new materials are available on the retail program webpage

Prompt: How could these materials be used outside of the produce department? How could they be used in a small market or corner store?

SAY: As XX mentioned, we can offer training and technical assistance to store owners. On the slide you will see the Retail Fruit and Vegetable Marketing Guide which offers tips ranging from store layout and appearance to produce handling and storage. It is available on the NEOPB Retail Program webpage.In the middle is the Produce Quick Tip guide – which we’ve heard get great reviews from store owners and their staff. This one on the screen shows a strawberry and offers shopper tips, fun facts about strawberries (there are 200 seeds on each berry!), serving size suggestions and even a breakdown of what’s in it for you (vitamin C and fiber).The resource on the right – Mix it up- was developed in conjunction with Change Lab Solutions is a guide for corner store owners and what they can do optimize the healthy retail program.

Say: Some examples of in-person promotions are:Food demonstrationTaste testStore tourPersonal interactionDirect Education Approach within Healthy Retail. Food Safety certified staff conduct interactive food demonstrations and taste tests with the goal of increasing shopper knowledge and self-efficacy related to preparing healthy meals and snacks using fresh, canned, frozen fruits and vegetables.This personal interaction provides opportunities for brief nutrition education lessons. Shoppers take away nutrition education reinforcement items such as cookbooks or recipe cards.

SAY: Language barriers are can be an issue when working with smaller retailers

Merchandising materials are a key component of the retail program. Qualifying retailers receive free materials through partnerships with local health departments. Local health department staff work with retail partners to determine the type and placement of materials in stores. Seasonal, culturally tailored posters target audience segments such as Latinos, Asians, and African Americans. All materials are culturally sensitive and produced in both English and Spanish.

SAY: As SNAP-Ed implementers, we always want to ensure nutrition education strengthens our interventions. are merchandising materials available that provide specific nutrition education messages in multiple points throughout the store.

SAY: These shopper take aways can be used as part of a food demonstration or placed near corresponding produce items to be used as a merchandising material.

Say: This month’s letter is provided in the materials list so that you can download and take a look at it. The material to the left is a recipe card and the material to the right is a HOTM newsletter that showcases a specific produce item, some serving ideas, nutritional value and some shopping tips.

Say: There are small store and large store formats available. Mekong Market went from using cardboard tags to identify their produce to utilizing the fancy and colorful price tags. MyPlate price tags provide a unified look and feel to produce sections of independent stores that do not have a marketing department. These are also available on the web store front.

Say: Merchandising materials on freezer doors promote purchase and consumption of frozen fruits and vegetables. Small corner markets can place materials on the front door/window to alert community residents/passersby that the store carries fresh produce.

Say: The Retail Program offers merchandising materials for a variety of store formats, from large supermarket chains, to independent grocery stores, to corner markets and convenience stores. There is something for everyone.

Say: This picture is from a supermarket in Riverside County.

Say: Co-branded cross-promotional materials target WIC and CalFresh shoppers with messages of practical ways to incorporate fruits and vegetables into meals.

Title Partnership Mapping

Time 30 minutes

Facilitator Erin

Materials and Preparation Each table receives a white poster paper.

Left side Right SideSay: The key to having successful interventions (and this isn’t just specific to healthy retail) is community partnerships. In the picture you see, youth from YOLO county teamed up with the local health department and this retailer to improve the façade of the building. It looks like they have painted on healthy fruits/veggies to make the store more inviting! Other partners: The local Alcohol Beverage Control and tobacco control branches and WIC are natural partners to work with. What other potential partners have you worked with or could you think to work with on Healthy Retail Interventions?

Do: Pause for 30 seconds

Say: Great – you’ve come up with a lot of different partners. Some others could be:

• Health Care Partners • Academic and University Partners • Federal Qualified Health Centers• Not-for Profit Organizations/ Community Based

organizations • Financial Partners, Neighborhood bank, credit union • Community Leaders• Community organizations• Economic Development organizations with a vested

interest in job creation in the community. • Active Transportation Program

Title Q&Q/Wrap-Up

Time 30 minutes

Facilitator Erin

Materials and Preparation N/A

Ask: Does anyone have any questions about what we covered here?

Say: We also would like to remind you that your evaluations will come electronically, but if you want to take a moment to jot down some of your thoughts so you remember later, we invite you to do that at this time.

Say: Thank you all for being here. We really appreciate you taking the time to drive here and for sharing your experiences.

Do: Show slide

Suggested Physical Activity

Super Market Sweeps

Objective: With a partner, score as many points as possible in a 5-minute span doing any of the listed activities. Partners take turns in 1-minute increments, and then team up for the last minute.

Example: Erin did 15 alternating lunges in the first minute and scored 45 (15*3 points) points in that minute. Her partner did 35 jumping jacks and scored 35 (35*1 point) points in the first minute.

Activities Points ScoredAlternating hand-to-knee raises 1 point per sideToe/calf raises 1 point per raiseJumping Jacks 1 point per jackKnee-high running in place 2 points per sideFull squats 2 points per squatAlternating lunges 3 points per lungePush-Ups 3 points per push-up

Scorecard:

Partner 1: 1st minute:Partner 2: 2nd minute:Partner 1 3rd minute:Partner 2: 4th minute:Both: 5th minute:

Total Points Scored:

Suggested Ways to Evaluate

1. Please respond to the questions below with the appropriate answer:

As a result of attending this training session I am better able to:

a. Describe the steps to designing a Healthy Retail Intervention Plan

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

b. Identify examples of Policy, Systems and Environmental changes in the retail setting

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

c. Describe, identify, and locate NEOPB Retail Marketing Material

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

d. Identify strategies for developing a Retail Partnership

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

e. Develop a pitch for retail partners

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

f. Know who to contact for Training and Technical Assistance needs

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

Please check ALL of the training activities below that were EFFECTIVE in meeting the course objectives.

This activity effectively contributed to the course objectives:

a. Healthy Retail Vision ☐

b. Steps for designing a healthy retail program ☐

c. PSEs in Retail Setting ☐

d. Food Availability and Marketing Survey Activity ☐

e. CX3 Store Score Card and Taking Stock Document ☐

f. Role Play Scenario ☐

g. Developing a pitch ☐

h. What’s in it for me? ☐

i. Merchandising Material Tour ☐

j. Partnership Mapping ☐

2. How likely are you to recommend this training session to someone else?

Very likely ☐

Somewhat likely ☐

Not very likely ☐

Does not apply ☐

3. What about this training session did you especially like?

4. What do you think would make this training session better?

5. Any other comments?