App. G2 - FY 2023 SNAP-Ed Plan Guidance

OMB Number: 0584-[NEW]
Expiration Date: XX/XX/XXXX

Appendix G2. FY 2023 SNAP-Ed Plan Guidance

This information (Supplemental Nutrition Assistance Program Education and Obesity Prevention
Grant [SNAP-Ed] State Nutrition Education Plan and Annual Report) is being collected from
State agencies and implementing agencies that are seeking (SNAP-Ed State Plan) or have
received SNAP-Ed grant funding (SNAP-Ed Annual Report) to assist the Food and Nutrition
Service (FNS) in (1) evaluating requests for grant funds to conduct SNAP-Ed activities (SNAPEd State Plan), and (2) ensuring that State agencies are maximizing the use of resources to
identify target audiences; implement interventions and strategies that meet the assessed nutrition,
physical activity, and obesity prevention needs of the target population; and promote the
availability of SNAP-Ed activities in local communities (SNAP-Ed Annual Report). Section 28
of the Food and Nutrition Act, as amended (7 U.S.C. 2046a), authorizes the SNAP-Ed grant
program. This is a mandatory collection and FNS uses the information collected to (1) determine
whether State SNAP-Ed agencies have produced a persuasive and data-driven needs evaluation
of nutrition, physical activity, and obesity prevention needs of the target population and their
barriers to obtaining healthy foods and physical activity (SNAP-Ed Annual Plan), and (2) ensure
integrity of SNAP-Ed funds, demonstrate program effectiveness, and track SNAP-Ed outcomes
and impacts (SNAP-Ed Annual Report). This collection does not request any personally
identifiable information under the Privacy Act of 1974. According to the Paperwork Reduction
Act of 1995 (PRA), an agency may not conduct or sponsor, and a person is not required to
respond to, a collection of information unless it displays a valid Office of Management and
Budget (OMB) control number. The valid OMB control number for this information collection is
0584-[NEW]. The time required to complete this information collection is estimated to average
137.68 hours (137 hours and 41 minutes) per response. This burden consists of the time it takes
review all instructions and guidance issued by FNS and the Department to clarify or explain
existing regulations and time for initial N-PEARS system training. Send comments regarding
this burden estimate or any other aspect of this collection of information, including suggestions
for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office
of Policy Support, 1320 Braddock Place, Alexandria, VA 22314, ATTN: PRA (0584-[NEW]).
Do not return a completed form to this address.

OMB Number: 0584-[NEW]
Expiration Date: XX/XX/XXXX

Issuing
Agency/Office:

FNS/SNAP-Ed

Title of
Document:

FY 2023 Supplemental Nutrition Assistance Program Education
Plan Guidance

Document ID:

Empty cell

Z-RIN:

Empty cell

Date of
Issuance:

Empty cell

Replaces:

FY 2022 Supplemental Nutrition Assistance Program Education
Plan Guidance

Summary:

This Fiscal Year (FY) 2023 Supplemental Nutrition Assistance
Program Education (SNAP-Ed) Plan Guidance provides
instructions to SNAP-Ed State and implementing agencies for
developing and submitting State nutrition education and obesity
prevention grant program plans, commonly referred to as State
SNAP-Ed Plans, and preparing and submitting the Annual Report.
It describes Food and Nutrition Service (FNS) expectations
regarding State SNAP-Ed requirements and includes examples of
activities that can be used in SNAP-Ed programming. Some
sections have been broadened to provide additional instructions
and, in some sections, new information has been added to
provide more clarity. The SNAP-Ed Plan Guidance implements
provisions of the Food and Nutrition Act (FNA), Section 28, as
amended by the Agriculture Improvement Act of 2018 (7 U.S.C.
2036a) and 7 CFR 272.2(d)(2).
Body of guidance document follows.

Contents
INTRODUCTION............................................................................................................. 1
SUMMARY OF REGULATIONS AND BACKGROUND .............................................................. 2
DETERMINING SNAP-ED STATE ALLOCATIONS ................................................................ 4
SNAP PROMOTION RULE AND SNAP-ED ........................................................................ 4
SECTION 1: OVERVIEW................................................................................................ 5
SNAP-ED GOAL ............................................................................................................ 5
SNAP-ED FOCUS .......................................................................................................... 6
SNAP-ED GUIDING PRINCIPLES ...................................................................................... 6
SOURCES OF NUTRITION AND OBESITY PREVENTION GUIDANCE ...................................... 10
APPROACHES .............................................................................................................. 12
Approach One: Individual or group-based direct nutrition education, health
promotion, and intervention strategies ............................................................................ 12
Approach Two: Comprehensive, multi-level interventions at multiple
complementary organizational and institutional levels .................................................. 13
Approach Three - Community and public health approaches to improve nutrition
and obesity prevention.......................................................................................................14

SOCIAL MARKETING PROGRAMS ................................................................................... 17
POLICY, SYSTEMS, AND ENVIRONMENTAL CHANGE INTERVENTIONS ................................. 18
Policy....................................................................................................................................19
Systems ...............................................................................................................................19
Environment ........................................................................................................................19

EVIDENCE-BASED APPROACH TO SNAP-ED: ................................................................. 20
Evidence-Based Approach Expectations ......................................................................... 21
Finding Evidence-based Materials .................................................................................... 22
Evaluating your Evidence-Based Intervention................................................................. 22
SNAP-Ed Evaluation Framework Priority Indicators ....................................................... 23
Types of Evaluation ............................................................................................................25

COMPREHENSIVE SNAP-ED PROJECTS AND PLANS ....................................................... 25
COORDINATION AND COLLABORATION REQUIREMENTS ................................................... 27
Data Exchange Guidance ................................................................................................... 27
Multi-State SNAP-Ed Partnerships Guidance................................................................... 29
Opportunities for Collaboration with SNAP-Ed................................................................ 29
Related State and Federally Funded Programs ............................................................... 30
Indian Tribal Organizations................................................................................................ 30
CDC-Funded Grant Programs............................................................................................ 33
Title V MCH Services Block Grant to the States Program............................................... 33
MCH Nutrition Training Program ....................................................................................... 33

COLLECTIVE IMPACT ..................................................................................................... 34
MANAGEMENT EVALUATION (ME) REVIEW OF STATE SNAP-ED PROJECTS ..................... 34
SNAP-ED ROLES AND RESPONSIBILITIES ...................................................................... 35
FNS, USDA:..........................................................................................................................35
State SNAP Agency: ...........................................................................................................36
SNAP-Ed Implementing Agency / Local Provider:........................................................... 37
Local SNAP Office: .............................................................................................................38

SECTION 2: WRITING YOUR SNAP-ED PLAN & ANNUAL REPORT ....................... 39
SNAP-ED PLAN AND ANNUAL REPORT REQUIREMENTS ................................................. 39
STATE AGENCY LIABILITY ............................................................................................. 40
For SNAP .............................................................................................................................40
For SNAP-Ed........................................................................................................................41

RECORD RETENTION REQUIREMENTS AND MANAGEMENT ............................................... 41
TIMELINE FOR PLAN AND ANNUAL REPORT SUBMISSION AND APPROVAL ......................... 41
INSTRUCTIONS FOR SUBMITTING THE STATE SNAP-ED PLAN AND ANNUAL REPORT ........ 42
Annual or Multi-Year Plans ................................................................................................ 43
Annual Progression to SNAP-Ed Plans ............................................................................ 43
Plan Amendments...............................................................................................................44
Plan Module 1: Identify the Target Audiences and Their Needs .................................... 46
Plan Module 2: State SNAP-Ed Action Plan ..................................................................... 58
Plan Module 3: Planned Projects....................................................................................... 62
Plan Module 4: Planned Evaluations................................................................................. 66
Plan Module 5: Coordination and Collaboration.............................................................. 70
Plan Module 6: Planned Staffing and Budget................................................................... 73
Plan Module 7: Assurances and Signatures .................................................................... 76

GUIDELINES FOR DEVELOPING THE ANNUAL REPORT...................................................... 77
Report Module 1: Executive Summary.............................................................................. 78
Report Module 2: Coordination and Collaboration.......................................................... 79
Report Module 3: SNAP-Ed Financial Reporting ............................................................. 80
Report Module 4: Project Results...................................................................................... 81
Report Module 5: Evaluation Reports ............................................................................... 90
Report Module 6: Major Challenges and Modifications from Plan ................................. 92
Report Module 7: Success Stories .................................................................................... 93

ii | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

SECTION 3: FINANCIAL AND COST POLICY ............................................................ 94
STATE AGENCY REQUIREMENTS.................................................................................... 94
FEDERAL FINANCIAL PARTICIPATION AND ALLOCATION OF GRANTS................................. 94
What happens if a State must surrender unspent funds for reallocation? ................... 94

FISCAL RECORDKEEPING AND REPORTING REQUIREMENTS ............................................. 95
ALLOWABLE COSTS ..................................................................................................... 95
How can a State agency determine if costs are allowable?............................................ 95
What activities are chargeable to a State’s SNAP-Ed allocation?.................................. 96
What Federal cost principles apply to SNAP-Ed costs? ................................................. 97
Where are the Federal cost principles located? .............................................................. 99
What specific items of cost are allowable charges to SNAP-Ed? .................................. 99
What administrative expenses are not allowable for SNAP-Ed?.................................. 101
Federal Royalty Rights ..................................................................................................... 102
Partnering With Health Care Organizations ................................................................... 103
Partnering With School Wellness Programs .................................................................. 104

MORE EXAMPLES OF ALLOWABLE AND UNALLOWABLE COSTS ..................................... 106
Literature/Materials/Audiovisuals.................................................................................... 106
Social Marketing Programs.............................................................................................. 107
Equipment..........................................................................................................................107
Food Samples, Supplies, and Provisions....................................................................... 108
Nutrition Education and Obesity Prevention.................................................................. 109
Space Allocation ...............................................................................................................110
Staff and Training Costs................................................................................................... 110
Policy, Systems, and Environmental Changes (PSEs).................................................. 111
Costs Associated with Other Activities .......................................................................... 112

FINANCIAL AND COST POLICY SUPPLEMENT ................................................................. 113
Costs Associated with Program Efforts ......................................................................... 113
Administrative Efforts.......................................................................................................118

APPENDIX A: SNAP-ED PLAN AND ANNUAL REPORT MODULES...................... 124
PLAN MODULES SUMMARY ......................................................................................... 124
STAFFING PLAN FORM ................................................................................................ 126
PROJECT BUDGET FORM ............................................................................................ 127
ASSURANCES AND SIGNATURES FORMS ...................................................................... 128
Supplemental Nutrition Assistance Program Annual Plan for SNAP-Ed .................... 129

iii | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

SNAP STATE AGENCY FISCAL REVIEWER................................................................... 129

ANNUAL REPORT MODULES SUMMARY ........................................................................ 130
APPENDIX B: SUPPLEMENTARY CHECKLISTS AND TEMPLATES ..................... 132
REVIEWING STATE SNAP-ED PLANS CHECKLIST ......................................................... 133
CHECKLIST FOR EVIDENCE-BASED APPROACHES ......................................................... 136
CHECKLIST FOR PUBLIC HEALTH APPROACHES............................................................ 142
Categories of Public Health Approaches........................................................................ 142
Examples of Policy Systems, and Environmental (PSE) Approaches......................... 146

BUDGET DETAIL TEMPLATE ........................................................................................ 148
APPENDIX C. SNAP-ED CONNECTION AND SNAP-ED TOOLKIT WEBSITES ..... 151
SNAP-ED CONNECTION ............................................................................................. 151
SNAP-Ed Success Stories................................................................................................ 151
SNAP-Ed Library ...............................................................................................................151
SNAP-Ed Connection e-Bulletin ...................................................................................... 151
Photo Gallery.....................................................................................................................151
SNAP-Ed Program Administration Resources............................................................... 152
State SNAP-Ed Information.............................................................................................. 152

SNAP-ED TOOLKIT .................................................................................................... 152
SNAP-Ed Interventions..................................................................................................... 152
SNAP-Ed Evaluation Framework ..................................................................................... 152
Trainings ............................................................................................................................152

APPENDIX D. GUIDELINES FOR NUTRITION EDUCATION MATERIALS ............. 153
GUIDELINES FOR DUPLICATING OR EDITING SNAP-ED MATERIALS ................................ 153
GUIDELINES FOR USE OF THE USDA AND SNAP LOGOS .............................................. 153
NONDISCRIMINATION STATEMENT USE ......................................................................... 154
Example Documents.........................................................................................................156
Full Nondiscrimination Statement................................................................................... 159

CREDIT ...................................................................................................................... 160
ABOUT TEAM NUTRITION MATERIALS .......................................................................... 161
START SIMPLE WITH MYPLATE .................................................................................... 162
FOOD AND DRUG ADMINISTRATION (FDA) NUTRITION LABEL EDUCATIONAL MATERIALS 163

iv | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

APPENDIX E: DEFINITIONS OF TERMS .................................................................. 164
APPENDIX F. ACRONYMS........................................................................................ 176
APPENDIX G. SNAP-ED MANAGEMENT EVALUATION GUIDE............................. 178
SNAP-ED MANAGEMENT EVALUATION GUIDE FOR STATE AGENCIES ........................... 178
SNAP-ED MANAGEMENT EVALUATION GUIDE FOR IMPLEMENTING AGENCIES ............... 186

v | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Introduction

Introduction
This Fiscal Year (FY) 2023 Supplemental
Nutrition Assistance Program Education
(SNAP-Ed) Plan Guidance provides
instructions for developing and submitting
State nutrition education and obesity
prevention grant program plans, commonly
referred to as State SNAP-Ed Plans. It
describes Food and Nutrition Service
(FNS) expectations for State SNAP-Ed
requirements and includes examples of
activities that can be used in SNAP-Ed
programming. Instructions are provided for
preparing and submission of the Annual
Plan and Annual Report. Some sections
have been broadened to provide additional
instructions and, in some sections, new
information has been added to provide
more clarity.

New: FNS continues to support
enhancement of SNAP-Ed services by
providing improvements and
clarifications in the SNAP-Ed Plan
Guidance. This year, FNS made the
following revisions to improve program
operations, and plan and annual report
submission:
• State Plan and Annual Report
•
•

modules clarification (p. 1, 45)
“Nutrition security” clarification (p. 5)

Broad-Based Categorical Eligibility
income limits (p. 6, 50)
• College students’ eligibility (p. 6, 50)
• School site eligibility (p. 6, 51)
• Start Simple with MyPlate and the
•

Sections with new content or have
significant revisions will be marked with text
reading New: with the end of the new
section marked with End of new material
to assist users in identifying this
information. Additional minor edits
throughout have been made to assure
consistency, and to correct insignificant
editorial and grammatical issues. Activities
that are State requirements, FNS
expectations, or are significant to program
implementation are set in bold type to
facilitate identification.

•
•
•
•

New: In S ECTION 2: W RITING Y OUR
SNAP-E D P LAN & A NNUAL REPORT,
THERE are no significant substantive
changes to the information collected for the
SNAP-Ed Plan and Annual Reports. The
templates are now called “modules” and
the order of some modules has changed to
align with the flow of future online forms,
which are currently in the clearance
process. In response to State and
implementing agencies’ feedback, more

•
•
•
•
•
•

•
•
•
•
•

MyPlate Quiz updates (p. 10)
FDA Nutrition Facts Label and Menu
Labeling updates (p. 11)
Dietary Guidelines 2020-2025 (p. 12)
The Health Impact Pyramid (p. 15)
State Nutrition Action Councils (p. 29)
Updates on Maternal and Child Health
Services Grants and Programs (p. 33)
Notification for SNAP participants and
applicants (p. 37)

Timeline for Plan and Annual
Report (p. 41)
Annual or multi-year plans (p. 41)
Annual progress of plans (p. 43)
Plan and report modules
clarification (p. 45)
Plan modules (p. 45-74)
Annual report guidelines (p. 75)
Report modules (p. 78-93)
Staff training cost (p. 111)
Gardening cost (p. 115)
Nutrition education reinforcement

materials cost (p. 117)
• Plan modules summary (p. 124)
• Annual report modules summary
(p. 130
• SNAP-Ed Toolkit (p. 152)
End of new material.

1 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Introduction
detailed instructions and resources are
provided to facilitate needs assessment data
collection and analysis during the planning
process. Information on SNAP-Ed Evaluation
Framework Indicators and social marketing
reporting has been expanded to facilitate
consistent and streamlined reporting. End of
new materials.
The FY 2023 SNAP-Ed Plan Guidance
supersedes previous releases and provides
instructions to States to implement all
provisions of Section 4019 of the Agriculture
Improvement Act of 2018.

New: New or updated definitions in
appendix E: Approaches (p. 164),
Direct education (p. 166), EARS (p.
166), Indirect education channel (p.
168), Nonproject activities (p. 170),
Nutrition security (p. 170), Outreach
(p. 171), Policy, systems and
environmental change (p. 171),
Project (p. 172), Project monitoring
(p. 172), and Social marketing
campaign (p. 174) End of new
materials.

Summary of Regulations and Background
The SNAP-Ed Plan Guidance includes provisions of the Food and Nutrition Act (FNA),
Section 28, as amended by the Healthy, Hunger-Free Kids Act of 2010 (HHFKA), and
the SNAP: Nutrition Education and Obesity Prevention Grant Program Final Rule (the
Final Rule).
SNAP nutrition education and
The Final Rule adopts the amended interim rule obesity prevention services per
published April 5, 2013, to implement the SNAP 7 CFR §272.2 (d)(2)(vii)(B), SNAPEducation (SNAP-Ed) provisions of the
Ed services are
HHFKA. The rule also implements a provision
“a combination of
of the Agricultural Act of 2014 to authorize
educational strategies,
physical activity promotion in addition to
accompanied by supporting
promotion of healthy food choices. Highlights
policy, systems, and
include:
environmental interventions,
• State SNAP agencies, in consultation
demonstrated to facilitate
with local operators of other Federal and
adoption of food and
State programs must present a valid and
physical activity choices and
data-driven needs assessment of
other nutrition-related
nutrition, physical activity, and obesity
behaviors conducive to the
prevention needs of the target
health and well-being of
population and their barriers to
SNAP participants and lowaccessing healthy foods and physical
income individuals eligible to
activity in the State SNAP-Ed Plan. This
receive benefits under
helps to ensure SNAP-Ed activities
SNAP or other meanscomplement the nutrition education and
tested programs and
obesity prevention efforts of these
individuals residing in
programs.
communities with a
significant low-income
• Under this rule, States must implement
population.”
two or more of the following
complementary approaches to deliver evidence-based nutrition education and
2 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Introduction
obesity prevention activities that are based on the most current Dietary
Guidelines for Americans (DGA):
– individual or group-based nutrition education, health promotion, and
intervention strategies.
– comprehensive, multi-level interventions; and
– community and public health approaches.
•

The target audience for SNAP-Ed is defined as SNAP participants and lowincome individuals eligible to receive SNAP benefits or other means-tested
Federal assistance programs, such as Medicaid or Temporary Assistance for
Needy Families (TANF), as well as individuals residing in communities with a
significant low-income population.

States must meet SNAP-Ed statutory, regulatory, and policy recommendations
including:
•

Implementing policy, systems, and environmental change (PSE) approaches,
such as multi-level interventions and community and public health approaches in
addition to individual or group-based (direct) nutrition education, to deliver
effective, evidence-based nutrition education and obesity prevention
programming.

•

Coordinating with and complementing nutrition education and obesity prevention
services delivered in other U.S. Department of Agriculture (USDA) nutrition and
education programs, as well as other Federal nutrition and nutrition education
programs. Programs for partnership include the Expanded Food and Nutrition
Education Program (EFNEP), the Food Distribution Program on Indian
Reservations (FDPIR), the Commodity Supplemental Food Program (CSFP) and
the National School Lunch Program (NSLP), among others.

•

Partnering with other national, State, and local initiatives to further the reach and
impact of SNAP-Ed activities. Developing and enhancing partnerships is critical
to instituting multi-level interventions and community and public health
approaches in communities.

•

Evaluating SNAP-Ed interventions using evaluation indicators across the SocialEcological Model (SEM), such as those identified in FNS’s SNAP-Ed Evaluation
Framework to each intervention and the overall plan’s impact using appropriate
outcome measures and indicators.

•

FNS requires States to consult with Tribes about the SNAP State Plan of
Operations, which includes the State SNAP-Ed Plan. States must actively
engage in Tribal consultations with Tribal leadership or their designees, as
required by SNAP regulations at 7 CFR 272.2(b) and 272.2(e) (7). FNS
reminds States of this requirement as it relates to SNAP-Ed. The consultations
must pertain to the unique needs of the members of Tribes.

3 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Introduction

Determining SNAP-Ed State Allocations
The method for determining State SNAP-Ed allocations is based on State shares of
SNAP-Ed expenditures in addition to State shares of SNAP participation. For FY 2018
and each year thereafter, the ratio of expenditures to participation is a 50/50 weighting
of expenditures to participation. Estimated FY 2023 allocations to assist States in
preparing their FY 2023 Plan budgets will be posted on the SNAP-Ed Connection
website’s Funding Allocations page, when available.

SNAP Promotion Rule and SNAP-Ed
Per the 7 CFR 277.4 (b)(5), recruitment activities designed to persuade an individual to
apply for SNAP benefits; television, radio, or billboard advertisements that are designed
to promote SNAP benefits and enrollment; or agreements with foreign governments
designed to promote SNAP benefits and enrollment are prohibited.
For SNAP-Ed, this means that information regarding SNAP enrollment should not be
placed on any billboard, radio, television, or video recording that may be part of a
SNAP-Ed intervention. Basic SNAP Information or a link to SNAP information may only
be placed on handouts, brochures, recipes, etc.
Full text of the regulations and resources listed in this section are at:
•

Food and Nutrition Act of 2008, as amended:
https://www.govinfo.gov/content/pkg/COMPS-10331/pdf/COMPS-10331.pdf

•

Agriculture Improvement Act of 2018, Section 4019:
https://www.congress.gov/bill/115th-congress/house-bill/2/text?format=txt

•

Healthy, Hunger-Free Kids Act of 2010 (HHFKA):
https://www.fns.usda.gov/sites/default/files/PL_111-296.pdf

•

SNAP: Nutrition Education and Obesity Prevention Grant Program Final Rule:
https://www.federalregister.gov/documents/2016/03/31/201607179/supplemental-nutrition-assistance-program-nutrition-education-andobesity-prevention-grant-program

•

SNAP Promotion Final Rule:
https://www.federalregister.gov/documents/2016/12/20/201630621/supplemental-nutrition-assistance-program-promotion

•

2020-2025 Dietary Guidelines for Americans (DGA):
https://www.dietaryguidelines.gov/sites/default/files/202012/Dietary_Guidelines_for_Americans_2020-2025.pdf

4 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview

Section 1: Overview
SNAP is the nation’s first line of defense against hunger and a powerful tool to improve
nutrition among low-income people. A USDA study found that participating in SNAP for
6 months is associated with a significant decrease in food insecurity 1. An additional
USDA study found that SNAP participants typically spend less on average on food than
eligible non-participants and spend more of their food dollars on foods prepared at
home 2. Further studies indicate that overall, there are no major differences between the
types of foods purchased by SNAP-participating households and non-participating
households 3.
New: SNAP-Ed strengthens SNAP’s public health impact by addressing nutrition
security to improve nutrition and prevent or reduce diet-related chronic disease and
obesity among SNAP recipients. According to USDA, Nutrition Security is defined as the
consistent access, availability, and affordability of foods and beverages that promote
well-being and prevent (and if needed, treat) disease, particularly among racial/ethnic
minority populations, populations living under the Federal poverty line, and rural and
remote populations. End of new material.
SNAP-Ed is an important priority for the USDA FNS, and the Agency appreciates the
leadership demonstrated by States towards this mutual commitment to improve the
health of low-income families. The SNAP-Ed requirements mandated by the FNA under
Section 28 complement and address the FNS mission and the goal and focus of SNAPEd. As part of the FNS mission, “We work with partners to provide food and nutrition
education to people in need in a way that inspires public confidence and supports
American agriculture.”

SNAP-Ed Goal
The SNAP-Ed goal is:
“To improve the likelihood that persons eligible for SNAP will make healthy food
choices within a limited budget and choose physically active lifestyles consistent
with the current DGA and the USDA food guidance.”

Mabli, James, Jim Ohls, Lisa Dragoset, Laura Castner, and Betsy Santos. Measuring the Effect of
Supplemental Nutrition Assistance Program (SNAP) Participation on Food Security. Prepared by
Mathematica Policy Research for the U.S. Department of Agriculture, Food and Nutrition Service, August
2013.
2
Tiehen, Laura, Constance Newman, and John A. Kirlin. The Food-Spending Patterns of Households
Participating in the Supplemental Nutrition Assistance Program: Findings
From USDA’s FoodAPS, EIB-176, U.S. Department of Agriculture, Economic Research
Service, August 2017.
3
Garasky, Steven, Kassim Mbwana, Andres Romualdo, Alex Tenaglio and Manan Roy. Foods Typically
Purchased by SNAP Households. Prepared by IMPAQ International, LLC for USDA, Food and Nutrition
Service, November 2016.
1

5 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview

SNAP-Ed Focus
The focus of SNAP-Ed is:
•

Implementing strategies or
interventions, among other health
promotion efforts, to help the
SNAP-Ed target audience
establish healthy eating habits and
a physically active lifestyle.

•

Primary prevention of diseases to
help the SNAP-Ed target audience
that has risk factors for nutritionrelated chronic disease, such as
obesity, prevent or postpone the
onset of disease by establishing
healthier eating habits and being
more physically active.

SNAP-Ed Guiding Principles
The SNAP-Ed Guiding Principles
characterize FNS’s vision of
comprehensive multilevel and public
health approaches complementing with
quality nutrition education to address the
nutrition concerns and food budget
constraints faced by those eligible for
SNAP. These Guiding Principles reflect
the definitions of nutrition education and
obesity prevention services and
evidence-based interventions that stem
from the FNA.
FNS strongly encourages States to
use these Guiding Principles as the
basis for SNAP-Ed activities in
conjunction with the SNAP-Ed goal
and behavioral outcomes. States may
focus their efforts on other interventions
based on the DGA that address their
target audiences by providing justification
and rationale in their SNAP-Ed Plans.

The SNAP-Ed target audience is
SNAP-Ed eligible individuals,
specifically SNAP participants and other
low-income individuals who qualify to
receive SNAP benefits or other meanstested Federal assistance programs. It
also includes individuals residing in
communities with a significant (50
percent or greater) low-income
population.
The term “means-tested Federal
assistance programs” for the purposes
of this Guidance is defined as Federal
programs that require the income and/or
assets of an individual or family to be at
or below 185 percent of the Federal
Poverty Level (FPL) to qualify for
benefits. There may be additional
eligibility requirements to receive these
programs, which provide cash and
noncash assistance to eligible individuals
and families.
New: Households certified for SNAP,
including those in States with BroadBased Categorical Eligibility (BBCE)
policies with gross income limits up to
200% FPL, are SNAP participants and
are therefore eligible for the same
programs and services as all SNAP
participants – including SNAP-Ed. SNAPEd eligibility limits should not exceed the
State threshold for BBCE, as listed at
https://www.fns.usda.gov/snap/broadbased-categorical-eligibility.
Temporary changes to college students’
eligibility for SNAP and expansion to the
school lunch program, in response to the
public health emergency, are discussed
in more detail in Section 2, pages 48 to
50. End of new materials.

6 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
The Six SNAP-Ed Guiding Principles:
1. SNAP-Ed is intended to serve SNAP participants, low-income individuals eligible
to receive SNAP benefits or other means tested Federal assistance programs,
and individuals residing in communities with a significant low-income population.
R EFER

TO

S ECTION 2, W RITING

YOUR

S TATE P LAN

2. SNAP-Ed must include nutrition education
and obesity prevention services consisting of
a combination of educational approaches.
The Social-Ecological Model (SEM) illustrates
how all sectors of society, including
individuals and families, communities, and
organizations; small and large businesses;
and policymakers combine to shape an
individual’s food and physical activity choices.

Approach One: Individual or
group-based direct nutrition
education, health promotion,
and intervention strategies
Approach Two:
Comprehensive, multi-level
interventions at multiple
complementary organizational
and institutional levels

3. The SEM (Figure 1), addresses how SNAP
Approach Three: Community
nutrition education and obesity prevention
and public health approaches
services can be provided to the low-income
to improve nutrition
SNAP-Ed target audience through the three
approaches described in the FNA.
Nutrition education and obesity prevention services are delivered through
partners in multiple venues and involve activities at the individual, interpersonal,
community, and societal levels. Acceptable policy interventions are activities that
encourage healthier choices based on the current DGA. Intervention strategies
may focus on increasing consumption of certain foods, beverages, or nutrients
and limiting consumption of certain foods, beverages, or nutrients consistent with
the DGA.
TO C HAPTER 4 OF THE DGA FOR MORE INFORMATION ABOUT HOW
NUTRITION EDUCATION AND OBESITY PREVENTION ACTIVITIES CAN SUPPORT
HEALTHY EATING AMONG ADULTS

R EFER

7 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
Figure 1. A Social-Ecological Model for Food and Physical Activity Decisions

8 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
While the Program has the greatest potential impact on behaviors related to the nutrition
and physical activity of the overall SNAP lowAn evidence-based
income households, when it targets low-income
approach for nutrition
households with SNAP-Ed eligible women and
education and obesity
children, SNAP-Ed is intended to serve the breadth
prevention is defined as the
of the SNAP eligible population. Based on a needs
integration of the best
assessment, States have the flexibility to determine
research evidence with the
priority audience segments which would be best
best available practice-based
served by SNAP-Ed.
evidence. The SNAP-Ed key
Refer to Guidelines for Developing the
behavioral outcomes align
SNAP-Ed Plan section
with the DGA key
recommendations, found at
4. The Program must use evidence-based,
https://www.dietaryguidelines.
behaviorally focused interventions and
gov/.
maximize its national impact by
concentrating on a small set of key
population outcomes supported by evidencebased multi-level interventions. Evidencebased interventions based on the best
available information must be used. FNS
encourages States to concentrate their
SNAP-Ed efforts on the program’s key
behavioral outcomes.

States may address other
behavioral outcomes
consistent with the goal and
focus of SNAP-Ed and DGA
messages. The primary
emphasis of these efforts
should remain on assisting the
SNAP-Ed target population to
establish healthy eating
patterns and physically active
lifestyles to promote health
and prevent disease, including
obesity. States must
consider the financial
constraints of the SNAP-Ed
target population in their
efforts as required under the
FNA.

5. The Program can maximize its reach when
coordination and collaboration take place
among a variety of stakeholders at the local,
State, regional, and national levels through
publicly or privately funded nutrition
intervention, health promotion, or obesity
prevention strategies. The likelihood of
nutrition education and obesity prevention
interventions successfully changing
behaviors is increased when consistent and
repeated messages are delivered through multiple channels.

Refer to Coordination and Collaboration requirements section
6. The Program is enhanced when the specific roles and responsibilities of local,
State, regional, and national SNAP agencies and SNAP-Ed providers are defined
and put into practice.
Refer to SNAP-Ed Roles and Responsibilities

9 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview

Sources of Nutrition and Obesity Prevention Guidance
D IETARY G UIDELINES FOR A MERICANS (DGA): These guidelines are the foundation of
nutrition education and obesity prevention efforts in all FNS nutrition assistance
programs. The FNA stipulates that SNAP-Ed activities, strategies, and
interventions should be consistent with the DGA and the associated USDA food
guidance system, MyPlate. MyPlate messages and resources are available at
https://www.myplate.gov/. SNAP-Ed intervention strategies may focus on limiting, as
well as increasing, consumption of certain foods, beverages, and nutrients consistent
with the DGA. However, FNS has determined that States may not use SNAP-Ed
funds to convey negative written, visual, or verbal expressions about any specific
brand of food, beverage, or commodity. FNS encourages State agencies to consult
with their SNAP-Ed Regional Coordinators to ensure that the content and program
efforts appropriately convey the most current DGA and MyPlate messaging. For more
information, please refer to the USDA Center for Nutrition Policy and Promotion’s
(CNPP) Web site at http://www.fns.usda.gov/cnpp.
One of the four guidelines from the DGA is to follow a healthy eating pattern across the
lifespan at an appropriate calorie level. Doing so helps to support a healthy body weight
and reduce the risk of chronic disease. FNS expects that healthy eating patterns,
weight management, and obesity prevention for the low-income population will
be key components of SNAP-Ed Plans due to the focus on nutrition education and
obesity prevention of the FNA under Section 28. States are strongly encouraged to use
MyPlate, and related resources found at https://www.myplate.gov/ to support their
SNAP-Ed Plans.
CNPP’s Start Simple with MyPlate campaign was developed to promote healthy eating
and physical activity. “No matter your age, healthy eating is important. Small changes
matter, so let’s help Americans make every bite count. Start Simple with MyPlate
today!”
•

Start Simple with MyPlate provides tips and recipe ideas from the five MyPlate
food groups (Fruits, Vegetables, Grains, Protein Foods, Dairy) that Americans
can easily incorporate into their busy lives no matter their food preferences,
cultural traditions, health status, or budget.

•

New: Start by taking the MyPlate Quiz to see how your eating habits stack up
against the MyPlate recommendations. Based on your answers you’ll receive
tailored resources, your results level, and a personal
quiz results code to sync with the Start Simple with
MyPlate app. The MyPlate Quiz is now available in
Spanish.

•

Download the Start Simple with MyPlate app to set daily,
achievable goals to help you eat healthy throughout the
day and week. Sync your results from the MyPlate Quiz

10 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
for a personalized experience. Join challenges, see progress, and earn badges
to celebrate successes.
•

Use Shop Simple with MyPlate to save money while shopping for healthy food
choices by finding savings in your local area and discovering new ways to
prepare budget-friendly foods. In the “Savings” area of the tool, enter your zip
code to find cost-saving opportunities in your local area, including stores and
farmer’s markets that accept SNAP EBT and rewards programs (e.g., GUSNIP
incentive programs). In the “Foods” section, get budget-friendly suggestions from
each food group, and purchasing and storage tips, serving ideas, recipes, and
nutrition information. End of new material.

Other resources that complement the DGA and can assist States in addressing healthy
weight management and obesity prevention include the following:
•

Physical Activity Guidelines (PAG): The PAG provide science-based
information and guidance on the amounts and types of physical activities
Americans 6 years and older need for health benefits. The PAG are intended for
health professionals and policymakers and are accompanied by resources to
help guide the physical activity of the general public. The DGA provides a key
recommendation that encourages Americans to meet the Physical Activity
Guidelines (PAG) at https://health.gov/our-work/nutrition-physicalactivity/physical-activity-guidelines/current-guidelines

•

Healthy People 2030 (HP 2030) Plan: These objectives are science-based, 10year national objectives for improving the health of all Americans that include
established benchmarks and the monitoring of progress over time. The Nutrition
and Healthy Eating and Physical Activity objectives of HP 2030 with related data
and information on interventions and resources can assist States in formulating
objectives and selecting interventions in these areas. More information on HP
2030 may be obtained at http://healthypeople.gov/.

•

U.S. Food and Drug Administration Nutrition Facts Label and Menu
Labeling: New: The U.S. Food and Drug Administration’s public health
education campaign “The New Nutrition Facts Label: What’s in it for You?”
provides consumers, health educators, and other health professionals with key
information about the updated label that is based on current scientific
information, including the link between diet and chronic diseases. A portfolio of
materials and videos are available to help raise awareness about the changes to
the Nutrition Facts label, increase its use, and help consumers, health care
professionals, and educators learn how to use it as a tool for maintaining healthy
dietary practices. More information on the Nutrition Facts label may be found at
http://www.fda.gov/newnutritionfactslabel.

•

Menu Labeling requires calories to be listed on many menus and menu boards of
restaurants and other food establishments that are part of a chain of 20 or more
locations. In addition to calorie information, covered establishments are also

11 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
required to provide written nutrition information such as saturated fat, sodium,
and dietary fiber to consumers upon request. More information on Menu
Labeling may be found at http://www.fda.gov/caloriesonthemenu. End of new
material.

Approaches
The FNA stipulates that SNAP-Ed funds may be used for evidence-based activities
using two of the three SNAP-Ed approaches. States must include one or more
approaches in addition to Approach One in their SNAP-Ed Plans.
FNS expects SNAP agencies to use comprehensive interventions in SNAP-Ed that
address multiple levels of the SEM to reach the SNAP-Ed target audience in ways that
are motivational and sensitive to the cultural and socio-economic needs. Working with
partners to achieve this aim furthers SNAP-Ed’s collaborative efforts, reduces the
likelihood of duplication of effort, and aligns SNAP-Ed’s strategies with current public
health practices for health promotion and disease prevention.
Approach One: Individual or group-based direct nutrition education, health
promotion, and intervention strategies
Activities conducted at the individual and interpersonal levels have been a nutrition
education delivery approach in SNAP-Ed and remain important. These activities must
be evidence-based, as with interventions conducted through the other
Approaches.
Approach One activities must be combined with interventions and strategies from
Approaches Two and/or Three. Direct nutrition education may be conducted by a
SNAP-Ed provider organization or by a partner organization through a collaborative
effort.
The direct nutrition education and physical activity interventions implemented should
incorporate features that have shown to be effective such as:
•

Behaviorally focused strategies;

•

Motivators and reinforcements that are personally relevant to the target
audience;

•

Multiple channels of communication to convey healthier behaviors;

•

Approaches that allow for active personal engagement; and

•

Intensity and duration that provide opportunities to reinforce behaviors.

Some examples of Approach One allowable activities for States to consider include, but
are not limited to:
•

New: Conducting nutrition education based on the DGA 2020-2025 including:
– Follow a healthy dietary pattern at every life stage

12 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
–
–
–

Customize and enjoy nutrient-dense food and beverage choices to reflect
personal preferences, cultural traditions, and budgetary considerations.
Focus on meeting food group needs with nutrient-dense foods and
beverages and stay within calorie limits.
Limit foods and beverages higher in added sugars, saturated fat, and
sodium, and limit alcoholic beverages. End of new material.

•

Conducting individual or group educational sessions on achieving and
maintaining a healthy body weight based on the DGA. These sessions could
include measuring height and weight or using self-reported heights and weight to
determine body mass index (BMI).

•

Integrating nutrition education into ongoing physical activity group interventions
based on the Department of Health and Human Services (HHS) Physical Activity
Guidelines.

•

Implementing classes to build basic skills, such as cooking, menu planning, or
food resource management.

•

Sponsoring multi-component communication activities to reinforce education,
such as interactive Web sites, social media, visual cues, and reminders like text
messages. An example would be the Eating Smart Being Active curriculum at
https://snaped.fns.usda.gov/materials/eating-smart-being-active.

Approach Two: Comprehensive, multi-level interventions at multiple
complementary organizational and institutional levels
Approach Two may address several or all elements of the SEM and may target the
individual, the interpersonal (family, friends, etc.), organizational (workplace, school,
etc.), community (food retailers, food deserts, etc.), and public policy or societal (local
laws, social norms, etc.) levels. A key tenet of multi-level interventions is that they
reach the target audience at more than one level of the SEM and that the
interventions mutually reinforce each other. Multi-level interventions generally are
thought of as having three or more levels of influence.
In SNAP-Ed, States may implement PSE change efforts using the multi-level
interventions of Approach Two according to the definition of nutrition education
and obesity prevention services in the I NTRODUCTION section of this document.
Examples of efforts from Approach Two that States may want to implement in
conjunction with Approach One include but are not limited to, these:
•

Developing and implementing nutrition and physical activity policies at
organizations with high proportions of people eligible for SNAP-Ed, such as worksites that employ low-wage earners or eligible youth- and faith-based
organizations.

•

Collaborating with schools and other organizations to improve the school nutrition
environment, including supporting and providing nutrition education classes as

13 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
well as serving on school wellness committees. Local educational agencies
(LEAs) are encouraged to include SNAP-Ed coordinators and educators on local
school wellness policy committees (see Partnering with School Wellness
Programs in the Financial and Cost Policy Section and Other Federal
Policies Relevant to the Administration of SNAP-Ed).
•

Coordinating with outside groups to strategize how healthier foods may be
offered at sites, such as emergency food distribution sites frequented by the
target audience.

•

Establishing community food gardens in low-income areas, such as public
housing sites, eligible schools, and qualifying community sites, which will benefit
at the individual, interpersonal and community levels.

•

Providing consultation, technical assistance, and training to SNAP-authorized
retailers in supermarkets, grocery stores, a local corner or country store to
provide evidence-based, multi-component interventions. SNAP-Ed providers may
work with key partners on strategic planning and provide assistance with
marketing, merchandising, recipes, customer newsletters, and technical advice
on product placement. The retailer could provide produce, healthy nutrition items,
and point of sales space for a healthy checkout lane. For more information on
how to develop, implement, and partner on food retail initiatives and activities see
the Center for Disease Control and Prevention (CDC)’s Healthier Food Retail
Action Guide at http://www.cdc.gov/nccdphp/dnpao/state-localprograms/healthier-food-retail.html. SNAP is mentioned as a potential partner in
CDC’s Guide.

•

Working to bring farmers markets to low-income areas, such as advising an
existing market on the process for obtaining Electronic Benefits Transfer (EBT)
machines to accept SNAP benefits.

•

Coordinating with WIC to promote and support breastfeeding activities.

Approach Three - Community and public health approaches to improve nutrition
and obesity prevention
Community and public health approaches are efforts that affect a large segment of the
population, rather than targeting the individual or a small group. According to the CDC,
public health interventions are community-focused, population-based interventions
aimed at preventing a disease/condition or limiting death/disability from a
disease/condition. Learn more about public health approaches through CDC’ S P UBLIC
H EALTH 101 S ERIES at https://www.cdc.gov/publichealth101/index.html.

14 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
Figure 2. The Health Impact Pyramid

Source: Frieden TR. Framework for public health action: the health impact pyramid. Am J Public Health
2010;100:590–5. doi: 10.2105/AJPH.2009.185652

New: The Health Impact Pyramid (Figure 2) illustrates the relative population impact
and individual effort needed for the five tiers of interventions: socioeconomic factors,
changing the context to make individuals’ default decisions healthy, long-lasting
protective interventions, clinical interventions, and counseling and education. In this
model, SNAP-Ed is providing nutrition education and intervention strategies to make
healthy choice the easier choice for participants. SNAP-Ed also coordinates and
collaborates with agencies and community partners that provide healthcare or address
social determinants of health. End of new material. By focusing PSE efforts on
neighborhoods, communities, and other jurisdictions (e.g., cities, towns, counties,
districts, and Indian reservations with large numbers of low-income individuals), public
health approaches aim to increase the health impact on the SNAP-Ed target audience.
As with Approach Two, PSE change efforts also may be conducted using
community and public health approaches.
Approach Three activities to consider where SNAP-Ed could assist include, but are not
limited to, the following:
•

Working with local governments in developing policies to improve healthy food
access in low-income areas.

•

Collaborating with community groups and other organizations, such as Food or
Nutrition Policy Councils, to improve food, nutrition, and physical activity
environments to facilitate the adoption of healthier eating and physical activity
behaviors among the low-income population.

15 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
•

Serving on other relevant nutrition- and/or physical activity-related State and local
advisory panels, such as school wellness committees and State Nutrition Action
Councils (SNAC).

•

Delivering technical assistance to a local corner or convenience store to increase
healthier offerings and purchases. Corner stores, often referred to as
convenience stores, country stores, or bodegas, are small-scale stores that may
have a more limited selection of food and other products. The Healthy Corner
Stores Guide, which can be accessed at
https://snaped.fns.usda.gov/library/materials/healthy-corner-stores, provides
information, strategies, and resources for organizations interested in making
healthy foods and beverages more available in corner stores within their
communities. A Spanish language version is also available at the link above.

•

Facilitating the reporting of statewide surveillance and survey data on nutrition
indicators among the population that is eligible to receive SNAP benefits.

•

Providing obesity prevention interventions at settings such as schools, childcare
sites, community centers, places of worship, community gardens, farmers
markets, food retail venues, or others with a low-income population of 50 percent
or greater.

•

Conducting social marketing programs targeted to SNAP-Ed eligible populations
about the benefits of physical activity.

•

Providing low-income individuals with nutrition information, such as shopping tips
and recipes, in collaboration with other community groups who provide access to
grocery stores through “supermarket shuttles” to retailers that have healthier
options and lower prices than corner stores.

•

Conducting health promotion efforts, such as promoting the use of a walking trail
through a Safe Routes to Schools program or the selection of healthy foods from
vending machines.

•

Helping local workplaces establish policies for healthy food environments.

•

Partnering with non-profits hospitals to coordinate their Internal Revenue Service
(IRS)-mandated community benefits program with SNAP-Ed (see
https://www.irs.gov/irb/2015-05_IRB for details)

States will note that there is a degree of overlap between Approaches Two and Three
and the Social Marketing and PSE change efforts are included in both Approaches. This
overlap and intersection are indicative of the integrated nature of ways to reach the
intended audience through multiple spheres of influence. This is appropriate for
developing comprehensive SNAP-Ed Plans.

16 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview

Social Marketing Programs
In addition to interactive groups and one-on-one instruction, social marketing programs
can be used to deliver nutrition messages to a large SNAP-Ed audience. Social
marketing may be delivered as part of the multi-level interventions of Approach Two or
as part of community and public health efforts of Approach Three.
As described by CDC, social marketing is "the application of commercial marketing
technologies to the analysis, planning, execution, and evaluation of programs designed
to influence voluntary behavior of target audiences in order to improve their personal
welfare and that of society." 4
Commercial marketing technology include market segmentation; formative research and
pilot testing; commercial and public service advertising; public relations; multiple forms
of mass communication including social media; the 4 Ps of marketing - product, price,
placement, and promotion; consumer education; strong integration across platforms;
and continuous feedback loops and course correction.
Social marketing can be an important component of some SNAP-Ed interventions and
may target the individual in large groups, organizational/institutional, and societal levels.
Social marketing emphasizes:
•

Targeting an identified segment of the SNAP-Ed eligible audience;

•

Identifying needs of the target audience and associated behaviors and
perceptions about and the reasons for and against changing behavior;

•

Identifying target behavior to address;

•

Interacting with the target audience to test the message, materials, approach,
and delivery channel to ensure that these are understood and are likely to lead to
behavior change; and

•

Adjusting messages and delivery channels through continuous feedback using
evaluation data and target audience engagement.

Reaching SNAP-Ed Eligible Audiences through Social Marketing
The advertising and public relations aspects of social marketing programs can reach
SNAP-Ed eligible audiences through a variety of delivery channels. These channels can
include:
•

Mass media (e.g., television, radio, newspapers, billboards, and other outdoor
advertising)

•

Social media (e.g., social networks, blogs, and user-generated content)

Alan Andreasen, Marketing Social Change: Changing Behavior to Promote Health, Social Development,
and the Environment, Jossey-Bass, 1995.
4

17 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
•

Earned media (e.g., public service announcements, letters to the editor, opinion
editorials, and press conferences)

•

Peer-to-peer popular opinion leaders (e.g., youth or parent ambassadors, local
champions, celebrity spokespersons, and faith leaders)

•

Promotional media (e.g., point-of-purchase prompts, videos, Web sites,
newsletters, posters, kiosks, brochures, and educational incentive items)

Successful SNAP-Ed social marketing programs should be comprehensive in scope
using multiple communication channels to reach target audiences with sufficient
frequency and reach. Market research and formative evaluation can help identify
communication channels and nutrition-and health-information seeking behaviors that
will best reach different segments of the SNAP-Ed eligible audience. Examples of
market research tools that can help identify audience segment characteristics include:
•

CDC’s A UDIENCE I NSIGHTS at
http://www.cdc.gov/healthcommunication/Audience/index.html

•

National Cancer Institute’s H EALTH I NFORMATION N ATIONAL T RENDS S URVEY at
http://hints.cancer.gov/

•

Pew Research Center’s I NTERNET , S CIENCE ,
http://www.pewinternet.org/

AND

T ECH at

Policy, Systems, and Environmental Change Interventions
Policy, systems, and environmental (PSE) change efforts can be implemented across a
continuum and may be employed on a limited scale as part of the multi-level
interventions of Approach Two or in a more comprehensive way through the community
and public health approaches of Approach Three or a mix of any combination of all
three approaches. Everyone has a role in helping support healthy eating patterns in
multiple settings nationwide, from home to school to work to communities in which
people live, learn, work, shop, and play.
As previously stated, public health approaches are community-focused, populationbased interventions aimed at preventing a disease or condition or limiting death or
disability from a disease or condition. Community and public health approaches may
include three complementary and integrated elements: education, marketing/promotion,
and PSE interventions. Using these three elements helps create conditions where
people are encouraged to act on their education and awareness and where the healthy
choice becomes the easy and preferred choice, which is facilitated through changes in
policy, systems, and the environment. By focusing activities on settings with large
proportions of low-income individuals and using evidence-based interventions that are
based on formative research with SNAP-Ed audiences, public health approaches can
reach large numbers of low-income Americans and produce meaningful impact.
The definitions and examples below can contribute to States understanding more fully
SNAP-Ed’s role in implementing PSEs.
18 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
Policy
Policy is a written statement of an organizational position, decision, or course of action.
Ideally policies describe actions, resources, implementation, evaluation, and
enforcement. Policies are made in the public, non-profit, and business sectors. Policies
will help to guide behavioral changes for audiences served through SNAP-Ed
programming.
Example: A school or school district that serves a majority low-income student body
writes a policy that allows the use of school facilities for recreation by children,
parents, and community members during non-school hours. The local SNAP-Ed
provider can be a member of a coalition of community groups that work with the
school to develop this policy.
Systems
Systems changes are unwritten, ongoing, organizational decisions or changes that
result in new activities reaching large proportions of people the organization serves.
Systems changes alter how the organization or network of organizations conducts
business. An organization may adopt a new intervention, reallocate other resources, or
in significant ways modify its direction to benefit low-income consumers in qualifying
sites and communities. Systems changes may precede or follow a written policy.
Example: A local food policy council creates a farm-to-fork system that links farmers
and local distributors with new retail or wholesale customers in low-income settings.
The local SNAP-Ed provider could be an instrumental member of this food policy
council providing insight into the needs of the low-income target audience.
Environment
Environment includes the built or physical environments which are visual/observable,
but may include economic, social, normative or message environments. Modifications in
settings where food is sold, served, or distributed may promote healthy food choices.
Social changes may include shaping attitudes among administrators, teachers, or
service providers about time allotted for school meals or physical activity breaks.
Economic changes may include financial disincentives or incentives to encourage a
desired behavior, such as purchasing more fruits and vegetables. Note that SNAP-Ed
funds may not be used to provide the cash value of financial incentives, but
SNAP-Ed funds can be used to engage farmers markets and retail outlets to
collaborate with nutrition education and healthy food access efforts.
Example: A food retailer serving SNAP participants or other low-income persons
increases the variety of fruits and vegetables it sells and displays them in a manner
to encourage consumer selection of healthier food options based on the DGA and
MyPlate. A SNAP-Ed provider can provide consultation and technical assistance to
the retailer on expanding its fruit and vegetable offerings and behavioral techniques
to position produce displays to reach the target audience.

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Section 1: Overview
Taken together, education, marketing, and PSE changes are more effective than any of
these strategies alone for improving health and preventing obesity. This is done by
combining reinforcing educational, PSE, and marketing strategies used in SNAP-Ed or
conducted by partners such as other FNS or CDC programs.
SNAP-Ed should be seen as a consultant and technical advisor for creating PSE
changes that benefit low-income households and communities, rather than the provider
of services. SNAP-Ed aids organizations so that they can adopt, maintain, and enforce
PSE changes themselves without continuous involvement from SNAP-Ed. This likely
will also facilitate sustainable PSE changes as organizations take ownership of the PSE
change.
SNAP-Ed programs should work closely with communities and partners to develop PSE
changes that are useful and relevant to SNAP-Ed participants, and feasible for PSE
activity partners to sustain. Although FNS recognizes that SNAP-Ed resources may be
needed on an ongoing basis to support changes as partner organizations build capacity,
the organization that receives the consultation and technical assistance is ultimately
responsible for adopting, maintaining, and enforcing the PSE change. If a partner
organization is not able to sustain PSE changes, this may indicate that the change is
not realistic or relevant to community needs.
PSE changes should reflect input from partner organizations and community members
served by the organizations. This is indicative of the concept that “no service system
can be effective or sustained unless it is grounded in, reflective of, and has the full
participation of the community it is designed to serve.” 5
SNAP-Ed programs may consult and provide technical assistance on PSE changes that
support healthy eating and physical activity without taking on or supplanting the
responsibilities of Federal, State, and local program operators. For example, as
requirements of the HHFKA are implemented in childcare and school settings
(https://www.fns.usda.gov/cn), SNAP-Ed can build on and complement required
changes in menu standards, competitive foods, training, and school wellness policies.
Examples of successful SNAP-Ed partnerships implementing PSE changes can be
found at https://snaped.fns.usda.gov/success-stories.

Evidence-based Approach to SNAP-Ed:
As a reminder, an evidence-based approach for nutrition education and obesity
prevention is defined as the integration of the best research evidence with the best
available practice-based evidence.

Franz, J. (2008). Planning for and implementing system change using the wraparound process. In E.J.
Bruns & J.S.Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wraparound
Initiative, Research, and Training Center for Family Support and Children’s Mental Health.
https://nwi.pdx.edu/NWI-book/Chapters/Franz-5b-(system-change).pdf
5

20 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
F OR

RESOURCES THAT ASSIST IN IDENTIFYING WHAT CONSTITUTES AN EVIDENCE - BASED
INTERVENTION OR APPROACH , PLEASE REFER TO Appendix B. Checklist for

Evidence-Based Approaches.
•

Research-based evidence refers to relevant rigorous research, including
systematically reviewed scientific evidence.

•

Practice-based evidence refers to case studies, pilot studies, and evidence
from the field on interventions that demonstrate obesity prevention potential.

•

Emerging strategies or interventions, which are community- or practitionerdriven activities that have the potential for obesity prevention but have not yet
been formally evaluated for obesity prevention outcomes. Emerging strategies
or interventions require a justification for a novel approach and must be
evaluated for effectiveness.

Evidence may be related to nutrition security and obesity prevention target areas,
intervention strategies, and/or specific interventions. FNS recognizes that there is a
continuum for evidence-based practices, ranging from the rigorously evaluated
interventions (research-based) that have also undergone peer review to interventions
that have not been rigorously tested but show promise based on results from the field
(practice-based, including emerging interventions). FNS also recognizes that
interventions that target different levels of the SEM could include both research-based
and practice-based interventions and approaches. Evidence-based allowable use of
funds for SNAP-Ed includes conducting and evaluating intervention programs, and
implementing and measuring the effects of policy, systems, and environmental changes
in accordance with SNAP-Ed Plan Guidance.
Evidence-Based Approach Expectations
FNS expects that SNAP-Ed providers assure that their evidence-based interventions do
the following:
•

Demonstrate through research review or sound self-initiated evaluation, if
needed, that interventions have been tested and are meaningful for their specific
target audience(s), are implemented as intended or modified with justification,
and have the intended impact on behavior as well as policies, systems, or
environments.

•

Provide emerging evidence and results of efforts such as State and/or
community-based programs that show promise for practice-based interventions.
Where rigorous reviews and evaluations are not available or feasible, practicebased evidence may be considered. Information from these types of
interventions may be used to build the body of evidence for promising SNAP-Ed
interventions. States should provide justification and rationale for the
implementation of projects built upon practice-based evidence and describe
plans to evaluate them.

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Section 1: Overview
Finding Evidence-based Materials
Curricula and other materials developed by FNS are evidence-based. FNS materials
have undergone formative evaluation during the developmental phase, review by USDA
and HHS experts, and testing with the target audience in most instances. Therefore,
curricula and other educational materials developed for SNAP-Ed, such as MyPlate for
My Family (MPFMF) and Eat Smart, Live Strong (ESLS) – available at
http://pueblo.gpo.gov/SNAP_NEW/SNAPPubs.php – as well as materials developed by
Team Nutrition – posted at https://www.fns.usda.gov/tn - are considered evidencebased.
T HE SNAP-E D S TRATEGIES AND I NTERVENTIONS : A N O BESITY P REVENTION T OOLKIT
FOR S TATES , which is also known as the SNAP-Ed Toolkit, features evidence-based
policy, systems, and environmental changes that support education and social
marketing and provides ways to evaluate interventions across various settings. It was
developed by the National Collaborative on Childhood Obesity Research (NCCOR) at
the request of FNS. Updates to the toolkit will continue to add strategies and
interventions that are being used successfully to address nutrition security in
communities across the nation. The current interactive SNAP-Ed Toolkit can be found at
https://snapedtoolkit.org/. The toolkit is not an exhaustive compilation of potential
strategies and interventions that are appropriate for SNAP-Ed. Rather, FNS is offering
the toolkit as a starting point for ideas that States may use to further their obesity
prevention and nutrition security efforts through SNAP-Ed.
Evaluating your Evidence-Based Intervention
When existing, validated evaluation tools or instruments are not available for an
intervention, the State or Implementing Agencies may need to adapt existing tools or
develop new tools. When developing new tools or adapting existing tools for your target
audience, follow the established protocols for instrument development. The process for
developing reliable and valid evaluation instruments/tools is provided Chapter 4 of the
FNS publication “Addressing the Challenges of Conducting Effective SNAP-Ed
Evaluations: A Step-by-Step Guide” 6.
It is recommended that Implementing Agencies discuss evaluation tool adaptation or
development ideas with their State Agency. State Agency staff should discuss with their
SNAP-Ed Regional Coordinator to ensure there are no duplications of effort within your
State, region or across regions. Please note that evaluations should focus on specific,
current SNAP-Ed interventions or initiatives in your State’s SNAP-Ed Plan. Lastly,
before modifying any existing evaluation tool(s), contact the specific developer(s) to
obtain permission, and to gain insight into whether modifications would affect the validity
of the evaluation tool.

6

Cates, S., Blitstein, J., Hershey, J., Kosa, K., Flicker, L., Morgan, K. and Bell,L. Addressing the
Challenges of Conducting Effective Supplemental Nutrition Assistance Program Education (SNAP-Ed)
Evaluations: A Step-by-Step Guide. Prepared by Altarum Institute and RTI International for the U.S.
Department of Agriculture, Food and Nutrition Service, March 2014.

22 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
SNAP-Ed Evaluation Framework Priority Indicators
The FNS S UPPLEMENTAL N UTRITION A SSISTANCE P ROGRAM E DUCATION (SNAP - E D )
E VALUATION F RAMEWORK : N UTRITION , P HYSICAL A CTIVITY , AND O BESITY P REVENTION
I NDICATORS (Evaluation Framework, Figure 3) was released in 2013 by the USDA/FNS
Western Regional Office, updated in 2014, and finalized with experts and stakeholders’
input at the national level in 2016. The Evaluation Framework includes a focused menu
of 51 evaluation indicators that align with SNAP-Ed guiding principles. The indicators
lend support to documenting changes resulting from multiple approaches for nutrition
education and obesity prevention targeted to a low-income audience. A summary
graphic of the Evaluation Framework is available on the following page. The interactive
SNAP-Ed Evaluation Framework provides more details on evaluation indicators and
measurement tools at https://snapedtoolkit.org/framework/index/.
States are strongly encouraged to use the SNAP-Ed Evaluation Framework: indicators
and report their State outcomes for the seven SNAP-Ed priority indicators. The SNAPEd priority indicators are listed below.
•

Medium-Term (MT) 1: Healthy Eating Behaviors

•

MT2: Food Resource Management

•

MT3: Physical Activity and Reduced Sedentary Behaviors

•

MT5: Nutrition Supports Adopted in Environmental Settings

•

Short-Term (ST) 7: Organizational Partnerships

•

ST8: Multi-sector partnerships and planning

•

Population Results (R) 2: Fruits and Vegetables

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Section 1: Overview
Figure 3. SNAP-Ed Evaluation Framework.

24 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
Types of Evaluation
There are multiple types of intervention evaluations. SNAP-Ed definitions of evaluation
types are:
•

Formative Evaluation provides information that is used during the development
of an intervention. It may be used to determine if a target audience understands
the nutrition messages or to test the feasibility of implementing a previously
developed intervention in a new setting. Formative research results are used to
shape the features of the intervention itself prior to implementation.

•

Process Evaluation systematically describes how an intervention looks in
operation or actual practice. It includes a description of the context in which the
program was conducted such as its participants, setting, materials, activities,
duration, etc. Process assessments are used to determine if an intervention was
implemented as intended. This checks for fidelity, that is, if an evidence-based
intervention is delivered as designed and likely to yield the expected outcomes.

•

Outcome Evaluation addresses the question of whether or not anticipated
group changes or differences occur in conjunction with an intervention.
Measuring shifts in a target group’s nutrition knowledge before and after an
intervention is an example of outcome evaluation. Such research indicates the
degree to which the intended outcomes occur among the target population. It
does not provide definitive evidence, however, that the observed outcomes are
due to the intervention.

•

Impact Evaluation allows one to conclude authoritatively, whether or not the
observed outcomes are a result of the intervention. In order to draw cause and
effect conclusions, impact evaluations incorporate research methods that
eliminate alternative explanations. This requires comparing those (e.g., persons,
classrooms, communities) who receive the intervention to those who either
receive no treatment or an alternative intervention. The strongest impact
evaluation randomly assigns the unit of study to treatment and control conditions,
but other quasi-experimental research designs are sometimes the only
alternative available.

Comprehensive SNAP-Ed Projects and Plans
The Agency expects States to develop comprehensive SNAP-Ed Plans that provide a
balance of all three approaches to deliver SNAP-Ed. FNS advises States that all SNAPEd Plans must include PSE change efforts that may be delivered through Approaches
Two and/or Three.
States have opportunities to include a vast array of interventions into comprehensive
SNAP-Ed Plans by using the definitions of nutrition education and obesity prevention
services and an evidence-based approach, and by using the three approaches
identified to deliver nutrition education and obesity prevention interventions described in
the FNA. These interventions must comply with the SNAP-Ed Financial and Cost
25 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
Policy detailed in S ECTION 3, including policy on allowable costs and reasonable and
necessary expenditures. For example, while building walking trails in a low-income
community would promote physical activity for the SNAP-Ed target audience, this
activity would not be an allowable cost since capital expenditures are not permitted.
Helping partner groups organize and plan walking trails may be an allowable SNAP-Ed
expense. Promoting the walking trail and the benefits of physical activity to address
weight management are SNAP-Ed allowable costs and in accordance with the SNAPEd goals and principles.
Employing multiple approaches has been shown to be more effective than implementing
any one approach. An example of implementing activities from all three approaches
including social marketing and PSE change efforts in schools with a majority lowincome population could include several of the components described in Figure 4.
Figure 4. Example of implementing activities from all three approaches.

As States select PSE interventions, they may choose interventions that are either
research, practice-based, being implemented with a SNAP-Ed target audience or in a
different setting for the first time. As mentioned in the discussion of an evidence-based
approach, PSE interventions that are practice-based or being implemented in a new
setting or with the SNAP-Ed population for the first time should be evaluated. FNS
expects States to evaluate these PSE interventions, which can be an allowable use of
SNAP-Ed funds. Once such a PSE intervention has been rigorously evaluated it would
be considered a research-based intervention.

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Section 1: Overview
The mix of approaches will be based on the needs assessment as completed by
your State, your State priorities, and your funding availability. Taken together,
these can guide your State Plan development for a suitable balance of PSE, direct
education, social marketing efforts, and evaluation. States should recognize that the
selected mix may increase the need to engage additional partners when implementing
interventions or conducting evaluations. Further assessment of comprehensive
programming will contribute to determining an effective ratio of approaches and
evaluation.

Coordination and Collaboration Requirements
In conformance with the FNA, States may coordinate their SNAP-Ed activities with other
publicly or privately funded health promotion or nutrition improvement strategies.
Considering that SNAP-Ed funds are capped, States may be able to leverage SNAP-Ed
financial resources with funding of other organizations with complementary missions to
reach SNAP-Ed eligible individuals through multiple channels and varied approaches to
increase effectiveness and efficiency.
States must continue to show in their SNAP-Ed Plans that the funding received from
SNAP will remain under the administrative control of the State SNAP agency as they
coordinate their activities with other organizations. When SNAP-Ed funds are used,
States must describe the relationship between the State agency and other organizations
with which it plans to coordinate the provision of services, including statewide
organizations. States should formalize these relationships through Memoranda of
Agreement/Understanding or letters of support or commitment. Copies of contracts and
Memoranda of Agreement/Understanding that involve funds provided under the State
agency’s Federal SNAP-Ed grant must be available for inspection upon request.
FNS expects States to coordinate SNAP-Ed activities with other national, State,
and local nutrition education, obesity prevention, and health promotion initiatives
and interventions, whether publicly or privately funded. States must consult and
coordinate with State and local operators of other FNS programs, including the Special
Supplemental Nutrition Program for Women, Infants, and Children (WIC), the National
School Lunch Program, Farm to School , and the Food Distribution Program on Indian
Reservations to ensure SNAP-Ed complements those programs’ efforts to address
nutrition security and obesity prevention. States are encouraged to coordinate activities
with other Federally funded low-income nutrition education programs, such as the
EFNEP and the CSFP. States are required to describe their coordination efforts in their
SNAP-Ed Plans following the instructions contained in S ECTION 2 – T HE SNAP-E D
P LAN P ROCESS .
Data Exchange Guidance
7 CFR §272.1(c)(1), provides the limited circumstances where State Agencies may
disclose information obtained from SNAP applicant or recipient households. These
provisions permit the disclosure of this information to those directly connected with the
administration of SNAP, including SNAP-Ed.

27 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
For the purposes of SNAP-Ed, this applies to the sharing of SNAP participant data
between States and Implementing Agencies. All agencies must adhere to protections
for all SNAP applicant or recipient household data, which may be used to identify
individual SNAP applicants or recipients, also known as personally identifiable data
(PII). Participant data must be stored and exchanged using encrypted servers. All
individuals who will be handling PII must be trained on secure access and use and must
annually sign a document stating that they understand their responsibilities.
State and Implementing Agencies must establish a data exchange agreement before
data can be shared. These agreements are not part of the State Agency’s Plan of
Operation and must specify the following:
•

Data that will be exchanged using encrypted servers

•

How data will be stored and who will have access

•

Training procedures for individuals who will be handling PII

•

Procedures used to exchange the data between the two entities

•

Steps to be taken in case of a data breach

•

Steps to securely destroy data 90 days after it is no longer in use

Data exchange examples
Use of participant data for program evaluation
The Oregon Department of Human Services (OR DHS) contracted with Oregon State
University (OSU) Extension for outcome evaluation of their Food Heroes project. The
evaluation consisted of a phone survey with a goal sample size of 300-400 participants
per county in four counties. These phone surveys paired with baseline data collected in
the same areas to allow for comparison. Phone surveys were used to gain more
responses than would have been possible with paper and online surveys. Subjects were
recruited using a list of Oregon SNAP participants provided by OR DHS, which included
household members’ names, addresses, phone numbers, and household composition.
All SNAP participants in county zip codes first received a direct-mail notification so that
they were aware that they could be contacted to participate in the survey. A random
sample of participants from each zip code was contacted without tracking individuals.
The agreement between OR DHS and OSU contained a confidentiality clause at both
State and local levels. Privacy statements were required to be posted in offices located
in surveyed counties.
Contract language for exchange of data
Rhode Island Department of Human Services entered into a contract with Brown
University’s Rhode Island Innovative Policy Lab to provide contact data, including full
name, address, phone number, and email address for SNAP clients, for a pilot survey of
food insecurity across the State. A contract was developed and clearly described the
28 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
data to be used, how it would be used, along with a Mitigation Plan. The Mitigation Plan
defined what conditions would constitute a data breach and the steps to be taken if such
a breach of SNAP participant PII data occurred, as well as who would be responsible for
each of these steps. Mitigation Plan steps included lead time for notification and
initiation of an investigation of a suspected breach, procedure for outside allegations of
a breach, agencies for cooperation, Corrective Action Plan activities, and destruction of
participant data. Liabilities were also described. This agreement was approved and
signed prior to any exchange of participant data.
Multi-State SNAP-Ed Partnerships Guidance
SNAP-Ed funds may be used to collaborate with other State SNAP-Ed Agencies and
Implementing Agencies to leverage resources to deliver education programming or
enhance policy, system, and environmental changes to promote healthy eating and
active lifestyles. This type of partnership may be beneficial in providing SNAP-Ed
services to ITOs, hard-to-reach rural locations, and communities in interstate border
areas.
States/Implementing Agencies must have signed MOUs on file detailing each type of
contribution from each entity. Details such as funding amounts, responsibilities of each
entity, activities, types and methods of evaluation, and timelines should be included.
This type of multi-state partnership should be included in the State SNAP-Ed plan of
each entity in the collaboration.
Opportunities for Collaboration with SNAP-Ed
Non-profit Hospitals
One collaboration opportunity is with non-profit hospitals, which provide services to lowincome individuals in need of medical care that may stem from diet-related diseases.
Non-profit hospitals have a strong history of supporting and promoting USDA food
programs like WIC, providing access to summer meals, using their dietitians to teach
healthy eating in the community, and providing support or locations for SNAPauthorized farmers markets.
State Nutrition Action Councils (SNAC)
About 15 years ago, SNAC were established in FNS Regions to maximize nutrition
education efforts and improve coordination and cooperation among the State agencies,
FNS nutrition assistance programs, public health agencies, and EFNEP. SNAC are now
primarily comprised of representatives from FNS programs who develop statewide
nutrition education plans across programs. The plans focus on one or more common
goals, promote collaboration, and use integrated approaches to connect effort and
resources.
A number of States still effectively operate SNAC or similarly named groups today.
SNAC can serve as a model for coalescing State programs around nutrition education
and obesity prevention efforts. Several States have established SNAP-Ed Advisory
29 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
Committees that include representatives from the FNS nutrition assistance programs
but have the SNAP State agency taking the lead role. FNS encourages States to
engage in these types of collaborative efforts.
In FY 2016, each FNS Regional Office was charged with establishing a new SNAC (or
similar council) in one State with a high obesity rate, as defined by the CDC, to align
nutrition and obesity prevention activities across programs. New: In FY 2022, FNS
Regional Offices were tasked to establish SNACs or similar councils to focus on
improving food security. End of new material.
Some of these statewide coalitions seek to expand the stakeholders to include
interested public, private, and non-profit groups and programs to develop State Nutrition
and Food Systems Plans. These plans identify State priorities to combat food insecurity,
diet-related disease, and obesity that can help serve as a needs assessment for State
SNAP-Ed Plans.
It is appropriate for SNAP-Ed to devote staff time to help fund these pilots and
subsequent efforts in the pilot. These groups are encouraged to use the SNAP-Ed
Evaluation Framework as a tool to help plan and evaluate SNAC and State level
partnerships. States may learn more about initiating and sustaining these types of
collaborative efforts by consulting with their FNS Regional SNAP-Ed Coordinators.
New: The Public Health Institute Center for Wellness and Nutrition developed the
STATE NUTRITION ACTION COUNCIL (SNAC) TOOLKIT to guide SNAC through the
process of establishing partnerships to successfully implement obesity prevention
initiatives and improve the health of the most at-risk communities.
https://centerforwellnessandnutrition.org/wp-content/uploads/2018/12/SNAC-ToolkitFinal.pdf End of new material.
Related State and Federally Funded Programs
States are also expected to coordinate activities and collaborate with community and
State Departments of Health, Agriculture, and/or Education implementation of related
State and Federally funded nutrition education and obesity prevention projects. Such
collaboration provides the capacity for SNAP-Ed to meet its goal and remain consistent
with the FNS mission, while reaching low-income families and individuals through
multiple spheres of the SEM.
Indian Tribal Organizations
Food Distribution Program on Indian Reservations (FDPIR) provides USDA Foods to
income-eligible households living on Indian reservations, and Native American
households residing in approved areas near reservations or in Oklahoma. USDA
distributes food and administrative funds to participating Indian Tribal Organizations
(ITOs) and State agencies to operate FDPIR. Many households participate in FDPIR as
an alternative to SNAP because they do not have easy access to SNAP offices or
authorized food stores; however, FDPIR participants are considered eligible to receive
SNAP-Ed.

30 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
FNS encourages States to collaborate with FDPIR program operators and nutritionists
to conduct nutrition education and explore opportunities to increase nutrition education
funding and resources to provide the greatest benefit to FDPIR participants. FNS
provides nutrition resources to promote and help FDPIR participants make the most of
USDA Foods including Product Information Sheets for each USDA food item and an
FDPIR Sharing Gallery. To learn more about FDPIR, please visit:
https://www.fns.usda.gov/fdpir/food-distribution-program-indian-reservations.
To access the FDPIR Foods Available List, please visit: https://fnsprod.azureedge.us/sites/default/files/resource-files/FDPIR%20FAL%20FY22.pdf
To access USDA Foods Product Information Sheets, with storage, preparation tips,
nutrition information and recipes, please visit: https://www.fns.usda.gov/usdafoods/household-product-information-sheets-and-recipes
To access nutrition education materials, recipes, photos, videos, tip sheets and more on
the FDPIR Sharing Gallery, please visit: https://www.fns.usda.gov/fdpir/fdpir-sharinggallery
The Commodity Supplemental Food Program (CSFP) works to meet the unique
nutritional needs of low-income older adults at least 60 years of age by supplementing
their diets with a monthly package of health, nutritious USDA Foods. USDA distributes
food and administrative funds to participating States and Indian Tribal Organizations
(ITOs). States, ITOs and local agencies determine eligibility of applicants, distribute
food, and provide nutrition education. Recipients of this program may be eligible and
receive referrals for other nutrition and healthcare assistance programs such as to
SNAP, Medicaid, and Medicare.
FNS encourages States to collaborate with CSFP local agencies and ITOs to conduct
and evaluate nutrition education activities and explore opportunities to increase nutrition
education funding and resources to provide the greatest benefit to low-income older
adults. FNS provides information about nutrition including resources to help promote
and make the most of CSFP USDA Foods via Product Information Sheets for each
USDA food item and a CSFP Sharing Gallery. To learn more about CSFP, please visit:
https://www.fns.usda.gov/csfp/commodity-supplemental-food-program.
FNS requires States to consult with Tribes about the SNAP State Plan of
Operations, which includes the State SNAP-Ed Plan. States must actively engage
in Tribal consultations with Tribal leadership or their designees, as required by
SNAP regulations at 7 CFR 272.2(b) and 272.2(e) (7).
FNS reminds States of this requirement as it relates to SNAP-Ed. The consultations
must pertain to the unique needs of the members of Tribes. A directory of Tribal
Leaders, including contact information, can be found at https://www.bia.gov/service/
tribal-leaders-directory. This page also contains an interactive map that allows you to
learn more about the Federally recognized Tribes in your State.

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Section 1: Overview
FNS also expects States to consider the needs of Tribal populations in conducting their
needs assessments for SNAP-Ed and to consult and coordinate with State and local
operators of FDPIR. FNS encourages States to ensure they make every effort to include
a focus and devotion of resources to Tribal nutrition education.
States are encouraged to seek out FDPIR programs to help foster relationships at the
Tribal level with SNAP-Ed, as well as local health departments, university extension
programs, and other organizations experience in working with Tribes to help with on-site
nutrition education implementation, especially organizations that may be submitting
proposals to the State to receive SNAP-Ed funding. States are expected to provide
technical information and training on how Tribes can best submit such a
proposal.
SNAP-Ed State agencies must explicitly describe how they have consulted with Indian
Tribal Organizations in their annual SNAP-Ed plans. FNS SNAP-Ed Regional
Coordinators are unable to approve SNAP-Ed plans that do not include the following:
•

Name of the Indian Tribal Organization

•

Name(s) and title(s) of the individual(s) contacted

•

Brief description of the outcome of the consultation and how it will impact the
SNAP-Ed plan.

SNAP-Ed State and local contact information for FDPIR programs is available from FNS
Regional Office SNAP-Ed Coordinators or through the SNAP-Ed Connection at
https://snaped.fns.usda.gov/state-contacts. Examples of collaborative activities with
Indian Tribes and SNAP-Ed include:
•

An implementing agency working with communities in urban and rural tribal areas
to develop culturally relevant and resonant materials, such as recipes using
traditional foods like bison and materials provided in Tribal languages.

•

A university and a Tribal Nutrition Services Program developing a video
demonstrating healthy, culturally relevant cooking recipes for television or
internet use

•

SNAP-Ed engaging with Indian Health Services and local clinic staff to create
system changes, such as encouraging and providing recommendations for
physical activity. The project includes having youth conduct a map-based
community assessment of the ease or difficulty with which residents can lead
healthy lifestyles

•

Direct nutrition interventions like cooking classes or interactive educational
interventions

•

Nutrition education classes on general nutrition, infant nutrition, food safety, food
resource management, encouraging more fruits and vegetables, etc.

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Section 1: Overview
•

Staff working with Tribal community volunteers to plant a kitchen garden at an
FDPIR program site

CDC-Funded Grant Programs
FNS recommends that State agencies explore and engage in collaborative opportunities
with CDC-funded obesity prevention grant programs in their State. CDC funds agencies
that may be potential partners and are already working to improve nutrition and prevent
obesity through evidence-based PSE change initiatives in States and communities.
SNAP-Ed providers could potentially partner with CDC grant awardees on nutrition and
physical activity initiatives. Additional information from CDC about overweight and
obesity is available at https://www.cdc.gov/nccdphp/dnpao/state-localprograms/index.html.
Title V MCH Services Block Grant to the States Program
New: FNS recommends that State agencies explore ways to collaborate with the Health
Resources and Services Administration’s (HRSA) Title V Maternal and Child Health
(MCH) Services Block Grant to the State’s program on nutrition and obesity prevention
efforts. Title V is a key source of support for promoting and improving the health and
well-being of the nation’s mothers, children, including children with special needs, and
their families through supporting the MCH public health system to assure access to
quality health care. Two key performance measures for the Title V Block Grant focus on
breastfeeding and physical activity. Utilizing evidence-based or – informed strategies,
42 States have selected to address breastfeeding, while 20 States have chosen to work
on ways to improve physical activity among children and adolescents. SNAP-Ed
providers could potentially partner with State Title V programs on these nutrition and
physical activity initiatives. Additional information from HRSA about the Title V MCH
Services Block Grant program is available at https://mchb.hrsa.gov/maternal-childhealth-initiatives/title-v-maternal-and-child-health-services-block-grant-program
MCH Nutrition Training Program
FNS recommends that State agencies explore opportunities for collaboration and
technical assistance with HRSA’s MCH Nutrition Training Programs. The MCH Nutrition
Training Program establishes nutrition centers of excellence to improve access to
comprehensive, community-based, nutrition-centered, and culturally competent
coordinated care. The program provides interdisciplinary graduate education and
training with a public health focus and provides continuing education and technical
assistance to local, State, and national organizations while working in collaboration with
State Title V and other MCH programs. Additional information is available at:
https://mchb.hrsa.gov/training/projects.asp?program=12 End of new material.

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Section 1: Overview

Collective Impact
States may wish to consider other promising solutions to organize around delivering and
achieving their program objectives. A promising approach to increase effectiveness is to
move from an isolated impact approach to a collective impact approach.
Collective impact is fundamentally different in that it offers more discipline, structure,
and higher-performing approaches to large-scale social impact than other types of
collaboration. In partnerships, providing backbone support may be a powerful way for
SNAP-Ed providers to achieve nutrition education and obesity prevention objectives.
Likewise, SNAP-Ed providers may find that participating in such collective efforts best
suits their programs.

Management Evaluation (ME) Review of State SNAP-Ed Projects
Although not a direct part of the SNAP-Ed Plan or Annual Report, the information about
MEs can assist in the development of SNAP-Ed Plans to remind States of the
documentation they must be able to provide during an on-site review.
Selection of SNAP-Ed projects for on-site ME reviews should be based on one or more
of the following factors:
•

Amount of expenditures over the past fiscal year relative to other States in the
region with similar population demographics and program scope;

•

Quality of sample
documentation used by the
State agency to support
payment from the State
agency to subcontractors;

•

Known or suspected
difficulties in program
administration or operation;
and

•

Length of time since the
State’s SNAP-Ed services
were last examined.

This review will assess whether:
•

The State agency has a
process in place to review and
monitor grantees’ and subgrantees’ program operations.

Isolated impact is an approach oriented
toward finding and funding a solution
embodied within a single organization,
combined with the hope that the most
effective organizations will grow or replicate
their impact more widely.
Collective impact is the commitment of a
group of important actors from different
sectors to a common agenda for solving a
specific social problem. The five conditions of
successful collective impact initiatives are:
1. A common agenda
2. Shared measurement systems
3. Mutually reinforcing activities
4. Continuous communication
5. Backbone support organizations
To learn more about collective impact, visit
https://ssir.org/articles/entry/collective_impact

34 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
•

Operations are consistent with the terms of the approved Plan.

•

Activities are targeted to participating and potentially eligible SNAP clients.

•

Nutrition education and obesity prevention activities are being evaluated for
effectiveness.

•

The State is examining and documenting the progress being made toward
reaching the Plan goals.

•

Administrative expenses are reasonable, necessary, and properly documented
and allocated.

•

States are submitting developed materials for sharing on the SNAP-Ed
Connection Web site.

•

States are adhering to Civil Rights and Equal Employment Opportunity (EEO)
requirements.

SNAP-Ed Roles and Responsibilities
FNS, USDA:
•

Establishes SNAP-Ed policy and develops related guidelines and procedures,
intervention programs, and activities that address the highest priority nutrition
problems and needs of the target audiences.

•

Allocates to State SNAP agencies 100 percent funding for allowable, reasonable,
and necessary SNAP-Ed costs.

•

Reviews and approves State SNAP-Ed Plans.

•

Monitors State SNAP-Ed projects.

•

Leads the coordination of nutrition education and obesity prevention efforts at the
national and regional levels, including partnerships with other Federal agencies,
appropriate national organizations, and other public and private entities to
address national priorities.

•

Promotes and supports collaboration across programs and planning at State and
local levels to ensure implementation of consistent and effective interventions.

•

Consults with the Director of the CDC as well as outside experts and
stakeholders.

•

Aligns SNAP-Ed messages with all other FNS nutrition assistance program
messages.

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Section 1: Overview
•

Provides technical assistance to program providers at all levels, including linking
staff with appropriate resources, and identify partnership opportunities at the
State and regional levels.

•

Develops and provides nutrition education and PSE materials for use with the
SNAP-Ed target audience.

•

Oversees the collection and analysis of national SNAP-Ed data.

•

Incorporates the current DGA and the related USDA Food Guidance System into
FNS nutrition assistance programs.

•

Promotes evidence-based decisions through technical assistance, standards for
research, and support for sound and systematic evaluation.

State SNAP Agency:
•

Works collaboratively across State agencies, especially those administering
other FNS Programs and with other appropriate agencies to promote healthy
eating and active living among the SNAP-Ed target population.

•

Develops a coordinated, cohesive State SNAP-Ed Plan based on a Statespecific needs assessment of diet-related disease and addresses national
and State priorities while linking SNAP-Ed to SNAP benefits.

•

Provides leadership, direction, and information to implementing agencies and
entities contracted to provide SNAP-Ed services to ensure that SNAP-Ed
appropriately serves the SNAP-Ed audience and is consistent with SNAP-Ed
policies.

•

Submits a unified State SNAP-Ed Plan to FNS and provides assurances that
Plan activities comply with SNAP-Ed policies.

•

Submits a coordinated, cohesive annual SNAP-Ed performance report to
FNS each year.

•

Monitors implementation of the State’s approved SNAP-Ed Plan, including
allowable expenditures. State SNAP agencies must monitor performance of
implementing agencies which, at a minimum, includes a review of financial
integrity to ensure:
– Proper documentation and identification of costs.
– Proper allocation of costs.
– Account for any program income.
– Appropriate time and effort documents are kept.
– FNS also encourages State agencies to participate in observations of
nutrition education activities to ensure activities are delivered in
accordance with the SNAP-Ed Guidance and efforts are targeted toward
SNAP-Ed eligible audiences. It is recommended that observations be
conducted annually. The review of financial integrity and observation of

36 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
nutrition education activities may be completed as part of the State
Management Evaluation (ME) process.
•

New: Offers training and information to State/local human services office staff or
SNAP case workers, so that they can notify SNAP participants and applicants of
the availability of SNAP-Ed programs and services. End of new material.

•

Provides budget information to FNS as required.

•

Collects and reports data regarding participation in SNAP-Ed and characteristics
of those served.

SNAP-Ed Implementing Agency / Local Provider:
•

Works with State SNAP agency, other FNS programs, and other SNAP-Ed
providers within the State to develop a single comprehensive State SNAP-Ed
Plan. The Plan addresses State-specific SNAP-Ed population needs as well as
national/State priorities and includes sound evaluation strategies.

•

Works with other State and local agencies and with private agencies to promote
healthy eating and active living among the SNAP-Ed population.

•

Coordinates and collaborates with other State and local nutrition education and
obesity prevention programs, especially those recognized by or receiving support
from CDC.

•

Implements evidence-based nutrition education and obesity prevention efforts as
specified in the approved State SNAP-Ed Plan.

•

Helps the SNAP-Ed audience understand how to eat a healthy diet on a limited
food budget using SNAP benefits and managing their food resources.

•

Uses appropriate evidence-based PSE strategies and interventions to reach the
SNAP-Ed population.

•

Collects and reports data to the State SNAP agency regarding participation in
SNAP-Ed and characteristics of those served.

•

Submits required reports according to timelines established by the State SNAP
agency.

•

Works with the State SNAP agency to provide information to State/local office
human services staff, so that they can notify SNAP participants and applicants of
the availability of SNAP-Ed programs and services.

•

Builds relationships with other local service providers (WIC, local health
departments, childcare, school meals programs, etc.) so referrals of SNAP
participants to other nutrition and health-related services can be made as
appropriate.

37 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 1: Overview
•

Provides referrals to SNAP for low-income non-participants to access SNAP
benefits, as appropriate.

Local SNAP Office:
•

Informs SNAP participants and applicants of opportunities to participate in SNAP
services, including SNAP-Ed.

•

Builds relationships with other local service providers (WIC, local health
departments, and school meals programs) so referrals of SNAP participants to
other nutrition and health-related services can be made as appropriate.

•

As space and resources allow, makes SNAP-Ed information and services
available in the SNAP office.

•

Coordinates opportunities between SNAP and SNAP-Ed efforts, as appropriate
and available.

•

Participates in worksite wellness activities or community-based wellness
programs, as appropriate and available.

38 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report

Section 2: Writing Your SNAP-Ed Plan & Annual Report
This section describes the requirements for the SNAP-Ed Plans based on provisions of
the Food and Nutrition Act of 2008, as amended, under Section 28. The section also
includes guidance on the development and submission of SNAP-Ed Plans and Annual
Reports.

SNAP-Ed Plan and Annual Report Requirements
To request SNAP-Ed grant funds, State agencies must submit a SNAP-Ed Plan to FNS
for approval. In accordance with 7 CFR 272.2(d)(2), SNAP-Ed Plans must:
•

Conform to standards established in regulations, SNAP-Ed Plan Guidance, and
other FNS policy. A State agency may propose to implement an annual or multiyear Plan of up to 3 years.

•

Include a table of contents and executive summary.

•

Identify the methods the State will use to notify applicants, participants, and
eligible individuals to the maximum extent possible of the availability of SNAP-Ed
activities in local communities. As an example, States may inform potential
SNAP-Ed participants through linkages and referrals with facilities and programs
that serve the low-income population, such as county offices, food banks, public
housing, or public assistance offices, etc. Agencies may also provide information
on bulletin boards or through electronic media.

•

Describe methods the State agency will use to identify its target audience.
States may propose State-specific targeting strategies and supporting data
sources.

•

Include an assessment of the nutrition, physical activity, and obesity prevention
needs of the target population in addition to barriers to accessing healthy foods
and physical activity. State agencies should make certain that the needs
assessment considers the diverse characteristics of the target population.

•

Ensure interventions are comprehensive in scope and appropriate for
communities and the eligible population. The interventions must recognize the
population’s constrained resources and potential eligibility for Federal food
assistance.

•

Describe the evidence-based nutrition education and obesity prevention services
it will provide and how the State will implement those services, either directly or
through agreements with other State or local agencies or community
organizations.

•

Show how the interventions and strategies meet the assessed nutrition, physical
activity, and obesity prevention needs of the target population

39 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
•

Include activities that promote healthy food and physical activity choices based
on the most recent DGA.

•

Include evidence-based activities using two or more SNAP-Ed approaches,
including individual or group-based direct nutrition education, health promotion,
and intervention strategies with one or more additional approaches.

•

Provide a description of the State’s efforts to consult and coordinate activities
with publicly or privately funded national, State, and local nutrition education and
health promotion initiatives and interventions, including WIC, the CNPs, FDPIR,
and EFNEP. States must consult and coordinate with State and local operators
of other FNS programs. The State must describe the relationship between the
State agency and coordinating organization(s).

•

Present an operating budget for the Federal fiscal year with an estimate of the
cost of operation for one year for an annual Plan. An updated budget should also
be submitted annually for multi-year Plans. As part of the budget process, inform
FNS by the end of the first quarter of each Federal fiscal year (December 31) of
the amount of its prior year allocation that it cannot or does not plan to obligate
for SNAP-Ed activities by the end of the Federal fiscal year.

•

Provide additional information as may be required about the nutrition education
and obesity prevention strategies and interventions selected along with
characteristics of the target population served. This will depend on the content of
the State’s SNAP-Ed Plan and is necessary to determine whether nutrition
education and obesity prevention goals are being met.

•

State agencies must also submit a SNAP-Ed Annual Report to FNS by January
31 of each year. The Report must describe SNAP-Ed Plan project activities,
outcomes, and budget for the prior year.

State Agency Liability
For SNAP
State SNAP agencies must submit a SNAP-Ed Plan by August 15 for approval. Plans
may be submitted earlier to facilitate the review and approval process to assure
continuity of program efforts. FNS has 30 days to approve, deny, or request additional
information. If additional information is requested, the State agency must provide this
expeditiously for FNS’s approval within 30 days after receiving the request. FNS notifies
the State agency of the Plan approval or denial and the authorized allocation amount
after which funds are put in the Letter of Credit for the State agency to draw down to
pay the Federal administrative costs.
SNAP regulations at 7 CFR 272.2(b) and 272.2(e)(7) require States to actively engage
in Tribal consultations about the SNAP State Plan of Operations, which includes the
SNAP-Ed State Plan. The consultations must pertain to the unique needs of the
members of Tribes.
40 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
For SNAP-Ed
The State SNAP agency is accountable for the contents and implementation of its
approved SNAP-Ed Plan. It is responsible for making allowable cost determinations and
monitoring to ensure that SNAP-Ed operators spend funds appropriately. The State
SNAP agency is fully liable for repayment of Federal funds should those costs be
determined unallowable. State agencies shall provide program oversight to ensure
integrity of funds and demonstrate program effectiveness regarding SNAP-Ed outcomes
and impacts.
FNS Regional Office financial management and program staff are available to provide
technical and other assistance to State agencies in developing Plans. The State SNAP
agency is responsible for providing technical assistance to any sub-grantees to ensure
that all projects support the State’s SNAP-Ed goals and objectives and to clarify which
expenses are eligible for reimbursement through SNAP.

Record Retention Requirements and Management
According to 7 CFR 272.1 (f) SNAP regulations require that all records be retained for 3
years from fiscal closure. This requirement applies to fiscal records, reports and client
information held by the SNAP State agency and all sub-grantees. Supporting
documentation may be kept at the sub-grantee level but shall be available for review for
3 years from the date of quarterly claim submittal. Any costs that cannot be
substantiated by source documents will be disallowed as charges to SNAP.

Timeline for Plan and Annual Report Submission and Approval
Date

Action

January 31

Due date for Annual Report for previous fiscal year. New: FNS
is expected to implement a new electronic reporting system for
FY 2023 annual reporting and beyond, which will replace the
current EARS and the Annual Narrative Report, and due as
one report by January 31, 2024. End of new material.

April 1-August 15

Plan submission period for the coming fiscal year

May 1

Last date for receipt of Plan Amendments for current year

August 15

Due date for receipt of annual Plans or updates to multi-year
Plans for the coming fiscal year

October 1

Approval date or Regional Office response to States on Plan

December 31

Provide status of prior year allocation

December 31

New: Due date for submission of EARS data in the Food
Program Reporting System (FPRS) online through FY 2022
only. End of new material.

41 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report

Instructions for Submitting the State SNAP-Ed Plan and Annual
Report
SNAP-Ed plans and annual reports must be consistent with the mission and focus of
FNS, key behavioral outcomes, and the coordination and collaboration policy detailed in
the Overview Section of this Guidance. State agencies are expected to:
•

Submit one single SNAP-Ed Plan and annual report per State that will
incorporate all SNAP-Ed implementing agencies and local providers that
participate.

•

The Plan must describe the identified health-related nutrition and physical activity
needs of the SNAP-Ed population in the State, and the SNAP-Ed goals and
objectives for the State.

•

Provide project-specific information as instructed in this Guidance, including
information on how projects support State goals and objectives and descriptions
of project implementation, staffing, and budget for each project.

•

Provide clear and concise descriptions and justifications for requested items.

•

Use the modules recommended in this Guidance.

•

Concisely describe activities considering the scope of projects and limit the
length of the Plan.

•

Complete a careful review of the Plan by the State agency program staff and
fiscal officer to assure that the Plan is consistent with the current Guidance and
budgetary information is accurate.

•

Verify that the State SNAP-Ed Nutrition Coordinator or State SNAP Director and
a State SNAP agency fiscal reviewer have approved, signed, and dated the Plan.

•

Submit the Plan to the respective FNS Regional Office by the August 15 due
date.

•

Submit Plan Amendments for current year with new or significantly revised
activities to the FNS Regional Office by May 1.

•

Concisely describe the outcomes of projects, including evaluation findings where
indicated, and submit the previous year’s annual report to the FNS Regional
Office by January 31.

The Plan should be submitted electronically to the Regional SNAP-Ed Coordinator.
States must include changes to their State Plans as requested by FNS and resubmit the
electronically to FNS before final approval is granted.

42 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
Annual or Multi-Year Plans
New: State agencies must conduct comprehensive needs assessments that cover a
three-year period and set State priority goals and objectives to correspond with the
three-year needs assessment cycle. Projects, nonproject activities, evaluation, and
coordination and collaboration, however, may be planned annually or on a multi-year
basis.
Multi-year Plans may cover a two- or three-year period and include all the projects and
nonproject activities to be conducted during that period. FNS recommends that States
develop multi-year SNAP-Ed Plans when their planned nutrition education and obesity
prevention activities employ a variety of approaches and incorporate PSE change
interventions. States may find that planning, implementing, evaluating, and
demonstrating progress on these interventions is better reflected over time using a
multi-year Plan. Note that all State agencies must submit a budget annually, regardless
of the number of years covered by other parts of the Plan. End of new material.
When considering the approval of a State’s multi-year Plan, FNS will factor in the State
agency’s:
•

inclusion of a limited number of clear, concise, and well-written target population
health-related nutrition and physical activity objectives;

•

record of fiscal and program integrity;

•

demonstration of a high degree of program stability resulting from experienced
staff, consistent and reliable partners, and prior demonstration of proven projects;
and

•

projections indicating the State’s estimated future funding can support program
activities over the course of a multi-year Plan.

States may be limited to a 1-year Plan if they are experiencing ongoing problems. State
requests to submit a multi-year Plan may not be approved until problems are resolved
as determined by the Regional Office. FNS encourages State agencies to seek
Regional Office technical assistance regarding the SNAP-Ed Plan development and
submission process and should do so early in the fiscal year when considering
preparing multi-year Plans.
Annual Progression to SNAP-Ed Plans
New: State priority goals are established every three years as a part of the
comprehensive needs assessment. In the second and third years of this cycle, the
SNAP-Ed Plan, whether single or multi-year, must demonstrate a progression and/or
flow of program activities in a logical and sequential manner with each year building
upon the preceding one. For example, year one can be conducting a needs assessment
and performing baseline programming and/or piloting; year two can be program
implementation and evaluation; and year three can be a continuation of program
expansion and further evaluation.
43 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
The following chart expands on what is required in the SNAP-Ed Plan for each year of
the needs assessment cycle.
Plan Module

Year 1

Years 2 and 3

1: Identify the Target Audiences
and Their Needs
• Needs assessment
• State priority goals

Required

Updates (if applicable)

Required

SMART objective and performance
indicator updates (if applicable)
Project, nonproject activity,
outreach, and action plan overview
updates (if applicable)
The action plan overview should
describe progress made in the last
year and how the current Plan builds
upon that progress.

Required

Required. May be updated from the
previous year if a project is
continuing.

4: Planned Evaluations

Required

Required. May be updated from the
previous year if an evaluation is
continuing.

5: Coordination and Collaboration

Required

Required

6: Planned Staffing and Budget

Required

Required

7: Assurances and Signatures

Required

Required
End of new material

2: State SNAP-Ed Action Plan
• Objectives
• Performance indicators
• Projects SMART
• Nonproject activities
• SNAP-Ed Outreach
• Action plan overview
3: Planned Projects

Plan Amendments
Per 7 CFR 272.2(f) State agencies must submit amendments of approved Plans to FNS
for prior approval, with supporting documentation, throughout the fiscal year, but no
later than May 1 of the current fiscal year. Plan amendments are necessary whenever:
•

The State SNAP-Ed program budget exceeds $100,000 and there is a change in
activities that results in a change of 5 percent or greater of the total program
budget.

•

An implementing agency SNAP-Ed program budget exceeds $100,000 and there
is a change in activities that results in a change of 5 percent or greater of the
total program budget. This includes State reallocations of funds among

44 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
implementing agencies and implementing agency reallocation of funds among
subcontractors.
•

Budget revisions involve the transfer of amounts budgeted for indirect costs to
absorb increases in direct costs.

Examples of changes that may require a Plan amendment include, but are not limited
to, the incorporation of new environmental or public health approaches as well as
significant expansion or reduction of activities. FNS recommends that States consult
with their Regional Office for technical assistance prior to submitting an amendment.
In amendments, States should indicate whether the request is for a new or revised
project and whether funds will come from unobligated previous FY funds (carry-over) or
from a project activity that has been revised. States should provide a full description of
the new or revised activities, providing similar information as for a new project. Submit
amendments electronically to the FNS Regional Office.
New: Each SNAP-Ed Plan module section and subsection is discussed below along
with key content. To the extent possible, external resources are identified in bullet form
with live links; these resources and links can also be found on the SNAP-Ed Connection
(https://snaped.fns.usda.gov/). There are no significant substantive changes to the
information collected in the following Plan Modules and Report Modules. However, the
format has changed; and some instructions have been expanded to provide clarity and
facilitate consistent reporting. Therefore, all Plan and Report Modules should be viewed
as new materials. End of new material.

45 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
Plan Module 1: Identify the Target Audiences and Their Needs
New: States should deliver SNAP-Ed in a way that maximizes the numbers of the
SNAP target audience reached and the potential for behavior change among them.
State agencies are required to conduct a comprehensive needs assessment every 3
years. The needs assessment should drive State priority goals, objectives, performance
indicators, and SNAP-Ed projects and their target audiences. As such, it must identify
the target audiences’ needs as well as the strengths and weaknesses of current SNAPEd programming in meeting those needs.
Needs assessment findings also provide a benchmark for State and implementing
agencies to use in assessing the progress that they have achieved each year. All State
agencies should update the needs assessment annually when significant new
information becomes available which might warrant modifications of priority goals and
objectives.
The Needs Assessment must:
•

Be a purposeful, strategic, and data-driven process led by the State agency with
the active engagement of its implementing agencies and other stakeholders to
identify the SNAP-Ed target audiences and understand their needs;

•

Present the nutrition, physical activity, and obesity prevention needs of the target
population as well as their barriers to accessing healthy foods, physical activity,
and SNAP-Ed programming;

•

Consider the diverse characteristics of the target population, including
race/ethnicity, language, and other factors;

•

Consider the needs of Tribal populations and make efforts to include a focus and
devotion of resources to Tribal nutrition education;

•

Capture information on whether services are already being delivered to the target
audience;

•

Present areas for improvement with regards to:
– SNAP-Ed access and appropriateness for the target audiences;
– collaborations and partnerships with other agencies and organizations
including USDA nutrition programs, Minority Serving Institutions, Indian
Tribal Organizations, and organizations from multiple sectors that work
with or can impact nutrition and physical activity opportunities for the
SNAP-Ed target population;
– capacity of the SNAP-Ed workforce to deliver programming that addresses
the needs and characteristics of its diverse target audiences;

•

Describe the program’s assets and challenges in having desired impacts.

Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
46 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
Needs Assessment Process
The SNAP-Ed needs assessment is led by the State SNAP agency and utilize an
inclusive and collaborative process that engages diverse stakeholders including
implementing agencies, partner entities, Minority-Serving Institutions (MSIs) and other
minority-serving organizations, Indian Tribal Organizations, and, to the extent feasible,
SNAP-Ed eligible individuals.
In the Plan, State agencies must concisely describe how these groups were engaged to
provide input into the needs assessment and/or review and contextualize the results of
the needs assessment. They should also describe the process used to apply the needs
assessments findings to determine the State’s priority goals, develop objectives, and
select indicators to track progress.
Needs Assessment Findings
The Needs Assessment findings must integrate data collected outside of SNAP-Ed
(e.g., State and national health surveys, health and nutrition needs assessments
completed by other agencies in the State), SNAP-Ed Annual Report data, SNAP-Ed
program evaluations, and other qualitative and quantitative data collected by SNAP-Ed
that can help to identify assets and needs (e.g., focus groups, key informant interviews,
community listening sessions, surveys).
To provide this information, agencies must first review existing information.
Organizational partners and State and local agencies should be considered as a source
of relevant data. Many conduct their own needs assessments (e.g., State Health
Improvement Plans, hospital community health needs assessments) that provide
information that may be useful for SNAP-Ed needs assessments. Data collected as a
part of SNAP-Ed projects on SNAP-Ed participants is also an important source of
information that may be used to describe the target audience. Other sources of data
that may be valuable for SNAP-Ed needs assessments include:
•

State WIC program data

•

Behavioral Risk Factor Surveillance System (http://www.cdc.gov/brfss)

•

National Survey of Children’s Health
(http://www.childhealthdata.org/learn/NSCH)

•

Youth Risk Behavior Surveillance System
(https://www.cdc.gov/healthyyouth/data/yrbs/index.htm)

•

America’s Health Rankings (https://www.americashealthrankings.org/)

•

State Department of Health data, including State Health Improvement Plan
needs assessments

47 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
•

USDA Economic Research Service data products
(https://www.ers.usda.gov/data-products/)
– Food Consumption Estimates (https://www.ers.usda.gov/dataproducts/food-consumption-and-nutrient-intakes/)
– American Time Use Survey Eating and Health Module
(https://www.ers.usda.gov/data-products/eating-and-health-module-atus/)
– Current Population Survey, Food Security Supplement
(https://www.ers.usda.gov/data-products/food-security-in-the-unitedstates/)

•

State of Childhood Obesity (https://www.stateofchildhoodobesity.org/data/)

•

Community Commons Maps and Data
(https://www.communitycommons.org/collections/Maps-and-Data)

•

CDC obesity data and related information
(https://www.cdc.gov/obesity/data/childhood.html,
https://www.cdc.gov/healthyschools/index.htm)

•

CDC State Indicator Reports, strategies, data, fact sheets, social media tools,
and resources on physical activity
(http://www.cdc.gov/physicalactivity/resources/reports.html)

•

County Health Rankings (https://www.countyhealthrankings.org/)

•

PolicyMap (https://www.policymap.com/maps)

•

CARES HQ (https://careshq.org/map-room/)

•

HealthLandscape (https://healthlandscape.org/)

•

The UDS Mapper (http://www.udsmapper.org/) 7

•

SNAP-Ed Engagement Network (https://snaped.engagementnetwork.org/)

More general nutrition/food resources from CDC are available at
http://www.cdc.gov/nutrition/resources-publications/index.html.
Agencies can collect new data selectively if there are significant gaps in the available
information. States may develop an objective related to improved needs assessment
and propose new (primary) data collection (e.g., focus groups, surveys, and key
informant interviews) as a nonproject activity in Plan module 2: State SNAP-Ed
Action Plan. Plans should describe the questions to be answered in any new data
collection and the steps proposed to answer them.

The UDS Mapper is a comprehensive tool that can be daunting as it contains a lot of data. The Mapper
has sliders for threshold levels of interest (i.e., percent of population at or below 100 percent FPL).
Unfortunately, there is no pre-set slider for 185 percent. The Mapper is free but requires registration.

7

48 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
State-Specific Nutrition and Physical Activity-Related Data on Target Population
State agencies are expected to provide information on the nutrition/physical activity,
behavioral, and lifestyle characteristics of the State population. These statistics can help
to identify the behaviors and health conditions to be addressed by SNAP-Ed
programming. Agencies are welcome to include other statistics to enhance their ability
to develop, target, and deliver appropriate nutrition education and obesity prevention
services (e.g., dietary and food purchasing attitudes and habits; social and cultural
values and norms).
Avoid providing similar or duplicative information about the target audiences from
different data sources (e.g., obesity rates for a particular age group measured by
different surveys). If more than one source is available, State agencies should focus on
State-level statistics using the most recent data for Plan module 1.
When possible, State agencies should use the same data source as has been used in
previous SNAP-Ed Plans to identify trends more readily. If data are available for
populations that overlap (e.g., children 2 – 5, children 2 – 18), both may be reported if
they illustrate unique needs related to nutrition, physical activity, and health outcomes.
State agencies are not expected to combine or reconcile information across data
sources.
Agencies may include statistics on subpopulations that directly inform their goals,
objectives, projects, and/or nonproject activities. For instance, local or Tribal nation
obesity rates may be uploaded separately to justify programming in a specific location
or with a specific target audience.
Community Food Access Data
Upload a table or State-level map describing community food access. The following
data sources may be useful for describing food access:
•

USDA ERS Food Access Research Atlas and the Food Environment Atlas
(https://www.ers.usda.gov/data-products/food-access-research-atlas/)

•

PolicyMap (https://www.policymap.com/maps)

•

CARES HQ (https://careshq.org/map-room/)

Demographic Characteristics of the SNAP-Ed Target Audience
SNAP-Ed Target Audience
Individuals readily identifiable as members of the target audience include persons
referred by the local SNAP office; persons reached through direct marketing to SNAP
participants; parents ineligible for SNAP who receive SNAP benefits on behalf of their
children; and SNAP participants in a SNAP Job Readiness Training Program. Members
of Indian Tribal Organizations participating in FDPIR also are eligible for SNAP-Ed. See
SNAP-E D T ARGET A UDIENCE text box and Coordination and Collaboration
Requirements Subsection in Section 1.
49 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
Income: Households certified for SNAP, including those in States with Broad-Based
Categorical Eligibility (BBCE) policies with gross income limits up to 200% FPL are
SNAP participants and are therefore eligible to the same programs and services as all
SNAP participants – including SNAP-Ed. SNAP-Ed eligibility limits should not exceed
the State threshold for BBCE, as listed at https://www.fns.usda.gov/snap/broad-basedcategorical-eligibility.
Persons eligible for other means-tested Federal assistance programs such as
Supplemental Security Income (SSI), the WIC Program, or TANF. Persons typically not
eligible for SNAP, such as incarcerated persons, residents of nursing homes, boarders,
or college/university students, are ineligible for SNAP-Ed.
While most able-bodied students ages 18 through 49 who are enrolled in college or
other institutions of higher education at least half time are not eligible for SNAP and
therefore not eligible to receive SNAP-Ed, a student may be able to get SNAP benefits
and participate in SNAP-Ed if otherwise income eligible and he/she:
•

Gets public assistance benefits under a Title IV-A program of the Social Security
Act

•

Takes part in a State or Federally financed work study program.

•

Works at least 20 hours a week.

•

Takes care of a dependent household member under the age of 6.

•

Takes care of a dependent household member over the age of 5 but under 12
and does not have adequate childcare to enable him/her to attend school and
work a minimum of 20 hours, or to take part in a State or Federally financed work
study program.

•

Is assigned to or placed in a college or a certain other school through:
– A program under the Workforce Innovation and Opportunity Act of 2014.
– A program under Section 236 of the Trade Act of 1974.
– An employment and training program under the Food Stamp Act.
– An employment and training program operated by a State or local
government.

•

Is a single parent enrolled full time in college and taking care of a dependent
household member under the age of 12?

Additional college students are now temporarily eligible under the exemptions created
by the Consolidated Appropriations Act, 2021 (CAA). The CAA, created two new
temporary exemptions for college students, which expand SNAP eligibility to students
who:
•

Are eligible to participate in a State or Federally financed work study program
during the regular school year, as determined by the institution of higher
education; or

50 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 2: Writing Your SNAP-Ed Plan and Annual Report
•

Have an expected family contribution (EFC) of $0 in the current academic year.

These students must still meet all other SNAP financial and non-financial eligibility
criteria to be eligible for SNAP. The temporary student exemptions remain effective until
the first recertification of a household beginning no earlier than 30 days after the
COVID-19 public health emergency is lifted.
SNAP-Ed providers can address low-income students’ nutrition and food access needs
by partnering with campus-based food pantries or social service providers. These
interventions can include providing technical assistance and educational resources on
healthy donation and nutrient dense food selections to site partners, and in-person or
virtual mini lessons with cooking demonstrations utilizing pantry items or on food
resource management.
For additional information, please refer to:
SNAP Student Provisions in the Consolidated Appropriations Act 2021 - Questions and
Answers | USDA-FNS https://www.fns.usda.gov/snap/student-provisions-consolidatedappropriations-act-2021-qars
SNAP Student Eligibility | USDA-FNS https://www.fns.usda.gov/snap/students
Qualifying Locations: Persons at qualifying locations that serve low-income individuals
are part of the SNAP-Ed target audience. Information on the location of food banks,
food pantries, soup kitchens, public housing, SNAP/TANF job readiness program sites,
and other such sites may be included to identify where the target audiences live, work,
shop, play, eat, and learn. Persons at other qualifying venues are also part of the
SNAP-Ed target audience.
To qualify, it must be documented that the location/venue serves generally low-income
persons where at least 50 percent of persons have gross incomes at or below 185
percent of poverty guidelines/thresholds. This would include, for example, residents,
schools, or childcare centers located in census tract areas or other defined areas where
at least 50 percent of persons have gross incomes that are equal to or less than 185
percent of the poverty threshold or children in schools where at least 50 percent of
children receive free and reduced priced meals.
As part of the COVID-19 pandemic response, FNS has expanded eligibility for free
meals to students at all participating schools for the duration of this emergency. When
the school meals program is no longer means tested, SNAP-Ed providers must use
different targeting methods to identify low-income schools and ensure they are serving
the target low-income population.
Retail Locations Serving Low-Income Populations: Persons shopping in food retailers
serving low-income populations are part of the SNAP-Ed target audience. Retail
locations must accept WIC and/or SNAP benefits to qualify as a site for SNAP-Ed
activities. Although many retailers accept these benefits, States should only approve
SNAP-Ed activities in locations which demonstrate significant patronage by low-income
individuals and families. Stores located in census tracts where at least 50 percent of
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Section 2: Writing Your SNAP-Ed Plan and Annual Report
persons have gross incomes that are equal to or less than 185 percent of the poverty
threshold may qualify as SNAP-Ed activity sites.
FNS recognizes that SNAP recipients do not necessarily shop at the stores that are
closest to where they live. 8 Census tracts in some cases may not be the right measure.
For example, in rural areas a particular store may be serving much of the SNAP lowincome population or be the only grocery outlet in the community for the entire
population, including the low-income population.
State and implementing agencies should seek input from low-income individuals and
families, and organizations that regularly serve low-income individuals and families, to
understand the SNAP and/or WIC retailers that are preferred by low-income members
of the community. States may submit proposals to their respective Regional Office with
alternate methods for defining grocery stores that serve the low-income target
population as potentially eligible for SNAP-Ed.
Demographic Characteristics
Provide data on the race, ethnicity, tribal status, age, primary language, and geographic
location (county, parish, or ward) of the SNAP-Ed target audience. Note that 185
percent of the Federal poverty guidelines (or your State’s SNAP gross income limit, if
higher) may be used as a proxy for the SNAP-Ed-eligible population.
Other population characteristics and demographic data that may help in planning and
delivering SNAP-Ed effectively can be provided, including SNAP participation rates;
income-relevant census tract information; poverty rates; geographic areas or
neighborhoods serving qualifying schools; location of public housing; gender, family
composition, and education; and where and how the SNAP-Ed population eats,
engages in physical activity, redeems SNAP benefits, lives, learns, works, and plays.
The following data sources may be useful for describing the SNAP-Ed target audience:
•

The Bureau of Census data (https://data.census.gov/cedsci/)

•

State demographic surveys

States may propose alternate methodologies and data sources to identify their target
audience for all SNAP-Ed efforts. Examples of alternate methodologies for determining
the SNAP-Ed target population that have been approved are described below. FNS
recommends that States consult with their Regional SNAP-Ed Coordinators as they
consider alternative methodologies.
Geographic Information System (GIS) Mapping: In rural or frontier areas, urban
residential areas that are economically intermixed, and in certain island States and
Ver Ploeg, Michele, Lisa Mancino, Jessica E. Todd, Dawn Marie Clay, and Benjamin Scharadin. Where
Do Americans Usually Shop for Food and How Do They Travel To Get There? Initial Findings From the
National Household Food Acquisition and Purchase Survey, EIB-138, U.S. Department of Agriculture,
Economic Research Service, March 2015.
8

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territories, there may be few or no census tracts with more than half of residents within
185% of the Federal Poverty Level (FPL). States have used GIS mapping to identify
census designated places (CDPs), which are concentrations of a population that are
recognized by name but are not legally incorporated as cities, towns, or other
jurisdictions as defined by the State. One State compared the low-income population in
the 10 largest CDPs to the overall State population to identify which CDPs have the
greatest percentage of low-income residents for SNAP-Ed programming. SNAP-Ed
agencies may find the following mapping tools useful:
•

Capacity Builder: The Capacity Builder allows users (i.e., FNS staff, State
agencies, and partners) to identify areas of need using the percentage of Free
and Reduced Price (F/RP) children eligible under the School Meals Program in
each census block group. Need can also be assessed by the total number of
eligible children in a block group, which can also help to estimate the number of
meals needed in each area. Finally, certain traditionally underserved areas can
be identified such, as Strikeforce counties, Tribal lands, and land on or near
military bases. Once need is assessed, potential partners and site locations can
be identified. Users can add information like public and private schools,
universities, school districts, Rural Development and HUD housing, libraries, and
churches. https://www.hudexchange.info/resources/

•

Community Commons: Community Commons brings together a network of
partners who have developed and made publicly available a variety of data and
mapping tools among other resources. http://www.communitycommons.org/

Community Eligibility Provision (CEP): The CEP provides an alternative to household
applications for free and reduced-price meals in local educational agencies (LEAs) and
schools in high poverty areas. These schools and communities would be eligible for
SNAP-Ed. SNAP-Ed providers implementing this targeting strategy should consider the
resource and staffing limitations inherent in providing SNAP-Ed at all eligible schools.
To be eligible, LEAs and/or schools must meet a minimum level (40 percent) of
identified students for free meals in the year prior to implementing the CEP; agree to
serve free lunches and breakfasts to all students; not collect free and reduced-price
applications from households in participating schools; and agree to cover with nonFederal funds any costs of providing free meals to all students above amounts provided
in Federal assistance.
•

Each year, a list of all schools and LEAs eligible for CEP are listed in the
Community Eligibility (CEP) database at https://frac.org/community-eligibilitydatabase/.

Worksite Wellness Initiatives: To deliver worksite wellness programs, SNAP-Ed
providers can work with Human Resource (HR) staff to ensure that 50 percent of the
employees at the worksite are at or below 185 percent FPL.
One State used data from the American Community Survey and Bureau of Labor
Statistics to determine an hourly wage that would equate to no more than 185 percent
FPL for an average SNAP household with at least one member who earns income.
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More than half of workers must earn annual wages comparable to 185% of the FPL for
the State to qualify for SNAP-Ed programming. Worksites would be required to
complete a form verifying the site’s eligibility using this method. States may also choose
to identify a minimum number of employees per worksite to justify the time, effort, and
cost necessary to implement a multi-component worksite wellness program.
•

The Bureau of Labor Statistics maintains a website with mean and median
wages for different occupations at https://www.bls.gov/oes/current/oes_nat.htm.
States can use this website to identify which types of occupations would most
likely fulfill SNAP-Ed eligibility requirements.

Social Marketing Outdoor Advertising Program: Because of the rural nature of certain
States, the use of census tracts to qualify social marketing activities for the low-income
audience is not cost efficient for population reach. One State developed a targeting
methodology for the outdoor advertising component of its social marketing program.
The State used a free on-line mapping tool to identify locations of proposed billboards
within 1,800 yards of SNAP-Ed qualifying schools and grocery stores, which are
complementary channels for their social marketing program.
Pro-Rating Expenses for Events with Mixed-Income Audiences: Certain events, such as
a State or County Fair, may not be located in low-income areas but have the potential to
reach many SNAP-Ed participants and other low-income persons. A State submitted a
plan for a pro-rata share of SNAP-Ed funds to pay for the specific costs that would
benefit the SNAP-Ed eligible population at the event. FNS calculated a weighted
average of the percentage of residents in three target neighborhoods within 185 percent
of the FPL, or the gross income required to confer SNAP eligibility.
SNAP Participation
Provide the number of SNAP households in each county, parish, or ward in the State
using the most recent SNAP State agency data. SNAP participants are a key part of the
target audience for SNAP-Ed. While the SNAP-Ed eligible population include people
who are not SNAP participants, examining SNAP participation data helps to further
describe where the SNAP-Ed eligible population resides, These local data matched or
mapped with SNAP-Ed reach data may help to identify localities where SNAP-Ed is
serving high need populations and those where there is particular need for expanded
SNAP-Ed reach (see the Plan module 1 subsection on Gaps in geographic reach of
SNAP-Ed and related programs for the target audiences).
Program Access and Appropriateness for Diverse Target Audiences
SNAP-Ed access is defined as SNAP-Ed eligible individuals being able to participate in
appropriate SNAP-Ed interventions with reasonable effort. Access therefore includes
the physical location of the SNAP-Ed interventions (i.e., programming is offered where
the target audiences live, work, shop, play, eat, and learn). It also includes the extent to
which the interventions are appropriate. SNAP-Ed appropriateness is defined as an

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intervention meeting the needs of the target audience. Appropriateness includes, but is
not limited to:
•

Mode of delivery (e.g., online interventions are not appropriate for audiences with
limited broadband access, in-person interventions may not be appropriate for
people with limited access to transportation)

•

Accommodations for people with disabilities

•

Languages offered

•

Target audience culture

•

Time of delivery (e.g., direct education interventions designed for working
parents are offered outside of working hours)

•

Implementing agency and staff (i.e., implemented by an organization and staff
trusted within the target audience community)

State agencies must describe access to and appropriateness of past interventions and
make plans to address identified gaps. In their descriptions, State agencies should cite
recent SNAP-Ed program data and quantitative and qualitative information collected
from partners and SNAP-Ed eligible individuals.
Gaps in geographic reach of SNAP-Ed and related programs for the target
audiences
Begin by identifying the availability of other nutrition and/or physical activity programs,
services, and social marketing campaigns that target low-income populations in the
State. Examples include WIC, Team Nutrition, CNP, FDPIR, EFNEP, food banks, public
health services, and obesity prevention programs funded by governmental
organizations, such as the CDC or privately funded groups such as the Robert Wood
Johnson Foundation. Having information about the work of others that serve a similar
population may help to identify potential partners for collaboration and avoid duplication
of existing services.
Then, use the most recent Annual Report to identify the places where SNAP-Ed
programming has been offered. Compare the locations of SNAP-Ed and other
programming to the places with the most SNAP-Ed eligible people and SNAP
participants identified through the needs assessment in Plan module 1.
Next, list the areas of your State that have a significant number of SNAP-Ed-eligible
individuals but little or no current programming from SNAP-Ed or other nutrition
programs. Describe these areas. For example, consider whether they are rural, frontier,
suburban, or urban; Tribal communities; or communities with many non-Englishspeaking groups. Maps may be used to illustrate program availability.
Last, describe factors that limit the geographic reach of SNAP-Ed programming (e.g.,
lack of implementing agencies serving a location) and the State and implementing

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Section 2: Writing Your SNAP-Ed Plan and Annual Report
agency’s plans for addressing those gaps (e.g., developing partnerships with new
implementing agencies).
Other factors affecting program access for diverse target audiences
Describe how SNAP-Ed programming is reaching all groups within its target audiences.
To identify reach among these groups, compare the characteristics of direct education
participants from the most recent Annual Report to the characteristics of SNAP-Ed
eligible individuals identified in the Needs Assessment Findings in Plan module 1 and
consider: what groups among the target audience are most and least likely to be
reached by SNAP-Ed direct education?
State agencies may do additional analyses on Annual Report reach data. For instance,
while demographic characteristics of individuals reached by a social marketing
campaign or PSE interventions may not be measured, agencies could use Census
Bureau data to describe the demographic characteristics of the SNAP-Ed eligible
population living in the areas covered. This analysis could help to better understand the
segments of the SNAP-Ed eligible population in the State that are least and most likely
to be reached by SNAP-Ed.
Use the findings on the groups most and least likely to be reached to consider the
barriers and facilitators to SNAP-Ed access. To describe those barriers and facilitators,
the State agency are strongly encouraged to obtain input in a structured manner from
implementing agencies, community-based partner organizations, SNAP-Ed participants,
and SNAP-Ed eligible non-participants (e.g., key informant interviews, focus groups,
community listening sessions). Last, describe how the State agency and implementing
agencies will address factors limiting program access.
Program appropriateness for diverse target audiences
State agencies must describe the strengths and weakness of SNAP-Ed programming in
its appropriateness for diverse target audiences. This part of the needs assessment
draws directly from a statutory mandate in Farm Bill statute (Section (c)(2)(B)(ii)), which
specifies that the SNAP-Ed Plan should “ensure that the interventions are appropriate
for eligible individuals.”
To describe the strengths and weakness of SNAP-Ed programming appropriateness,
the State agency should strongly consider obtaining input in a structured manner from
SNAP-Ed participants and SNAP-Ed eligible non-participants. This input should focus
on the SNAP-Ed programming’s strengths or assets and weaknesses related to how
well the program’s service delivery methods, messages, and other attributes are tailored
to support the behavioral change and policy, systems, and environmental change needs
of diverse segments of the SNAP-Ed target audience. State agencies must also explain
how the State agency and implementing agencies will address factors limiting program
appropriateness.

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Coordination and Partnerships With Programs and Organizations From Multiple
Sectors
Review the collaboration, coordination, and partnerships described in the most recent
SNAP-Ed Annual Report. Consider the programs, multisector partnerships and
coalitions, Indian tribal organizations, and minority-serving institutions with which SNAPEd coordinated. Then, describe the strengths and areas for improvement in coordination
and partnerships.
Agency/Workforce Capacity
Describe the strengths and needs of the SNAP-Ed workforce at the State and
implementing agency levels. Agencies may use methods such as surveys or qualitative
methods to obtain input from their staff and from SNAP-Ed participants for this part of
the needs assessment. State agencies will need to identify strengths and weaknesses
or gaps at the State and implementing agency levels. State agencies should also
identify resources and steps to strengthen workforce capacity (e.g., staff training,
hiring).
•

State and implementing agencies may consider using the Society for Nutrition
Education and Behavior (SNEB) Nutrition Educator Competencies
(https://www.sneb.org/nutrition-educator-competencies/) to assess strengths and
weaknesses of their nutrition educators.

•

Nutrition educators can enhance their nutrition knowledge and teaching skills by
completing the National Nutrition Certification Program, a free online learning and
certification program available through Utah State University Extension’s SNAPEd program. (https://community-nutrition-education.extension.org/nationalnutrition-certification-program/).

Selected State Priority Goals Based on Needs Assessment
State agencies must identify State priority goals that will drive the objectives and
projects and other activities to be conducted. Five to seven priorities goals are
recommended for each State SNAP-Ed Plan. These priority goals should arise directly
from the needs assessment findings, reflecting the most important areas for SNAP-Ed
programmatic efforts over the next 3 years and illustrating the overall purpose of SNAPEd.
Most goals should be population-based and health-related, focusing on nutrition and
physical activity needs of the target population. Goals can focus on specific
subpopulations, including expanding program reach to underserved high need
populations and improving outcomes at the individual, organization, or community
levels. At least one goal is expected to focus on improving program access or
appropriateness. States are also encouraged to include at least one priority goal related
to (a) expanding or strengthening partnerships and collaborations with other
organizations and sectors or (b) strengthening SNAP-Ed workforce capacity.
Goals may be revised on an annual basis to reflect new needs identified from needs
assessment updates.
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Plan Module 2: State SNAP-Ed Action Plan
State agencies complete this module to show how the priority goals identified in Plan
Module 1 – Identify the Target Audience and Their Needs based on the needs
assessment align with the objectives set to accomplish the goals, performance
indicators used to measure progress, and projects and nonproject activities planned to
achieve the objectives. FNS encourages States to select 5 to 7 priority goals and create
at least one SMART objective for each goal. A well-written and clearly defined SMART
objective is:
•

Specific: Identifies a specific event or action that will take place

•

Measurable: Quantifies the amount of change to be achieved

•

Appropriate: Logical and relates to the State's SNAP-Ed goals

•

Realistic: Practical, given available resources and proposed SNAP-Ed activities

•

Time-specific: Specifies a time by which the objective will be achieved within the
fiscal year(s) of the Plan

Objectives may include a behavioral focus as well as related process objectives. An
example of a State-level process objective is the following: “By the end of the fiscal
year, the State agency will have established collaborative relationships with four food
banks to increase access to healthier food choices at their facilities for the SNAP-Ed
target population.”
SMART objectives should be designed to be accomplished within the 3-year needs
assessment cycle. A single objective may describe something to be accomplished over
the course of two to three years, or they may be written in one-year segments, with
each year building upon the previous one. For example:
Objective Year 1: By September 30, 2019, conduct formative research for a media
campaign. Formative research includes focus groups, stakeholder interviews, and
state-level and national data sets to select SNAP-Ed eligible community and crossreference with indicators from the SNAP-Ed Evaluation Framework.
Objective Year 2: By September 30, 2020, conduct three complete Healthy
Behavior campaigns that will promote common behavior change nutrition education
messages targeting SNAP-Ed eligible individuals with an annual overall marketing
reach of at least 25 million to include media impressions, website visitors, and social
media supporting local contractors in the five service areas of Food Systems, Active
Living, School Health, Early Childhood Development, and Direct Education.
Objective Year 3: By September 30, 2021, evaluate knowledge level and
implementation of the family meals program as well as engagement of multi-sector
partners.
State agencies must identify performance indicators to track progress on all
objectives from the SNAP-Ed Evaluation Framework. For the example objective on
establishing collaborative relationships with food banks, “ST7: Organizational
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Section 2: Writing Your SNAP-Ed Plan and Annual Report
Partnerships” from the SNAP-Ed Evaluation Framework provides possible performance
indicator measurements, such as ST7c (description of partnership accomplishments
and lessons learned).
All SNAP-Ed projects and Nonproject Activities must be designed to accomplish one
or more objectives. In the Annual Report, agencies are required to list the SNAP-Ed
Evaluation Framework indicator(s) measured for each project implemented, which must
align to the objective(s) the project was designed to accomplish. Agencies must report
results for certain priority SNAP-Ed Evaluation Framework indicator(s) (if measured as
part of the project), and they have the option to report results for other indicators. As
such, it is critical during the planning stage for agencies to identify the indicators that
will be measured for each project and identify the methods that will be used to
collect the measurements.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Link SNAP-Ed Projects to SMART Objectives
A SNAP-Ed project is an intervention or a cluster of interventions or activities 9
executed by a single agency (State agency, implementing agency, or subcontractor)
with common goals, intended outcomes, target audiences (e.g., youth), and
implementation setting types (e.g., school). State and implementing agencies are
strongly encouraged to review Plan Module 3 – Planned Projects and R EPORT
Module 4 – Planned Evaluations to understand the requirements for describing
planned projects and reporting the outcomes of projects.
In this part of the Plan, State agencies must provide the name/title of each project, the
agency conducting each project, and the SMART objective(s) to be addressed by each
project. Planned projects must be:
•

Comprehensive in scope and appropriate for communities and the ELIGIBLE
POPULATION , recognizing the population’s constrained resources and potential
eligibility for Federal food assistance;

•

Include activities that promote healthy food and physical activity choices based
on the most recent DGA; and

•

Include evidence-based nutrition education and obesity prevention intervention
strategies and interventions.

An effective program will use interventions across multiple levels of the SEM. State
agencies must be sure their Plan includes evidence-based activities using two or more
SNAP-Ed approaches, including individual or group-based direct nutrition education,
health promotion, and intervention strategies with one or more additional approaches as
described under Comprehensive SNAP-Ed Projects and Plans in the Overview
section. States may use the SNAP-Ed Toolkit
9

Project activities include planning and reporting.

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Section 2: Writing Your SNAP-Ed Plan and Annual Report
(https://snapedtoolkit.org/interventions/find/) to find peer reviewed evidence-based
interventions which are qualify for use in SNAP-Ed. States may consult with their FNS
SNAP-Ed Regional Coordinator on other interventions that may be allowable even if
they are not currently featured in the SNAP-Ed Toolkit. FNS recommends that States
use FNS, CNPP, or other Federal governmental agency developed or recommended
materials when possible.
FNS encourages States to consider applying the
Reach Effectiveness Adoption Implementation
Maintenance (RE-AIM) framework in selecting
SNAP-Ed interventions. The RE-AIM framework
is designed to enhance the quality, speed, and
public health impact of efforts to translate
research into practice. The five RE-AIM steps to
translate research into action are listed in the text
box. More information on RE-AIM can be found
at: https://re-aim.org/applying-the-re-aimframework/re-aim-guidance/use-when-planninga-project/planning-tool/.
Link Nonproject Activities to SMART
Objectives

The five RE-AIM steps are:
•

Reach the target population

•

Effectiveness or efficacy

•

Adoption by target staff,
setting, or institutions

•

Implementation consistency,
costs, and adaptations made
during delivery

•

Maintenance of intervention
effects in individuals and
settings over time

Nonproject activities are all efforts funded by SNAP-Ed other than projects that are
designed to accomplish State priority goals and objectives. Examples include
comprehensive needs assessments, general staff training (e.g., civil rights training),
technical assistance, and peer-to-peer learning that benefit staff across multiple
projects. Other examples include convening of coalitions, contracted services such as
evaluation and formative research, and other activities not tied to a specific project.
Note that administrative activities, such as procurement, are neither projects nor
nonproject activities. Administrative activities will be part of the SNAP-Ed budget in Plan
Module 6: Planned Staffing and Budget; they should not be included in Plan
module 2.
In this part of the Plan, State agencies must provide a description of each nonproject
activity, the agency conducting each nonproject activity, and the SMART objective(s) to
be addressed by each nonproject activity.
SNAP-Ed Outreach
All State agencies must conduct SNAP-Ed outreach. Note that outreach specific to a
SNAP-Ed project may be described in Plan Module 3: Planned Projects. In Plan
module 2, State agencies should summarize only general outreach efforts that are not
tied to a specific project. Examples of SNAP-Ed outreach includes linkages and
referrals with facilities and programs that serve the low-income population, such as
county offices, food banks, public housing, or public assistance offices, etc. State
agencies may also provide SNAP-Ed information on bulletin boards or through
electronic media.
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Action Plan Overview
Provide a brief overview of how the planned SNAP-Ed efforts across implementing
agencies and subgrantees fit together to address the target audiences’ needs,
accomplish SMART objectives, and complement other programs in the State to support
individuals and families with low incomes in improving their healthy eating and physical
activity behaviors.

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Plan Module 3: Planned Projects
State and implementing agencies will describe in module 3 the SNAP-Ed projects they
have designed to support goals and objectives identified in Plan modules 1 and 2. State
and implementing agencies will complete one copy of module 3 for each project.
Keep in mind that projects are a central unit of SNAP-Ed planning and reporting. In the
Plan, agencies must provide a budget for each project. In the Annual Report, agencies
are expected to report results and expenditures by project. Agencies are strongly
encouraged to review R EPORT M ODULE 4: P ROJECT R ESULTS to ensure all data
required for annual reporting are collected during project implementation.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Project Name
Provide the project name, year of implementation (e.g., if this will be the project’s third
year of implementation, enter “3”), and a brief description of the project. When
describing the project, give particular attention to:
•

Why specific population segments were chosen for intervention(s), such as need;
trends; readiness for change; lack of availability of effective interventions with
sufficient reach and expected impact; and likely partners

•

Behavioral and environmental changes expected

•

Key educational messages

•

How and where services will be delivered

•

Partner organization roles and contributions

•

Duration of project

•

Projected total number of individuals, sites, or systems that will participate or be
reached

•

For strategies that include social marketing, include the frequency of messages

•

How project delivery will focus nutrition education and obesity prevention efforts
on the SNAP-Ed population

•

How the project will reflect audience’s awareness and access to healthy foods
and beverages, and places to be physically active.

•

Plans to ensure the project is implemented as designed (i.e., with fidelity)

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Approaches
Indicate the stage(s) of implementation for each approach (i.e., DIRECT EDUCATION ;
POLICY , SYSTEMS , AND ENVIRONMENTAL CHANGE , SOCIAL MARKETING that is part of the
project. Select all stages of implementation the project is anticipated to enter during the
fiscal year.
Priority Populations
Specify the priority populations for the project (age groups, racial groups, ethnic groups,
gender groups, disability status).
Languages
Indicate the language(s) in which each project approach will be offered.
Project Outreach (Optional)
Note that SNAP-Ed Outreach across the entire program is described by State agencies
in P LAN M ODULE 2: S TATE SNAP-E D A CTION P LAN . If any outreach efforts specific to a
project will be conducted, describe them in this optional part of Plan module 3.
Direct Education and PSE Settings
Indicate the settings in which direct education and PSE interventions will be conducted.
For each setting, provide the total planned number of sites (inclusive of those in Tribal
jurisdictions and rural locations), the planned number of sites in Tribal jurisdiction, and
the planned number of sites in rural locations. Also indicate if direct education, PSE, or
both will be implemented in each setting. Agencies may use the Federal Office of Rural
Health Policy (FORHP) Data Files to identify rural locations.
Social Marketing Campaign Scale
Accurately describing the geographic scale of social marketing campaigns is important
for budget justification and to demonstrate the extent to which SNAP-Ed will reach the
areas with the greatest need as identified by the needs assessment in P LAN M ODULE 1:
I DENTIFY THE T ARGET A UDIENCES AND T HEIR N EEDS .
To describe the scale of a social marketing campaign, indicate the largest geographic
unit used to plan the campaign. The largest geographic unit used for planning is defined
as the biggest area to be covered in its entirety by the campaign. For instance, if a
social marking campaign will cover the entirety of four towns/cities, but not the entirety
of the county that contains those towns/cities, the largest geographic unit used for
planning would be towns/cities. If the social marketing campaign is planned by ZIP
Code, census tract, towns/cities, counties/parishes/wards, and/or reservations, select
the appropriate options to indicate the where the campaign will be implemented. If the
campaign is planned by in-State media markets/metropolitan statistical
areas/multicounty regions, multi-State media markets, and/or another means, describe
the areas to be covered by the social marketing campaign.

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Evidence Base of Project Interventions
Indicate the number of SNAP-Ed Toolkit interventions the project will use, the number of
other previously developed interventions the project will use, and the number of new
interventions to be developed and/or implemented for the project. The following text
describes the information to be provided for each type of intervention.
SNAP-Ed Toolkit Interventions
For each SNAP-Ed Toolkit intervention that will be used, indicate the intervention name
and whether the intervention will be adapted for the project setting(s) or target audience.
Briefly describe any planned adaptations and explain how the adaptations will better
meet the needs of the target audience and/or better fit the project setting than the
original intervention.
If an agency is planning to adapt a SNAP-Ed toolkit intervention, it should work with the
original intervention developer to make the adaptations, evaluate the modified
intervention to demonstrate effectiveness, and share results with the original
intervention developer.
If a SNAP-Ed Toolkit intervention has already been modified and will be used in its
modified form, use the open-ended response about adaptations to SNAP-Ed Toolkit
interventions to explain how the intervention was adapted and if the adapted
intervention has been previously approved for use by FNS. Agencies should also
describe the evidence supporting the adapted intervention and the plans to further build
the evidence-base if the adapted intervention is not yet considered research-tested (see
below for criteria for research-tested interventions).
Other Previously Developed Interventions
For each other previously developed intervention that will be used, indicate the
intervention name and whether the FNS Regional Office has granted approval to use
this intervention prior to Plan submission.
Use the checklist provided in the Plan form to determine the level of evidence for each
of the other previously developed interventions. There are three levels of evidence:
•

Research-tested: The approach is based upon relevant rigorous nutrition and
public health nutrition research, including systematically reviewed scientific
evidence, and other published studies and evaluation reports that demonstrate
significant effects on individual behaviors, food/physical activity environments, or
policies across multiple populations, settings, or locales. Agencies may need to
provide a citation to demonstrate an intervention is research-tested.

•

Practice-tested: The approach is based upon published or unpublished
evaluation reports and case studies by practitioners working in the field; these
studies must show positive effects on individual behaviors, food/physical activity
environments, or policies. Agencies must provide a citation to demonstrate an
intervention is practice-tested.

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•

Emerging: The approach includes community- or practitioner-driven activities that
have the potential for obesity prevention but have not yet been formally
evaluated for obesity prevention outcomes. Evaluation indices may reflect
cultural or community-informed measures of success. For interventions identified
as emerging, agencies must describe the foundational evidence base to be
developed to establish or grow the evidence base for the emerging intervention.

If the intervention will be adapted for the project setting(s) or target audience, briefly
describe any planned adaptations and explain how the adaptations will better meet the
needs of the target audience and/or better fit the project setting than the original
intervention.
If an agency is planning to adapt a previously developed intervention, it should work
with the original intervention developer to make the adaptations, evaluate the modified
intervention to demonstrate effectiveness, and share results with the original
intervention developer.
New Interventions
The development of a new intervention is sometimes necessary when there are no
existing interventions to address the needs of, or is appropriate for a target population.
Before developing new interventions, States should conduct thorough literature reviews
or environmental scans to justify their needs. For each new intervention that will be
used, indicate the intervention name and whether the FNS Regional Office has granted
approval to use this intervention prior to Plan submission. Then, describe who will be
involved in developing the intervention, the intervention strategies, and materials. Also,
explain the foundational evidence base and evaluation plan to be developed for the new
intervention.
Agencies should discuss the rationale for developing the new intervention and
the contents of the intervention with their Regional Office prior to Plan
submission.

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Plan Module 4: Planned Evaluations
FNS recognizes the importance of SNAP-Ed evaluation. State and implementing
agencies are required to provide an evaluation plan in module 4 for all formal
evaluations that will be led by dedicated evaluation staff (internal or contracted).
Note that an evaluation plan is not required for standard PROJECT MONITORING , which
must be conducted for all SNAP-Ed projects. Project monitoring includes the collection
and analysis of data on how the project was implemented and the outcomes the project
was anticipated to affect. Frequently, the outcomes measured during SNAP-Ed project
monitoring are short term and medium term measures from the SNAP-Ed Evaluation
Framework. Especially in instances when the measured outcomes differ from what was
expected, implementation data can be used to understand the outcomes. If the project
was not implemented as planned, quality improvement efforts may focus on
implementation. If the project was implemented as planned and the results differed from
what was expected, quality improvement efforts might instead focus on project
adaptations or even selecting entirely different interventions. Refer to R EPORT M ODULE
4: P ROJECT R ESULTS to see the required and optional reporting for data collected
through project monitoring efforts.
Evaluation meets the reasonable and necessary standard when the evaluation:
•

Is a systematic process that uses objective data to learn about the strengths and
weaknesses of programs and practices

•

Is essential to learn what works and how well it works so that you can direct
SNAP-Ed resources to the most effective programs. Evaluation is needed for
effective project/program management, efficiency, and accountability

•

Can help achieve greater positive impact on the nutrition and health of lowincome individuals, families, and their communities

•

Includes a description of the proposed activity (i.e., has an approved Plan
module 4 evaluation plan)

•

Status and available results are included in Report module 5

FNS encourages States to publish and disseminate findings from their evaluation of
SNAP-Ed projects so that other States with SNAP-Ed initiatives may benefit. However,
FNS views publication of a journal article as a value-added activity for project
management. Rather than using SNAP-Ed funds to cover direct costs associated with
such publications, the Agency recommends State and implementing agencies consider
manuscript development and publication as overhead activities that are supported by
indirect costs.

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The following types of evaluation are appropriate and may be included in the SNAP-Ed
Plan Module 4:
For more information about evaluation, see
• Formative: Formative
A PPENDIX C of this SNAP-Ed Guidance and
evaluation is done during the
the following with their associated links:
development of an
• Nutrition Education: Principles of Sound
intervention to shape the
Impact Evaluation
features of the intervention
http://www.fns.usda.gov/nutritionprior to implementation. It may
education-principles-sound-impactbe used to determine if a
evaluation
target audience understands
the nutrition messages or to
• Evaluation section of SNAP-Ed Strategies
test the feasibility of
and Interventions: An Obesity Prevention
implementing a previously
Toolkit for States
developed intervention in a
https://snapedtoolkit.org/framework/index/
new setting. It may also
• Evaluation and Related Resources,
involve testing of consumer
Journal of Nutrition Education: 33,
and intermediary elements
Supplement 1, 2001
within program delivery,
including consumer
• Evaluating Social Marketing in Nutrition: A
communication materials,
Resource Manual
training and intervention aids,
http://www.fns.usda.gov/sites/default/files/
and evaluation instruments.
evalman-2.PDF
Formative research results are
• WIC Evaluation Resource Guide
used to shape the features of
https://www.fns.usda.gov/wic/wicthe intervention itself prior to
evaluation-resource-guide
implementation, including
adapting elements of an
• Addressing the Challenges of Conducting
existing evidence-based
Effective SNAP-Ed Evaluations: A Stepintervention to a new
by-Step Guide
audience, geographic area, or
https://www.fns.usda.gov/sites/default/files
setting.
/SNAPEDWaveII_Guide.pdf
•

Process: Process evaluation systematically describes how an intervention looks
in operation or actual practice. It can involve such measures as tracking the
number of materials distributed, counting the number of clients reached,
measuring the effectiveness of alternate methods of delivering services, and
documenting barriers to implementing the intervention. Process evaluation may
also include a description of the context in which the program was conducted
such as its participants and setting. Process evaluations are used to determine if
an intervention was implemented as intended and is therefore likely to yield the
expected outcomes; they may also illuminate strategies for overcoming identified
barriers.

•

Outcome: Outcome evaluation addresses the question of whether or not
anticipated group changes or differences occur in conjunction with an
intervention. Measuring shifts in a target group’s nutrition knowledge before and
after an intervention is an example of outcome evaluation. Such evaluation

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indicates the degree to which the intended outcomes occur among the target
population. It does not provide definitive evidence, however, that the observed
outcomes are due to the intervention.
•

Impact: Impact evaluation allows one to conclude authoritatively, whether or not
the observed outcomes are a result of the intervention. In order to draw cause
and effect conclusions, impact evaluations incorporate research methods that
eliminate alternative explanations. This requires comparing those (e.g., persons,
classrooms, communities) who receive the intervention to those who either
receive no treatment or an alternative intervention. The strongest impact
evaluation randomly assigns the unit of study to treatment and control conditions,
but other quasi-experimental research designs are sometimes the only
alternative available. Impact evaluations should meet the criteria described in the
FNS Principles of Sound Impact Evaluation found at
http://www.fns.usda.gov/nutrition-education-principles-sound-impact-evaluation.

FNS recommends that agencies discuss major evaluations with their Regional
Coordinators prior to Plan submission. Such evaluations include large scale impact
evaluations, significant multi-State or multiagency evaluations, and evaluations with
budgets over $400,000.
Whenever a State carries out a SNAP-Ed evaluation activity that costs more than
$400,000 in total, whether these costs are incurred in a single year or across multiple
years, FNS strongly recommends that an impact evaluation be conducted. States may
consider conducting impact evaluations with partners to assist in cost sharing. They
also may submit proposed impact evaluations to their respective Regional SNAP-Ed
Coordinators for consideration of related costs.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
For each evaluation to be conducted by dedicated evaluation staff, complete Plan
module 4, indicating:
Evaluation Name
Project(s) Evaluated
An evaluation may encompass one or more projects.
Evaluation Type (formative, process, outcome, impact)
Evaluation Details
Note that agencies will only describe the types of evaluations they plan to conduct.
•

For formative and process evaluations:
– Indicate the project components to be evaluated and evaluation dates.
Note that an evaluation may span multiple years.

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–
–

•

Indicate the data collection methods (e.g., self-administered paper survey,
qualitative interview or focus group) and
Indicate the planned use of results (e.g., intervention design, intervention
adaptation or improvement). The planned use of results should help to
justify the evaluation.

For outcome and impact evaluations:
– Indicate the project components to be evaluated
– List the performance indicators that will be measured
– Indicate the data collection methods (e.g., self-administered paper survey,
qualitative interview or focus group)
– Indicate the evaluation design. If the evaluation includes randomized
assignment to a study group, provide the unit of randomization.
– List the times measurements will be collected (i.e., pretest, posttest, other)
and the evaluation start and end dates. Note that an evaluation may span
multiple years.
– Indicate the planned use of results (e.g., intervention adaptation or
improvement, dissemination). The planned use of results should help to
justify the evaluation.

Please note:
•

Performance indicators to be used in evaluation must come from PLAN MODULE 2:
STATE SNAP-ED ACTION PLAN. If an important measure to be used for evaluation
has not been specified in Plan module 2 and it is well-aligned to the State priority
goals and objectives, consider modifying Plan module 2.

•

Agencies conducting formal evaluations must conduct a thorough literature
review and environmental scan to ensure the planned evaluation will not
duplicate prior work. List prior evaluations done for this project.

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Plan Module 5: Coordination and Collaboration
Coordination between SNAP-Ed and other nutrition and obesity prevention efforts helps
States maximize the reach and potential of Federal nutrition education and nutrition
assistance programs. Consultation and collaboration with key stakeholders in project
planning, implementation, and evaluation also helps to maximize the reach and
effectiveness of SNAP-Ed efforts. State and implementing agencies must complete this
module.
Note: A written agreement such as a Memorandum of Agreement or Understanding
that outlines the responsibilities of all the State agencies involved in the collaboration
should be kept on file for SNAP-Ed projects delivered in coordination with another
agency when funds are involved. Written agreements are required for all other
collaborations that involve any type of financial or budget management issues.
States may maintain written agreements in electronic format. The agreement should
list the location and the contact information for the responsible person(s) for each
project implemented locally. A separate agreement for each local project
implemented under it is not necessary. The State agreement is signed by all the
State agencies involved. Examples where an agreement would be necessary are
school-based projects that collaborate with the State Department of Education or a
breastfeeding project that collaborates with the WIC State agency. In the WIC
example, there would be one agreement signed between the State WIC agency and
the State SNAP agency that would have a list of all the local breastfeeding projects
to be implemented under the agreement. For the county governments, if there is no
“umbrella” organization that can sign an agreement on behalf of the local entities,
then a written agreement for each local project is needed.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Coordination and Collaboration With Other Federal Nutrition, Obesity Prevention,
and Health Programs
States must consult and coordinate with State and local operators of other FNS
programs, such as the Fresh Fruit and Vegetable Program (FFVP) and FDPIR, when
developing their SNAP-Ed Plan, so that SNAP-Ed complements the nutrition education
and obesity prevention activities of those programs. Indicate the Federal programs with
which SNAP-Ed will coordinate and the purpose of the coordination in Plan module 5.
Note that a brief narrative description of how coordination efforts avoid duplication of
services should be provided in the action plan overview in MODULE 2: STATE SNAP-ED
ACTION PLAN, especially when two IAs are working in the same venue or jurisdiction.
See details in COORDINATION AND COLLABORATION REQUIREMENTS.

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In REPORT MODULE 2 - COORDINATION AND COLLABORATION, agencies will complete a
nearly identical section on Federal programs. When the electronic reporting is fully
implemented, most of the coordination and collaboration information from the plan will
auto-populate to the annual report. An important distinction to consider during the
planning phase is that in the Annual Report, only the significant coordination and
collaboration conducted with other Federal programs is included. To be considered
significant, there must be regular ongoing dialogue and information or resource sharing.
Only providing space for SNAP-Ed programming or distributing SNAP-Ed materials is
not considered significant coordination or collaboration.
Engagement With Multisector Partnerships/Coalitions
Multisector partnerships and coalitions are an important indicator of work at the Sectors
of Influence level in the SNAP-Ed Evaluation Framework (e.g., indicator ST8). These
partnerships can be at the multi-State, State/Territory, local, or Tribal level and are
composed of at least five diverse sector representatives that engage in coordinated
planning for changes in policies and/or practices for nutrition, physical activity, food
security, and/or obesity prevention. These partners work together as a coalition, such as
in a SNAP-Ed State Nutrition Action Council (SNAC) or a local food policy council.
Agencies must indicate the name of the partnership/coalition, the sectors represented,
and the geographic level of the partnership/coalition. Agencies must also provide a brief
description of key activities planned with the partnership/coalition.
Consultation, Coordination, and Collaboration with Indian Tribal Organizations
(ITOs)
SNAP regulations at 7 CFR 272.2(b) and 272.2(e)(7) require States to actively engage
in Tribal consultations about the SNAP State Plan of Operations, which includes the
SNAP-Ed State Plan. The consultations must pertain to the unique needs of the
members of Tribes.
SNAP-Ed States must explicitly describe how they have consulted with Indian Tribal
Organizations in their SNAP-Ed Plans. SNAP-Ed Regional Coordinators can only
approve SNAP-Ed Plans that include the following:
•

Name of the Indian Tribal Organization or Indian Tribal Organization
representative

•

Nature of planned consultation, coordination, and collaboration

•

Brief description of the planned consultation, coordination, and collaboration; and
staff time in full-time equivalence (FTE) and funding distribution to ITOs if
applicable.

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Coordination and Collaboration with Minority-Serving Institutions (MSIs)
Minority-serving institutions (MSIs) are institutions of higher education that serve
minority populations and receive U.S. Department of Interior funding and resources on
behalf of their students and communities. MSIs include historically Black colleges and
universities (HBCUs), Hispanic-serving institutions (HSIs), Tribal colleges and
universities (TCUs), and Asian American and Pacific Islander Serving institutions
(AANAPISIs).
Agencies coordinating and/or collaborating with MSIs should provide the MSI name;
MSI type; the nature of the planned coordination and collaboration; a brief description of
the planned coordination and collaboration; and staff FTE and funding distribution to
MSIs if applicable.

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Plan Module 6: Planned Staffing and Budget
State and implementing agencies must complete this module to describe their planned
staffing and budgets. Additional guidance and instructions are presented below by
module section and subsection; key content is outlined where relevant.
Planned Staffing
SNAP-Ed funds are used to pay staff who support SNAP-Ed delivery. For each staff
person who will be paid using SNAP-Ed funds, provide the position title; full-time
equivalents (FTEs) charged to SNAP-Ed; SNAP-Ed salary, benefits, and wages;
percentage of SNAP-Ed time spent on management/administrative duties; and
percentage of SNAP-Ed time spent on SNAP-Ed delivery.
Position title examples include Nutrition Educator, Project Coordinator, etc. Attach a
document with brief job descriptions for each position (i.e., list SNAP-Ed related job
duties that demonstrate how the position will support SNAP-Ed activities). Indicate any
vacant positions by writing “(vacant)” next to the position title. For example, “Nutrition
Educator (vacant).”
Note that for each key management position title, agencies must retain a one-page
resume or curriculum vitae (CV) onsite for Management Evaluation (ME) review that
demonstrates relevant expertise and experience for the individual proposed to fill the
position. Resumes and CVs do not need to be submitted with your State SNAP-Ed
Plan. If a position is vacant, retain the CV once the position is filled.
For FTEs charged to SNAP-Ed, States may use the definition of FTE provided in
APPENDIX E: DEFINITIONS OF TERMS or provide their own definition of FTEs for purposes
of reporting SNAP-Ed staffing needs. Agencies using their own definition should provide
an explanation of how FTEs are calculated.
For the total salary, benefits, and wages that will be paid with SNAP-Ed fund, an
estimate may be used for the budget provided in PLAN MODULE 6 – PLANNED STAFFING
AND BUDGET. For the financial reporting in REPORT MODULE 3 – SNAP-ED FINANCIAL
REPORTING, actual time employees spent on SNAP-Ed must be used to determine
expenditures.
For each position title, provide the percentage of SNAP-Ed time the position will spend
performing management/administrative duties (including training, professional
development, required Federal reporting) and the percentage of SNAP-Ed time to be
spent on SNAP-Ed delivery. SNAP-Ed delivery includes all approaches described in
Section 1. The information about time allocation should align with information provided
in the attached position descriptions.

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Planned Budget
State agencies should fully account for the
planned use of SNAP-Ed funds by providing
their total planned budget for each sub-grantee
that is a recipient of a Federal grant, cooperative
agreement, or contract related to SNAP-Ed;
direct costs for each project implemented by the
State agency; direct costs for all other State
agency SNAP-Ed expenditures; and planned
indirect cost expenditures. State agencies
should coordinate with sub-grantees to also
provide a detailed planned budget for each subgrantee project and all other sub-grantee SNAPEd expenditures.
Planned Implementing Agency Budgets
List each sub-grantee and provide their total
planned operating budget for the fiscal year.

Direct cost categories
include salary/benefits,
contracts/subgrants/agreements, noncapital
equipment/office supplies,
nutrition education materials,
travel, building space lease or
rental, cost of publicly owned
building space (commercial
rental space charges cannot
be used for publicly owned
space), maintenance and
repair, institutional
memberships and
subscriptions, and equipment
and other capital expenditures.

Note: Retain a copy of any interagency agreement(s) that identifies how Federal
funds will be paid between the State or county agency and/or other agencies. For
each contract, grant, or agreement, provide the sub-grantee name, total funding,
Federal funding requested, description of services and/or products, and the cost of
services and/or products.
Planned Project Budgets
Provide the planned operating budget for each SNAP-Ed project the State agency or
State agency sub-grantees will implement during the fiscal year that includes all
relevant direct cost categories, including those associated with developing the SNAP-Ed
Plan and Annual Report.
Planned Budget for Other SNAP-Ed Expenditures
Provide the planned operating budget for other SNAP-Ed expenditures, if applicable,
that includes all relevant direct cost categories. Other SNAP-Ed expenditures may
include nonproject activities described in PLAN MODULE 2: STATE SNAP-ED ACTION PLAN
and other activities not accounted for in a project budget (e.g., negotiating sub-grantee
contracts/agreements, providing civil rights training, contracted services such as
evaluation or formative research).
Planned Total Budget
In addition to the above planned expenditures, to fully account for the planned use of
SNAP-Ed funds, provide the following additional information:

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•

Total indirect costs. Include both a total and the indirect cost rate. Provide
assurance that the indirect cost rate is an approved rate as described in
Appendix C.

•

Total anticipated Federal cost

•

Estimated unobligated balances (carry-over) from current FY to next FY, if
any. Please note that funds cannot be obligated the next Federal FY if the funds
are in the last year of their two-year period of performance.

•

Total Federal SNAP-Ed budget for current Federal FY (funds requested from
current Federal FY allocation)

Budget narrative
Provide a budget narrative to justify total planned expenditures for each direct cost
category:
Salaries/benefits
Contracts/Subcontracts/Agreements
Noncapital Equipment/Office Supplies
Nutrition Education Materials
If there is a cost for using existing educational materials, provide a justification for using
proposed materials versus those that are available at no cost. Describe any new
materials that you plan to produce or purchase and justify the need and cost.
Travel
When justifying travel, provide the number of in-State and out-of-State trips and
describe for each trip the purpose/benefit to SNAP-Ed, travel location, staff positions
traveling, and trip details (e.g., number of staff, cost per unit, and number of units for
each travel cost category).To be considered for funding, travel requests should provide
a direct and clear link to how the training will improve the agency’s ability to provide
quality SNAP-Ed programming for the target audience.
Building/Space Lease or Rental
Cost of Publicly Owned Building Space
Maintenance and Repair
Institutional Memberships and Subscriptions
Equipment and Other Capital Expenditures

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Plan Module 7: Assurances and Signatures
To assure compliance with policies described in this Guidance, the SNAP-Ed Plan
includes specific assurances. For example, a State agency is responsible for civil rights
compliance of its sub-grantees, contractors, and sub-recipients. The State SNAP
agency (the cognizant agency) is responsible for ensuring the compliance of all funded
providers. Refer to A PPENDIX A for the full list of assurances.
•

The State SNAP agency is accountable for the content of the State SNAP-Ed
Plan and provides oversight of any sub-grantees. The State SNAP agency is
fiscally responsible for nutrition education activities funded with SNAP funds and
is liable for repayment of unallowable costs.

•

Efforts have been made to target SNAP-Ed to the SNAP-Ed target population.

•

Only expanded or additional coverage of those activities funded under the
Expanded Food and Nutrition Education Program (EFNEP) are claimed under
the SNAP-Ed grant. Approved activities are those designed to expand the State's
current EFNEP coverage to serve additional SNAP-Ed individuals or provide
additional education services to EFNEP clients eligible for the SNAP. Activities
funded under the EFNEP grant are not included in the budget for SNAP-Ed.

•

Documentation of payments for approved SNAP-Ed activities is maintained by
the State and will be available for USDA review and audit.

•

Contracts are procured through competitive bid procedures governed by State
procurement regulations.

•

Program activities are conducted in compliance with all applicable Federal laws,
rules, and regulations, including Civil Rights and Office of Management and
Budget circulars governing cost issues.

•

Program activities do not supplant existing nutrition education programs and,
where operating in conjunction with existing programs, enhance as well as
supplement them.

•

Program activities are reasonable and necessary to accomplish SNAP-Ed
objectives and goals.

•

All materials developed or printed with SNAP-Ed funds include the appropriate
USDA nondiscrimination statement and credit to SNAP as a funding source.

•

Messages of nutrition education and obesity prevention as consistent with the
Dietary Guidelines for Americans.

The SNAP-Ed Plan shall be signed by the head of the State agency and submitted prior
to funding of nutrition education and obesity prevention activities when the State agency
elects to request Federal grant funds to conduct these SNAP-Ed activities. The
ASSURANCES AND SIGNATURE FORMS are in APPENDIX A. The Plan shall be submitted for
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approval no later than August 15. Approved plans become effective the following FFY
October 1 to September 30. End of new materials.

Guidelines for Developing the Annual Report
The SNAP-Ed Annual Report describes project activities, outcomes, and expenditures
for the prior year and must be submitted by January 31 of each year. Under extenuating
circumstances, States may request to extend the deadline for the Annual Report by
written request to the FNS Regional Office. State agencies are expected to:
•

Summarize the nutrition education and obesity prevention projects implemented
and related achievements in the fiscal year.

•

Using evaluation and outcome results, discuss the effectiveness of the SNAP-Ed
projects and interventions and how they might be improved in the upcoming
fiscal year.

•

Describe annual and longer-term progress toward achieving objectives and
otherwise synthesize accomplishments and learnings that are expected to modify
current- or future-year objectives, targeting, interventions, and partnerships.

•

New: Report on relevant SNAP-Ed Evaluation Framework: Nutrition, Physical
Activity, and Obesity Prevention Indicators in Report Module 4: Project
Results. Performance indicators and measures not captured in the standardized
sections of module 4 can be reported at the end of the module. Additional detail
information about the SNAP-Ed priority indicators is available at the online
SNAP-Ed Toolkit.

Each recommended SNAP-Ed Annual Report module section and subsection is
discussed below along with key content. To the extent possible, external resources are
identified in bullet form with live links; these resources and links can also be found on
the SNAP-Ed Connection. End of new materials.

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Report Module 1: Executive Summary
New: State and implementing agencies are encouraged to familiarize themselves with
the contents of this module before completing their Annual Report. However, FNS
advises that agencies wait until they have finished all other Report modules before
completing Report module 1. The executive summary will be easier to complete after
reviewing the details provided in the other Report modules.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Key Successes
The Annual Report executive summary describes the State and implementing agencies’
key successes related to their SMART objectives and other important achievements
from the fiscal year.
SNAP-Ed Projects and Activities (State agencies only)
State agencies will also provide a summary of the projects and activities implemented.
This narrative summary can be an update of the action plan overview from P LAN
M ODULE 2: S TATE SNAP-E D A CTION P LAN . It should describe how the work carried out
across implementing agencies and subgrantees fit together to address the target
audiences’ needs, accomplish SMART objectives, and complement other programs in
the State to support individuals and families with low incomes in improving their healthy
eating and physical activity behaviors.
Reaching the Target Audience
Review data from R EPORT M ODULE 4: P ROJECT R ESULTS on the places SNAP-Ed was
implemented and the demographic characteristics of direct education participants. Use
this information to describe the program’s geographic breadth and demographic reach
statewide across all implementing agencies and all approaches (direct education, PSE
change, and social marketing).
Then, review the identified gaps in program reach, access, and appropriateness from
P LAN M ODULE 1: I DENTIFY THE T ARGET A UDIENCES AND T HEIR N EEDS . Describe how
the implemented projects addressed these gaps.

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Report Module 2: Coordination and Collaboration
State and implementing agencies should review P LAN M ODULE 5: C OORDINATION AND
C OLLABORATION and update the information to reflect the coordination and collaboration
conducted during the fiscal year.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Coordination and Collaboration With Other Federal Nutrition, Obesity Prevention,
and Health Programs
Update information provided in the Plan on planned coordination and collaboration with
other Federal programs to reflect work done and accomplishments achieved during the
fiscal year. Note that only significant coordination and collaboration with other Federal
programs should be reported. To be considered significant, there should have been
regular ongoing dialogue and information or resource sharing. Only providing space for
SNAP-Ed programming or distributing SNAP-Ed materials would not be considered
significant coordination or collaboration. Agencies should retain all written agreements
outlining roles and responsibilities of entities involved.
Engagement With Multisector Partnerships/Coalitions (ST8)
Update information provided in the Plan about planned multisector
partnerships/coalitions to reflect work done and accomplishments achieved during the
fiscal year.
Consultation, Coordination, and Collaboration With Indian Tribal Organizations
Update the information provided in the Plan about planned consultation, coordination,
and collaboration with Indian Tribal Organizations to reflect work done and
accomplishments achieved during the fiscal year.
Coordination and Collaboration With Minority-Serving Institutions
Update the information provided in the Plan about planned coordination and
collaboration with MSIs to reflect work done and accomplishments achieved during the
fiscal year.

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Report Module 3: SNAP-Ed Financial Reporting
State agencies will use Report module 3 to provide FNS a complete picture of their
expenditures, including total expenditures associated with each implementing agency
contract; expenditures for each project implemented by the State agency, if applicable;
and all other direct expenditures. Implementing agencies will use Report module 3 to
provide a complete picture of their expenditures, including expenditures for each of the
implementing agency’s projects and all other direct expenditures. State and
implementing agencies will report expenditures in a format similar to the budget (see
P LAN M ODULE 6: P LANNED S TAFFING AND B UDGET ); refer to the description of that
module for additional detail on providing the information. Module sections are listed
below.
SNAP-Ed Implementing Agency Expenditures (State agencies only)
SNAP-Ed Project Expenditures
Other SNAP-Ed Expenditures
SNAP-Ed Expenditures Total
Program Income
Agencies must report program income if any was generated and describe how the
income was generated and how the income was or will be used to support SNAP-Ed.

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Report Module 4: Project Results
State and implementing agencies that conducted projects during the fiscal year must
complete Report module 4 to describe the results of those projects. All data required in
Report module 4 should be collected through PROJECT MONITORING efforts. One copy of
Report module 4 must be completed for each project.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Project Detail
Begin by providing an overview of the project, including the:
Approaches
Projects may include DIRECT

EDUCATION ,

PSE

CHANGE ,

and/or SOCIAL

MARKETING .

Interventions Used
SNAP-Ed Evaluation Framework Indicators Measured
Note that all of these project elements will already be shown in the Report form as
planned; agencies should only need to update the information to reflect the project as
implemented.
Project Sites
Information on project sites is used to describe the geographic reach of SNAP-Ed
efforts and the diversity of sites. Provide the name of all sites where SNAP-Ed projects
were conducted. For each site, indicate the setting type, whether the site is within a
Tribal jurisdiction, the intervention approach(es) implemented there, and the address.
Note that social marketing campaigns conducted in broader areas (i.e., not specific
sites) will be described elsewhere in Report module 4; those areas should not be
reported as project sites. If a site could be classified under several settings (e.g., a
childcare center located within a faith-based organization), report the setting most
relevant to the target audience of the project implemented. If the project focuses on
children and parents in the childcare center, report the setting as childcare. If the project
focuses on all members of the faith-based organization, report the setting as faith-based
organization.
Direct Education
Direct education results focus primarily on intervention development for interventions
yet to be implemented and reach and behavior change for interventions that were
implemented.
Stage
The type of information reported depends on whether the direct education intervention
was implemented. Begin by indicating if the intervention was implemented during the
fiscal year.
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Planning and Development Results
For direct education interventions not yet implemented, describe the results of work
done this fiscal year to plan and develop direct education. Related activities might
include formative research, coordination and collaboration efforts that informed
development, material adaptation and the adaptation process, and material
development and the development process.
The following module sections are only applicable for direct education
interventions that were implemented:
Languages
Reach
Number of SNAP-Ed direct education participants (unduplicated)
Direct education reach should be unduplicated counts, meaning the number of unique
individuals reached through the project, regardless of the number of direct education
sessions or contacts. Actual counts collected from direct education participants through
sign-in forms or other methods should be used whenever possible. Estimated counts
may be used in the absence of data collected directly from participants.
Note: When reporting on reach, the categories of age, gender, and ethnicity are
mutually exclusive; the total number of people must therefore be the same when
broken down by age, gender, and ethnicity. The racial categories, however, are not
mutually exclusive. People may identify with more than one race, so the total
number of people across all racial categories may be greater than the total number
of unique individuals.
Explanation of estimation method(s)
If estimated counts are used, agencies must describe the estimation methods.
Mode of delivery
If direct education sessions are delivered in-person or in a live online format, agencies
should report the types of series offered (e.g., single sessions, series of 2-4 sessions)
and the total number of sessions delivered. Interactive multimedia may not have
discrete sessions, as it is content designed for participants to complete at their own
pace. Sessions should not be reported for interactive multimedia.
For all modes of delivery for direct education interventions, agencies must provide an
estimate of the total amount of time participants engaged on average. If, for instance,
participants attended an average of 3 sessions in a series of 4 60-minute sessions, the
average amount of time participants engaged would be 180 minutes. For interactive
multimedia, agencies should use an estimation method that matches the intervention.
Agencies may be able to directly measure the amount of time participants logged into
an interactive multimedia site. Alternatively, agencies may be able to measure the
number of web pages visited or activities completed per participant and estimate the
amount of time spent on each to derive the total time spent.
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Behavior Change (MT1: Healthy Eating, MT2: Food Resource Management, MT3:
Physical Activity and Reduced Sedentary Behavior)
State and implementing agencies should collect data on the health behaviors targeted
by their direct education interventions before and after the intervention (i.e., via pretest
and posttest). State agencies do not need to track individuals over time to directly
measure changes in their health behaviors; doing so may present overly burdensome
privacy and data security challenges. Instead, agencies can draw inference about
behavior change by comparing group-level data from before and after the intervention.
These group-level data include averages and standard deviations for continuous
measures (e.g., average cups of fruit consumed per day) and proportions for categorical
measures (e.g., the number of people who drink sugar-sweetened beverages no more
than once per week out of the total number of people who completed the health
behavior assessment).
For continuous measures of health behavior, the AVERAGE and STDEV functions in
Microsoft Excel can be used to quickly calculate the mean and standard deviation.
Imagine that the cups of fruit consumed each day by five participants were 0, 0.5, 1, 1.5,
and 2. The mean would be 1 and the standard deviation would be 0.79. Type
“=AVERAGE(0, 0.5, 1, 1.5, 2)” into a cell in Microsoft Excel to find the mean and
“=STDEV(0, 0.5, 1, 1.5, 2)” to find the standard deviation.
Other outcomes should be reported as the number of individuals meeting SNAP-Ed
health behavior reporting guidelines. Note that these reporting guidelines are to be used
exclusively for the purposes of SNAP-Ed reporting; they should not be used in place of
dietary or other guidelines. See the following table for the SNAP-Ed health behavior
reporting guidelines on these outcomes. For guidance on using responses to common
survey items to determine whether a health behavior meets the SNAP-Ed health
behavior reporting guidelines, see the supplementary materials published by RyanIbarra et al. (2020) at https://www.cambridge.org/core/journals/journal-of-nutritionalscience/article/us-supplemental-nutrition-assistance-program-education-improvesnutritionrelated-behaviors/800EA36922D8896F89A0FD6FC8C4CF7C#supplementarymaterials.

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Outcome

< 5 years

5-17 years

Eat more than one kind of fruit
throughout the day or week
(MT1c)1

More than one kind per day

Eat more than one kind of
vegetable throughout the day
or week (MT1d)1

More than one kind per day
OR
At least five kinds per week

≥18 years

Drinking fewer sugarNo more than once/week
sweetened beverages (MT1h)2
Choose healthy foods for my
family on a budget (MT2a)

At least often

Read nutrition facts labels or
ingredients lists (MT2b)

At least often

Not run out of food before
month’s end (MT2g)

Never or rarely run out of food

Compare prices before buying
foods (MT2h)

At least often

Identify foods on sale or use
coupons to save money
(MT2i)

At least often

Shop with a list (MT2j)

At least often

Moderate-vigorous physical
activity (MT3b)

Physically
active
throughout day

60+ min
MVPA/day

150 – 300 min
MPA/week, or
75 - 150 min
VPA/week

1 – The MyPlate Plan recommends daily intake for vegetable, fruit, grains, protein and dairy groups
based on age, sex, height, weight and physical activities level.
2 – The Dietary Guidelines for Americans do not specify a recommended frequency for sugar-sweetened
beverage consumption, but they do recommend limiting added sugars.

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Interventions targeting the following priority health indicators should report those
outcomes:
Healthy eating behavior changes (MT1)
•

Eat more than one kind of fruit throughout the day or week (MT1c)

•

Eat more than one kind of vegetable throughout the day or week (MT1d)

•

Cups of fruit per day (MT1l)

•

Cups of vegetables per day (MT1m)

•

Times per day fruits were consumed

•

Times per day vegetables were consumed

•

Drink fewer sugar-sweetened beverages (MT1h)

Food resource management behavior changes (MT2)
•

Choose healthy foods for my family on a budget (MT2a)

•

Read nutrition facts labels or ingredients lists (MT2b)

•

Not run out of food before month’s end (MT2g)

•

Compare prices before buying foods (MT2h)

•

Identify foods on sale or use coupons to save money (MT2i)

•

Shop with a list (MT2j)

Physical activity and reduced sedentary behavior changes (MT3)
•

Moderate-vigorous physical activity (MT3b)

State and implementing agencies should indicate the other MT1, MT2, and MT3
indicators measured among direct education participants. Future iterations of the
Annual Report form may provide formatted space to report MT1, MT2, and MT3
outcomes commonly measured in SNAP-Ed. In the current Report form, agencies may
report these outcomes in the O THER R ESULTS (O PTIONAL ) subsection at the end of
Report module 4.
Policy, Systems, and Environmental Change Initiatives
Agencies should report the PSE changes maintained and the PSE changes adopted
with the support of staff and/or funding from SNAP-Ed.

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PSE Changes (MT5: Nutrition Support and MT6: Physical Activity and Reduced
Sedentary Behavior Support)
PSE changes are reported at the site level. For each site with a PSE change, provide:
•

Estimated site reach. For reference on estimating site reach, see Kansas State
University Program Evaluation and Reporting System (PEARS) support on
documenting reach: https://support.pears.io/document-reach/.

•

Type of PSE change. Select all PSE change types maintained or adopted using
the list of options provided in the online form.

•

Description of PSE change. Provide a brief description of each change made. If
the same PSE change was maintained or implemented in multiple sites, use the
same description.

Active Partners (ST7: Organizational Partnerships or ST8: Multi-Sector
Partnerships and Planning)
Agencies must also describe the active partners involved in PSE changes. Active
partners include individuals or organizations who regularly meet, exchange information,
and identify and implement mutually reinforcing activities with SNAP-Ed to contribute to
the adoption of one or more PSE changes (such as those listed in MT5 and MT6). For
each type of active partner, provide:
•

The number of partners (e.g., the number of Indian Tribal Organizations)

•

The geographic level of the partners (State/territory, regional, tribal, and/or local)

•

The contributions of the partners

Social Marketing Campaigns
Social marketing campaign results focus primarily on intervention development for
interventions yet to be implemented and reach for interventions that were implemented.
Stage
The type of information reported depends on whether the social marketing campaign
was implemented. Begin by indicating the stage of implementation for the social
marketing campaign.
Planning and development results
For social marketing campaigns not yet implemented, describe the results of work done
this fiscal year to plan and develop the campaign. Related activities might include
formative research, coordination and collaboration efforts that informed development,
material adaptation and the adaptation process, and material development and the
development process.

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For social marketing campaigns that were implemented, indicate the languages in which
the campaign was implemented, the topics of the campaign, the campaign scale, the
market segments potentially reached, and the reach and engagement by channel.
Languages
Campaign topics
Campaign scale
Campaign scale is reported in the same format as it is planned; see P LAN M ODULE 3:
P LANNED P ROJECTS .
Market segments (MT12b)
If the social marketing campaign was conducted in specific sites (e.g., schools), use the
methods described above for PSE C HANGES (MT5 AND MT6) to estimate site-level
reach. Add the reach from each site to estimate the overall reach.
If the social marketing campaign was conducted in a broader area (zip codes,
towns/cities), use Census Bureau data or other sources as described for the needs
assessment in P LAN M ODULE 1: I DENTIFY THE T ARGET A UDIENCES AND T HEIR N EEDS
to provide the number of SNAP-Ed eligible individuals and the total number of
individuals where the social marketing campaign was conducted. As in the needs
assessment, 185 percent of the Federal poverty guideline may be used as a proxy for
the SNAP-Ed eligible population.
Reach and engagement by channel (MT12b)
Agencies should provide data on reach and engagement for each channel used for the
social marketing campaign. Note that agencies are not required to estimate the
unduplicated reach across all channels used for the campaign. For instance, if the same
100 individuals are reached through social media as are reached through posters in a
community center, 100 can be reported for each of those channels.
Agencies are encouraged to report the estimated SNAP-Ed-eligible reach of their
campaign by channel if reliable estimates are available or can be produced. Social
marketing reach is the total number of unique individuals exposed at least once to
campaign materials during a given period. Methods for determining reach depend on
whether the channel is online (e.g., social media, digital advertisements) or offline (e.g.,
billboards, traditional media advertisements).
•

For online channels, estimates of reach can be obtained directly from a social
media platform or through Google Analytics, a free resource that is relatively
easy to use.

•

For offline channels, vendors (i.e., companies that sell advertisement space)
can often provide reach data. Alternatively, agencies can estimate reach based
on census tract population data as described in Market Segments (MT12b).

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The following table provides a list of potential reach data sources by social marking
channel.
Channel and Description

Potential Sources of Reach Data
•

Survey a sample of the target audience for recall rate;
if several channels are used, ask which contributed to
the recall; must weight by population data.

•

If the advertisement directs viewers to a unique URL,
Google Analytics (or another analytical tool) can be
used to estimate reach.

Traditional media
advertisements
Ads on broadcast or cable
TV or radio

•

Commercial data, usually purchased by larger
stations, can be used to estimate reach.

Billboards, transit
advertising
Outdoor billboards and
interior/ exterior transit
advertising

•

Vendors use formulas to estimate reach using
impression data and census tract population data.

•

Reach metrics are available for all social media
platforms.
Facebook and Instagram can deduplicate accounts
across platforms.

Any channel

Social media
Organic, paid, or boosted
posts
Digital media
advertisements
Ads on platforms such as
online TV, YouTube, digital
radio, and podcasts, and
websites
Websites
Websites used only for
campaign materials

•
•
•

•
•

Google Ads Manager can report reach based on
cookies for up to 90 days.
If an advertisement directs viewers to a unique URL,
Google Analytics (or another analytical tool) can be
used to estimate reach.
Vendors may be able to provide other data to
estimate unique reach.
Google Analytics (or another analytical tool) can be
used to estimate reach.

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Channel and Description
YouTube channel
Channel displaying
campaign materials as
videos

Potential Sources of Reach Data
•

Unique viewers can be used to estimate reach for a
90-day period.

Site-level assets
•
Posters, banners, a-frames,
recipe cards, etc.

A percentage of the total promotional resources
distributed can be used to estimate reach.

Email updates
Messages sent to a list of
subscribers via email

The number of individuals who open an email can be
used to estimate reach.

•

Agencies are encouraged to report on engagement with their campaign if reliable
estimates are available or can be produced. Engagement is a measure of actions,
including comments, likes, clicks, and shares on digital platforms. Some engagement
measures may be obtained directly from social media platforms or through Google
Analytics.
Agencies are required to report campaign impressions by channel. Impressions
represent the total number of times content is displayed to an audience during a given
period. This metric is commonly used and readily available for most channels.
Indirect Education Channels
For SNAP-Ed purposes, INDIRECT EDUCATION C HANNEL is defined as the distribution or
display of information and resources, including any mass communications, public
events (such as health fairs), and materials distribution, which involve no participant
interaction with an instructor or multimedia. If any indirect education was done outside
of social marketing campaigns, report the language(s) and channel(s) used.
Language
Channels
Other Results (Optional):
State and implementing agencies may use this space to provide results not already
captured in Report module 4.

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Report Module 5: Evaluation Reports
State and implementing agencies that conducted evaluations with dedicated evaluation
staff (internal or contracted) should complete an evaluation report. Note that an
evaluation report is not required for standard PROJECT MONITORING , which must be
conducted for all SNAP-Ed projects.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Project Evaluation Overview
Begin by indicating the project(s) included in the evaluation and the type(s) of
evaluations conducted.
Project(s) Evaluated
Evaluation Type
Formative and Process Evaluation Summary
For formative and process evaluations, indicate the project components evaluated, the
data collection methods, the data collection tools, the results and conclusions, and the
use of the results. For formative evaluations, the results and conclusions should
describe how interventions will be adapted or developed to meet the needs of the target
audience(s).
•

For process evaluation results and conclusions, consider the reach, adoption,
implementation, and maintenance aspects of RE-AIM
(https://ebccp.cancercontrol.cancer.gov/reAimCriteria.do) as well as other
implementation outcomes
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3068522/).

Outcome and Impact Evaluation Design
The online Annual Report form will show the information provided in P LAN M ODULE 4:
P LANNED E VALUATIONS on planned outcome and impact evaluations. Update the
information as necessary to reflect the outcome and/or impact evaluation conducted.
Outcome and Impact Evaluation Objectives, Analysis, Results, Conclusions, and
Dissemination Plan
Describe the objective(s) and analytic methods for the evaluation. Include specific
research questions and hypotheses and the way data will be analyzed to answer those
questions or test the hypotheses.
Then, provide the number of individuals in the comparison or control group and the
number in the intervention group. Indicate how many individuals in each study group
completed the pretest and posttest assessments and how these samples were selected
(e.g., a random sample, census of all project participants). If data were collected at
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more than two timepoints, explain the timing of other rounds of data collection and the
sample included in the data collection.
Next, summarize the evaluation results and conclusions. Begin this summary by
providing data on intervention participation and the sample analyzed. For intervention
participation, indicate the number of participants who received the intended intervention
dose (e.g., completed a target number of direct education sessions). For the sample
analyzed, describe why any individuals (or other analytic units) who were part of the
study were not part of the sample analyzed (e.g., lost to follow-up). Then, provide
quantitative and qualitative results for the SNAP-Ed evaluation performance indicators
selected in P LAN M ODULE 2: S TATE SNAP-E D A CTION P LAN for the projects evaluated.
Last, indicate how the results of the evaluation will be used (e.g., intervention adaptation
or improvement, conference presentation, peer-reviewed or other paper).

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Report Module 6: Major Challenges and Modifications from Plan
State and implementing agencies should complete Report module 6 to describe major
challenges implementing SNAP-Ed as planned, how the challenges limited progress
toward the State priority goals, any modifications made or planned for the next fiscal
year to address the challenges, and potential solutions in the future to prevent or
overcome the challenges.

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Report Module 7: Success Stories
State and implementing agencies are encouraged to provide at least two success
stories from the reporting year. Agencies are expected to include success stories from
PSE or multilevel projects and efforts involving diverse partners in collaborative work to
achieve the State’s goals and objectives. Other topics include staff/partner trainings,
conference presentations and/or other journal publications, curriculum development,
partnership activities, and awards. For each success story, provide background
information and the story itself. Files may be attached as part of the success story.
Additional guidance and instructions are presented below by module section and
subsection; key content is outlined where relevant.
Background
Before providing the story, give the following information. Many of these pieces of
information will be entered into prior Report modules; agencies will merely need to
select the piece of information relevant for the success story.
Story title
Choose a short, descriptive title.
Site(s) or organization(s)
Location (region, county, Tribal jurisdiction, city, or neighborhood)
Activity name
The success story can be about a project or a nonproject activity.
Project Target Population(s)
Related framework indicators
Types of partners involved
The Story
The story itself should describe what was done and the impact it had.
Activity description
Story narrative
Favorite quotes
File Attachments (Optional)
Agencies may attach pictures, graphics, media coverage, or other materials related to
the success story. End of new materials.

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Section 3: Financial and Cost Policy

Section 3: Financial and Cost Policy
The Financial and Cost Policy Section describes policies as required by Section 28 of
the Food and Nutrition Act of 2008, as amended. This section also describes the
impact of these policies on various funding-related SNAP-Ed activities. Where
applicable, changes have been made to comply with 2 CFR 200 - U NIFORM
A DMINISTRATIVE R EQUIREMENTS , C OST P RINCIPLES , AND A UDIT R EQUIREMENTS FOR
F EDERAL A WARDS (U NIFORM G UIDANCE ), https://www.govinfo.gov/content/pkg/CFR2018-title2-vol1/xml/CFR-2018-title2-vol1-part200.xml.

State Agency Requirements
A State Agency must submit a SNAP-Ed Plan should it decide to request grant funds to
conduct SNAP-Ed activities. If a State agency does not submit an approvable Plan,
FNS may reallocate the State’s grant among other States with approved Plans. The
SNAP-Ed Plan must include an operating budget for the Federal fiscal year with an
estimate of the cost of operation for one or more years. The State agency must identify
the uses of funding for State or local projects and show that the funding will remain
under its administrative control when coordinating activities with other organizations.
The State Agency must inform FNS by the end of the first quarter of each Federal fiscal
year (December 31) of any portion of its prior year allocation that it cannot or does not
plan to spend for SNAP-Ed activities by the end of the Federal fiscal year.

Federal Financial Participation and Allocation of Grants
SNAP-Ed grants have the following characteristics:
•

Require no State contribution or match

•

Are available each fiscal year and have a 2-year period of performance

•

Are the only source of Federal SNAP funds available for SNAP-Ed activities

•

Will not cover costs incurred in excess of the SNAP-Ed grant amount

From 2018 and beyond, SNAP-Ed funding allocation is 50 percent based on a State’s
FY 2009 SNAP-Ed expenditures, and 50 percent based on the State’s share of national
SNAP participants for the previous 12-month period ending January 31. The amount is
also adjusted to reflect any increases in the Consumer Price Index for All Urban
Consumers published by the Bureau of Labor Statistics of the Department of Labor for
the 12-month period ending the preceding June 30th.
What happens if a State must surrender unspent funds for reallocation?
FNS strongly encourages States to spend the entirety of their SNAP-Ed allocations and
to spend prior year funding before beginning to spend current year funds. Per 7 CFR
272.2(d)(2)(x)(F), a State agency must notify FNS by the end of the first quarter of each
Federal fiscal year (December 31) if it will not or cannot spend any portion of its prior
year allocation, in which case FNS may recover the unobligated, unexpended funds.
FNS may reallocate these funds to other participating State agencies that have
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approved SNAP-Ed Plans during that fiscal year or the following fiscal year. Funds
surrendered by a State will be removed from its base 2009 allocation, which is used to
determine the next fiscal year funding allocation. The reallocated funds received by a
State will be added to its base 2009 allocation for the next fiscal year to determine
allocation.

Fiscal Recordkeeping and Reporting Requirements
Each participating State agency must meet FNS fiscal recordkeeping and reporting
requirements including the following:
1. 7 CFR 277.11(c), SF-425, Federal Financial Report: This quarterly report
captures the State agency’s expenditures of Federal SNAP-Ed funds during the
report quarter, and the amount of obligations for SNAP-Ed costs that remain
unliquidated at the end of the report quarter. This report is submitted quarterly,
30 days after the end of each quarter. An annual report is due 90 days following
the end of the Federal fiscal year.
2. 7 CFR 272.2 (d)(2)(xi-xiii), Fiscal Recordkeeping, Reporting Requirements
and SNAP-Ed Annual Report: New: When implemented for FY 2023, the
national electronic data collection system will streamline SNAP-Ed annual
reporting in one report due January 31. The system will capture the numbers of
SNAP-Ed participants, their characteristics (such as ages, racial/ethnic identities,
etc.), the types of SNAP-Ed services provided, intervention characteristics,
partnerships developed, project outcomes and expenditures for the prior year, to
determine whether SNAP-Ed goals are met. End of new materials.
3. 7 CFR 272.2 (d)(2)(ix), Unobligated Funds Report: The State must inform FNS
by December 31 if and how much of its prior year allocation it cannot or does not
plan to obligate or expend for SNAP-Ed activities by the end of that Federal fiscal
year.
4. 7 CFR 272.1 (f), Record Retention: SNAP regulations require that all records be
retained for 3 years from fiscal closure.

Allowable Costs
How can a State agency determine if costs are allowable?
Allowable costs are those for which FNS will reimburse the State agency that incurred
them. To be allowable, a cost must:
1. Support an activity within the scope of SNAP-Ed, included in an approved SNAPEd State Plan
2. Conform to Federal Government-wide and SNAP-specific cost principles
3. Conform to Government-wide and SNAP-specific rules for specific items of cost

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What activities are chargeable to a State’s SNAP-Ed allocation?
The most fundamental Federal cost principle is that a cost must be necessary and
reasonable for the performance of the Federal program or program component in order
to be reimbursable from Federal funds. A cost that supports an activity that is outside
the scope of SNAP-Ed is unallowable, even if it otherwise conforms to the Federal cost
principles. To be allowable, all costs charged to SNAP-Ed must be valid obligations of
the State, local government or other sub-grantee, and must support activities described
in an approved SNAP-Ed Plan. The diversity of SNAP nutrition education and obesity
prevention activities makes it impossible to compile a comprehensive listing of all
allowable and unallowable costs. FNS will make all final judgments on what activities
support the delivery of SNAP-Ed. As examples, such activities may include, but are not
limited to, the following:
1. Employing State agency staff, such as Registered Dietitians with public health
training and experience or credentialed public health professionals, to plan,
oversee, and/or monitor the use of SNAP-Ed funds and nutrition education and
obesity prevention services.
2. Promoting and conducting physical activity interventions with members of the
SNAP-Ed population in conjunction with SNAP-Ed nutrition interventions or
activities. S ECTION 3, P HYSICAL A CTIVITY .
3. Food-related gardening and related education for nutrition education and obesity
prevention. S ECTION 3, G ARDENING .
4. Breastfeeding promotion activities conducted in collaboration with the WIC
Program. S ECTION 3, B REASTFEEDING .
5. Collecting information for use in providing nutrition education and obesity
prevention activities for the SNAP-Ed audience. Examples include but are not
limited to:
a. Simple measuring of height and weight by SNAP-Ed staff in determining
BMI to prepare for discussing the prevention or management of
overweight and obesity. Measurement and communication of weight
status should be done with careful consideration of the sensitive and
personal nature of this information. Consider if this is truly necessary for
the effectiveness of the intervention, and what actions to take in order to
prevent stigmatizing and alienating participants.
b. Administering dietary intake questionnaires on nutrition knowledge and
behaviors.
6. Evaluating SNAP-Ed projects and interventions as described elsewhere in this
Guidance.

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As examples, the following are not SNAP-Ed activities and their costs are not allowable
charges:
1. Medical nutrition therapy. A PPENDIX E, M EDICAL N UTRITION T HERAPY
2. Providing SNAP-Ed services to persons not eligible for SNAP-Ed.
3. Clinical health assessments of SNAP-Ed eligible individuals. Such assessments
include the measurement of cholesterol, blood glucose, or iron levels.
What Federal cost principles apply to SNAP-Ed costs?
The Federal cost principles identify certain criteria that an allowable cost must satisfy.
These criteria include, but are not limited to, the following:
2 CFR 200.404, Reasonable & Necessary Costs: A reasonable and necessary cost is
one that, in nature and cost, is one that a reasonable, prudent person would incur for
that purpose. Factors to consider include:
Reasonable costs:
•

Did the agency receive a program benefit that reflects the dollar amount
incurred?

•

Is the cost similar to market prices for comparable goods or services in that
geographic area?

•

What is the priority of the purchase as compared with competing demands on
limited resources?

•

Does the purchase carry nutrition education messages consistent with the DGAs
and meet the definition for SNAP-Ed allowable costs?

Necessary costs:
•

Is the good or service necessary to carry out essential functions of the program?

•

Can the purchase be avoided without adversely affecting the program’s
operations?

•

Has the agency performed an inventory of current items prior to new purchases?
As may be the case with Nutrition Education Reinforcement Items (NERI).

•

Has the agency significantly deviated from established practices and policies
regarding the purchase?

•

Does this purchase duplicate existing nutrition education and obesity prevention
activities in the area?

Areas that, in general, fall outside the Agency’s “reasonable and necessary” criteria and
would not be allowed include funding for infrastructure changes, like purchasing capital
equipment or building sidewalks. Organized efforts to influence elected officials or
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Section 3: Financial and Cost Policy
lobbying for legislative/policy changes are not considered reasonable or necessary for
SNAP-Ed. Initiatives that include educating policymakers can be appropriate.
2 CFR 200.405, Allocable Costs: A cost is allocable to SNAP-Ed if the goods or
services involved are chargeable (assignable) to SNAP-Ed in accordance with the
relative benefits obtained by the SNAP-Ed program. If a cost item benefits only SNAPEd, then 100 percent of it is allocable to SNAP-Ed. If a cost benefits multiple programs
or activities, a portion of the cost is allocable to each program. The portion allocated to
SNAP-Ed must be proportionate to the benefit SNAP-Ed received.
2 CFR 200 Appendix IV (4), Prorating Costs
A broader audience may benefit from a nutrition education effort whose cost is
otherwise allowable under SNAP-Ed. In this case, FNS may allow prorated costs that
reflect SNAP-Ed’s proportionate share of the total cost. The calculation of SNAP-Ed’s
share of the total cost is based on the number of the SNAP-Ed eligible individuals that
will receive the activities relative to the total population to be reached. For example, if a
SNAP-Ed project will reach 100 persons and 20 of these persons are SNAP-Ed eligible,
then 20 percent of the total costs may be counted as SNAP-Ed costs. FNS will consider
other reasonable methodologies that States describe in their SNAP-Ed Plans for
determining the proportion of the SNAP-Ed target audience that will be reached.
Additionally, other nutrition education and physical activity programs may share use of
some costs, such as building lease or rental costs, which are allowable for SNAP-Ed.
Agencies must prorate costs shared by multiple programs in a manner that reflects the
proportionate benefit received by SNAP-Ed. For example, if 30 percent of the staff
working in a building are SNAP-Ed staff, then 30 percent of the cost of the building
lease is allocable to SNAP-Ed. Similarly, if the SNAP-Ed program uses building space
for 25 percent of the time, then 25 percent of the cost of the space is allocable to SNAPEd.
States must show how prorated costs were calculated, fully describe the nature of such
costs, and demonstrate the value of the proposed activity to SNAP-Ed. Since activities
that target general audiences are often not designed with the needs of the SNAP-Ed
target audience in mind, the State must justify how the activity is a good vehicle for
reaching the SNAP-Ed audience and influencing their nutrition-related behaviors.
Costs Requiring Prior Approval in SNAP-Ed
Expenditures for Capital Equipment. The State agency must obtain prior Federal
approval before procuring or requesting payment for equipment valued at more than
$5,000 per item. Review and approval of equipment acquisition is normally conducted
during review of the proposed budget. Budget review should ensure that proposed
equipment requests do not duplicate previous years’ equipment purchases for the same
project. Inventory records must be maintained for equipment that is paid for with
Federal funds. A physical inventory is required, and the results must be reconciled with
property records, at least once every 2 years or more often.

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Costs Related to State SNAP-Ed Plan Amendments. Should a State agency make
changes to a SNAP-Ed Plan, the State must submit a Plan amendment for Federal
approval prior to incurring the related expenses in order to ensure that costs meet all
criteria for allowability. Further, if the scope of the activities in a Plan change,
regardless of the impact on the planned expenditures, a State must submit a Plan
amendment for FNS approval as required by 7 CFR 272.2(d)(2). See instructions
regarding P LAN A MENDMENTS in the G UIDELINES FOR D EVELOPING THE SNAP-E D
P LAN .
Where are the Federal cost principles located?
Additional guidance can be found at the following sources:
OMB Guidance:
•

2 CFR 200 Subpart D (Post Federal Award Requirements): administrative
requirements for Federal grant programs as applicable to SNAP-Ed State and
implementing agencies and subcontractors.

•

2 CFR 200 Subpart E (Cost Principles): cost principles for Federal grant
programs as applicable to SNAP-Ed State and implementing agencies and
subcontractors.

USDA departmental regulations:
•

2 CFR 400: adopts Office of Management and Budget (OMB) guidance in parts A
through F of 2 CFR 200 as USDA policy and procedure. 2 CFR 400 also
provides additional guidance regarding conflict of interest.

•

2 CFR 416: administrative requirements for State and local governments.

Program-specific guidance:
•

SNAP regulations at 7 CFR 277

What specific items of cost are allowable charges to SNAP-Ed?
Allowable administrative costs are operational costs of carrying out SNAP-Ed in
accordance with the State’s approved SNAP-Ed Plan. Lists of allowable and
unallowable cost items as examples appear in 2 CFR 200 Subpart E, § 200.420 through
§200.475. However, the vast array of possible costs precludes giving a comprehensive
list in either the OMB guidance or this Guidance. The OMB guidance states that its
failure to mention a particular item of cost does not imply that the cost is either allowable
or unallowable; rather, administering agencies should determine allowability on a caseby-case basis, considering the treatment or standards given in the OMB guidance for
similar or related items of cost. Allowable administrative expenses include, but are not
limited to:
•

Salaries and benefits of personnel involved in SNAP-Ed and administrative
support. All staff wages, salaries, and benefits must be computed on a
reasonable hourly basis commensurate with duties being performed, or the

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Section 3: Financial and Cost Policy
Federal minimum hourly wages established by the United States Department of
Labor.
– The wages and salaries shall be commensurate to the task an individual is
actually performing for SNAP-Ed, as opposed to reflecting other positions
for which he/she is credentialed. For instance, if a doctor or physician is
teaching a SNAP-Ed course as a Nutrition Classroom Educator, pay will
be commensurate with the activity of nutrition education in a classroom
rather than that of a physician.
–

Staff must record time as specified in this Guidance and the underlying
regulations and OMB circulars. For more information, see
D OCUMENTATION OF S TAFF T IME AND E FFORT IN THE F INANCIAL AND
C OST P OLICY S UPPLEMENT following this section.

•

Office equipment, supplies, postage, and duplication costs that are necessary to
carry out the project’s objectives

•

Charges for travel necessary to fulfill the approved Plan. The travel must conform
to official State, local, or agency travel regulations. Allowable travel costs are
subject to restrictions, such as prohibiting the charging of commercial airfare in
excess of coach or its equivalent. For more information, see C OST OF T RAVEL
AND C ONFERENCE A TTENDANCE in the F INANCIAL AND C OST P OLICY
S UPPLEMENT following this section.

•

Development and production of SNAP-Ed materials when no other appropriate
materials exist.

•

Memberships, subscriptions, and professional activities. Costs of institutional
memberships in technical and professional organizations necessary to effectively
implement an approved State SNAP-Ed Plan are allowable. Costs of individual
memberships in such organizations for personnel that work in SNAP-Ed are not
allowable. Professional registration or license fees paid by individuals are
unallowable costs because the fees would be considered personal expenses, not
institutional expenses.

•

Lease or rental costs

•

Maintenance and repair expenses

•

Indirect costs. See I NDIRECT C OSTS in the F INANCIAL
S UPPLEMENT following this section

•

Nutrition Education Reinforcement Materials (NERI). See N UTRITION
E DUCATION R EINFORCEMENT M ATERIALS in the F INANCIAL AND C OST P OLICY
S UPPLEMENT following this section

•

Cost of using publicly-owned building space. Includes depreciation based on the
building’s original acquisition cost, and such building-related costs as
maintenance and utilities; must not include costs of maintenance, utilities, etc.
directly if they are already charged as indirect costs.

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C OST P OLICY

Section 3: Financial and Cost Policy
What administrative expenses are not allowable for SNAP-Ed?
Unallowable administrative expenses include, but are not limited to:
•

Advertising and public relations: Costs incurred to publicize the organization,
as opposed to SNAP-Ed activities, are unallowable, except when incurred for
SNAP-Ed social marketing campaigns, recruitment of staff, acquisition of material
for the grant, or publishing the results or accomplishments of the grant.

•

Alcoholic beverages

•

Bad debts: Includes losses represented by accounts or claims written-off as
uncollectible and related costs. The related costs associated with delinquent
debts for which the State continues to pursue collection are allowable.

•

Contingencies: Contributions to an emergency reserve or similar provision for
events whose likelihood or magnitude cannot be forecast with certainty. These
are not insurance payments, which are allowable.

•

Contributions and donations: Usually these are political in nature.

•

Entertainment: Costs that are primarily for amusement or social activities. 2
CFR 200.438 states that entertainment costs are unallowable “except where
specific costs that might otherwise be considered entertainment have a
programmatic purpose and are authorized either in the approved budget for the
Federal award or with prior written approval of the Federal awarding agency.”
One example of this could be meals as provided during SNAP-Ed staff training
events (see C OSTS OF T RAVEL AND C ONFERENCE A TTENDANCE within
A DMINISTRATIVE E FFORTS ). Other related costs require a “reasonable judgment”
based on program purpose and why/when the activity takes place.

•

Fines and penalties: Includes fiscal penalties, damages, and other settlements
resulting from failure to comply with Federal, State, Tribal, local or Foreign laws
and regulations.

•

General government costs: Include costs of the Governor’s Office, the State
Legislature, the Judiciary, etc. While such costs are generally unallowable, some
may be charged as direct costs to a Federal grant if they clearly benefit that
grant. For example, if a person assigned to the Governor’s Office devotes 100
percent of his/her time to SNAP-Ed, the cost of his/her compensation may be
allowable. Each situation must be judged on its own merit.

•

Goods and services for private use

•

Indemnification: Payments to third parties and other losses not covered by
insurance.

•

Lobbying

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Section 3: Financial and Cost Policy
•

Losses not covered by insurance: See Indemnification above. These costs are
similar, but not the same.

•

Medical equipment: Used in clinical health assessment.

•

Pre-agreement costs: Costs incurred prior to the effective date of the grant
award are unallowable unless approved in advance by FNS.

•

Under recovery of costs under Federal grants: A shortfall in one Federal grant
cannot be recovered by charging it to another Federal grant. This is not the same
as charging two Federal grants for a share of the costs of the activity if both
funding agencies benefit from the activity funded. However, an allocations basis
must be established for sharing the costs in proportion to the benefit each
receives.

•

Volunteer services: Under 7 CFR 277.4(e), the value of volunteer services does
not represent any State expenditure or outlay, is therefore not a program cost,
and is unallowable.

Under, 2 CFR 200 Subpart E (Cost Principles) there are some unallowable cost
categories that apply to universities, in addition to those listed above:
•

Alumni activities (2 CFR 200.424).

•

Commencement and convocations (2 CFR 200.429).

•

Legal fees that result from a failure to follow Federal, State, Tribal, local or
Foreign laws: If certain specific conditions are met, the Federal government may
allow some legal fees. (2 CFR 200.441)

•

Housing, personal living expenses, and goods for personal use (2 CFR
200.445).

•

Interest (2 CFR 200.449), fund raising, and investment management (2 CFR
200.442): There are exceptions with prior approval but if the cost is shown, it
needs to be examined in light of the exceptions.

•

Lobbying (2 CFR 200.450).

•

Scholarships and student aid: There are exceptions that should be reviewed if
these costs appear in the budget (2 CFR 200.466).

•

Student activity costs (2CFR 200.469)

Federal Royalty Rights
Under 2 CFR 200.315, FNS reserves a royalty-free, non-exclusive right to reproduce,
publish, use, or authorize others to use videos, photocopies, illustrations, computer
programs such as DVDs, CD-ROMs, and related source codes, literature, or other
products produced with SNAP funds for Government purposes.
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The State and local agencies may sell videos, photocopies, illustrations, or literature to
other States for SNAP-Ed purposes at the cost of reproduction, plus shipping and
handling. If a State agency or local agency realizes Program Income from the sale of
nutrition education materials such as videos, literature, etc. paid with Federal dollars, it
shall report the amount to FNS as program income on the SF-425 form.
Any program income earned through the sale of print and audiovisual materials
produced under the grant must be used to reduce the cost of the grant to FNS. The
gross amount of program income may be reduced by the cost of producing that income.
For example, re-production costs may be deducted from the gross amount of program
income.
Partnering With Health Care Organizations
Financial Considerations
The allowability of this type of partnership for the delivery of SNAP-Ed depends on
whether the organization is public or private. The organization’s profit or non-profit
status is not relevant. There are three areas to consider carefully when initiating a new
contract or managing an existing SNAP-Ed program that utilizes a health care
organization:
1. Procurement regulations in some States or counties prevent awarding a contract
to a private health care organization without a public notice allowing other health
care organizations an opportunity to bid on the work. In addition, once a grantee
moves beyond using other governmental services, procurement requirements
become mandated. These include items such as the method of procurements
and dollar limits.
2. While the nature of a public health care organization may mean that SNAP
participants and eligible households will be involved, the health care organization
should still validate that it meets target audience categories described in this
Guidance. Additionally, the health care organization should meet the provisions
of allowable SNAP-Ed activities, i.e., health promotion and primary prevention of
disease should be the focus and aim of SNAP-Ed activities. The purpose of
public health care organizations is generally for secondary prevention and
medical nutrition therapy, which are not allowable SNAP-Ed expenditures.
3. Private, non-profit health care organizations receive the majority of their funding
from Medicare/Medicaid. Costs of activities funded under one Federal grant may
not be billed to another Federal grant. Unless the State involved is dedicated in
tracking these expenditures, it could be difficult in this environment to clearly
document costs and ensure they are charged to the correct grant or other cost
objectives.
Potential Partnerships with Non-Profit Hospitals
SNAP-Ed focuses exclusively on community-based, non-medical primary prevention,
while health care providers, hospitals and insurance systems typically provide
secondary and tertiary prevention. Secondary prevention focuses on individuals by
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Section 3: Financial and Cost Policy
lowering risk factors and treating disease, while tertiary prevention aims to help
individuals mitigate the effects of existing disease and disability. In some States,
SNAP-Ed has partnered successfully with Federally-Qualified Health Centers, local
health departments, free clinics, and other health care entities that serve SNAP-Ed
audiences on primary prevention projects that include education, social marketing, and
PSE interventions. Medical Nutrition Therapy is part of health care delivery and may not
be provided by SNAP-Ed.
Increasingly, large health systems are focusing on primary prevention as a means of
slowing the rise of health care costs and preventing readmissions. The Affordable Care
Act (Section 9007) community health benefits provision links hospitals’ tax-exempt
status to the development of a triennial needs assessment and implementation strategy.
This provision applies to not-for-profit hospitals that seek Federal tax-exempt status. As
a result, FNS encourages States to seek opportunities to partner with these hospitals for
their support of SNAP-Ed Plans and activities.
SNAP-Ed providers may identify opportunities for sustainable partnerships with these
groups to identify and implement evidence-based interventions and evaluations for lowincome populations. For example, hospitals’ community benefit programs can cover
costs of gardening project infrastructure and equipment or community meals beyond
what is allowable for SNAP-Ed. Hospitals and clinics can become sites for summer
meals, or pop-up or mobile farmers markets for SNAP-Ed PSE projects. For more
information on this process States may refer to CDC’s Resources for Implementing the
Community Health Needs Assessment Process http://www.cdc.gov/chinav/index.html
and New Requirements for 501(c)(3) Hospitals Under the Affordable Care Act
https://www.irs.gov/charities-non-profits/charitable-organizations/new-requirements-for501c3-hospitals-under-the-affordable-careact?_ga=1.49972196.378713778.1477075620.
Partnering With School Wellness Programs
The Child Nutrition and WIC Reauthorization Act of 2004 (Pub. L.108–265), required
each local educational agency (LEA) participating in the National School Lunch
Program (NSLP) and/or the School Breakfast Program (SBP) to establish a local school
wellness policy by School Year 2006. Local school wellness programs are intended to
empower local communities to work together to promote and reinforce healthy eating
and lifestyle behaviors. SNAP-Ed helps contribute to community health and wellness
goals by providing and supporting nutrition education and obesity prevention services
within eligible schools and other eligible venues. These activities help low-income
students and their families make healthy eating and physical activity-related decisions in
accordance with the DGA and MyPlate. While SNAP-Ed may pay for activities directed
to the SNAP-Ed target audience, it is not within its scope to pay for local initiatives that
are directed to the entire community. Such initiatives are the financial responsibility of
the community.
The Local School Wellness Policy Implementation Under the Healthy, Hunger-Free Kids
Act of 2010 Proposed Rule would require all LEAs participating in the NSLP and/or the
SBP to meet expanded local school wellness policy requirements, establish the
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Section 3: Financial and Cost Policy
framework for the content of these policies, ensure stakeholder participation in the
policy development, and require periodic assessment of compliance and reporting on
the progress toward achieving wellness policy goals 10. The rule also requires LEAs, as
part of the local school wellness policy, to implement policies for the marketing of foods
and beverages on the school campus during the school day consistent with nutrition
standards. LEAs are encouraged in the rule to include SNAP-Ed coordinators and
educators among others on local school wellness policy committees. Many SNAP-Ed
providers already provide nutrition education in classrooms and may be able to broaden
the reach of a school’s local school wellness activities through SNAP-Ed collaborative
efforts with other publicly or privately funded national, State, and local nutrition
education and health promotion initiatives and interventions. Working within school
wellness policy committees affords opportunities for SNAP-Ed providers to expand the
scope of the activities conducted in the school setting using PSE efforts.
SNAP-Ed providers may participate on — but not lead — school wellness committees.
Leadership in developing, implementing, maintaining, and enforcing the local wellness
policy remains the responsibility of the LEA. SNAP-Ed providers may offer consultation
on strategies that will help schools become community nutrition and wellness hubs.
Examples of other school wellness policy committee activities for which SNAP-Ed
providers may contribute expertise and/or funds to assist in:
•

School-based nutrition and physical activity environmental assessments

•

Healthy classroom checklists

•

Integrating physical activity into the school day through activities such as instant
recess

•

Use of non-food items for rewards

•

School or community gardens

•

Policies to allow use of school recreational facilities during non-school hours

•

Walking school buses

•

Training on Smarter Lunchrooms in partnership with school district staff

As part of the local needs assessment, local SNAP-Ed agencies must demonstrate how
these activities help to fill an unmet need in schools that lack the appropriate nutrition
education staff or resources.
States are reminded that SNAP-Ed funds may not be used for school-based food
service activities including school meals preparation and distribution, paying food
service workers, or any efforts focused on implementing new meal patterns for
reimbursable meals or snacks.

10
Local School Wellness Policy Implementation Under the Healthy, Hunger-Free Kids Act of 2010
Proposed Rule, February 26, 2014

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Section 3: Financial and Cost Policy
SNAP-Ed might be able to assist in some areas of school food service, as long as the
SNAP-Ed rules are followed. For example, SNAP-Ed might be able to help train school
food service personnel in culinary techniques to support healthy eating; such as
reducing sodium, preparing fruit and vegetables, or promoting students’ participation in
developing and taste testing healthy menu items, if such expenses do not duplicate
other FNS program and are targeted at SNAP-Ed eligible populations.
States should consult with Regional SNAP-Ed Coordinators should they have questions
about which activities are allowable

More Examples of Allowable and Unallowable Costs
Literature/Materials/Audiovisuals
Allowable
•

The nutrition education/promotion materials that address SNAP-Ed topics and
are for use with or distribution to the SNAP-Ed audience.

•

The purchase of other nutrition education materials, when there are no FNS or
CNPP materials available, that address SNAP-Ed topics and will be used with or
distributed to the SNAP-Ed target audience.

•

The production of State SNAP-Ed materials, for which no other comparable
materials exist that support the State’s goals and objectives for SNAP-Ed and will
be used with or distributed to the SNAP-Ed audience. States are encouraged to
collaborate with other FNS programs on the messages conveyed in SNAP-Ed
materials and in sharing the production costs.

Unallowable
•

Costs for any nutrition education materials that have already been charged to
another Federal or private program or source.

•

Any material that endorses or promotes brand name products or retail stores. If
a State or implementing agency chooses to use an evidence-based curriculum or
validated evaluation tool that includes brand name products as illustrations, the
agency must blur or otherwise obscure brand names and clearly identifiable
logos.

•

Manufacturer or store (cents off) coupons.

•

Purchase or production of written or visual material for purposes of lobbying or
influencing Federal, State, or local officials to pass or sign legislation or to
influence the outcomes of an election, referendum, or initiative.

•

Purchase or production of written or visual nutrition education messages that are
not consistent with the current DGA and MyPlate.

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Social Marketing Programs
Allowable
•

Electronic, outdoor, indoor, transit, and print announcements of nutrition
education and obesity prevention-related activities for the SNAP-Ed target
audience.

•

Social and multi-media initiatives that are part of comprehensive interventions.

•

Appropriate social marketing programs in which messages are delivered in
areas, venues, or using communication channels where at least 50 percent of the
audience is eligible for SNAP-Ed.

•

Social media, web sites, and other digital content designed for, tailored to, and
predominantly promoted to the SNAP-Ed target audience.

•

Television and radio announcements/advertisements that do not include a brief
message about SNAP, its benefits, and how to apply.

Unallowable
•

Social marketing that targets the general population. In some instances,
prorated costs based upon the number of the SNAP-Ed target audience that will
be reached with the campaign may be allowed. FNS may consider alternate
methods with justification.

•

Publication or dissemination of nutrition education and obesity prevention
messages that are inconsistent with the current DGA and MyPlate

•

Television and radio announcements/advertisements that contain messages
about SNAP, its benefits, and how to apply.

Equipment
Allowable
•

Purchase of office equipment. A State can donate equipment and use fair
market value. However, any fair market value has to be adjusted to reflect
Federal funding provided for the equipment. This can be arrived at by multiplying
the fair market value times the State’s percentage share invested in the
equipment.

•

Equipment shared with non-SNAP users when cost-shared with those users or
used by non-SNAP users when not needed for SNAP-Ed purposes as long as
such use is incidental.

•

Kitchen appliances, only with justification of need.

•

Cell phones may be purchased for staff who work predominantly in the field, or
away from a desk location with a land line. Cell phone purchases should be
limited, and efforts to share cell phones among staff only as needed for remote

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work are encouraged. If a cell phone is purchased for staff that works on multiple
grants, a cost allocation plan for the cell phone is required. Cell phones are “theft
sensitive” items and should be kept under close watch. Requests for cell phones
must be approved in advance by the FNS regional office.
•

Tablets/iPads are to be used for program delivery purposes, such as delivering
nutrition education or collecting data for evaluation. Tablets/iPads must be
shared with all staff that works remotely in the field. Devices must be checked out
and returned according to the non-Federal entity’s existing policies.
Tablets/iPads are “theft sensitive” items and should be kept under close watch,
and reasonable security measures must be developed if participant information is
collected. Requests for tablets/iPads must be approved in advance by the FNS
regional office.

•

A one-time purchase of a Wi-Fi hotspot to support tablet/iPad function is
allowable.

Unallowable
•

Expenditures for equipment that exceeds prior approval thresholds, i.e., $5,000
per unit, unless prior approval is received from FNS.

•

Medical equipment except for inexpensive equipment such as anthropometric
measuring tools that can be used to measure height and weight to determine and
discuss BMI and calorie balance/physical activity.

•

Purchases of cell phones and tablets/iPads without prior approval from the FNS
regional office.

•

Purchases of tablets/iPads for purposes other than program delivery or data
collection for evaluation.

Food Samples, Supplies, and Provisions
Allowable
•

Cost of food for recipe/taste testing purposes.

•

Cost of kitchen equipment and supplies necessary for food storage, preparation,
and display of food prepared for demonstration purposes.

•

Food samples associated with educational lessons.

Food service and safety are regulated by State and/or local agencies. All food
service activities must follow guidelines set out by cognizant agency (State or
local) responsible for oversight of food service.
Unallowable
•

Ongoing snack or food service.

•

Meal sized portions or complete meal service.

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•

Cost of food provided as groceries or supplemental food.

Nutrition Education and Obesity Prevention
Allowable
•

Classroom setting (salaries, space, equipment, materials) for SNAP Ed
audience. Primary purpose of class shall be to provide nutrition and obesity
prevention education. If nutrition and obesity education is included with other
topics, only that portion of class pertaining to these topics is an allowable cost.

•

Physical activity demonstration, promotion, and referral that includes a nutritionrelated message based on DGA connected to the intervention.

•

Classes on calorie balance (nutrition and physical activity) to manage weight
consistent with the DGA.

•

Activities that assist in advancing a nutrition education or obesity preventionrelated community or environmental change for the low-income population.

•

The pro rata share of costs of classes that are provided in conjunction with
another program, such as WIC, provided the State agency describes the method
for allocating costs between the programs.

•

Breastfeeding education, promotion, and support which is coordinated with WIC
and which supplements and complements WIC services, rather than duplicating
or supplanting them.

•

Messages that teach how to compare ingredients and nutrients among foods and
beverage products.

•

Diabetes prevention education, promotion, and support that focuses on obesity
prevention and is coordinated with multi-level interventions and/or public health
approaches.

•

Nutrition and food safety education for individuals impacted by disasters and
eligible for the Disaster Supplemental Nutrition Assistance Program (D-SNAP).

Unallowable
•

Classes that are designed to provide case management or “life skills” training
such as classes on English as a second language, parenting, child development,
crisis management, rental information

•

Medical nutrition therapy and secondary prevention interventions. A PPENDIX E,
D EFINITIONS

•

Weight loss classes specific to individuals, individualized meal plans, obesity
treatment programs, etc.

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•

Gym memberships, trainers, gym equipment, or facilities. A PPENDIX E,
P HYSICAL A CTIVITY

•

Clinical health screening (i.e., cholesterol testing, and blood glucose testing,
etc.).

•

Distribution of nutrition education and physical activity reinforcement items
costing over $5.00 each.

•

Nutrition education costs that are charged to another Federal program such as
WIC, EFNEP, Head Start.

•

Breastfeeding education, promotion, and support that duplicates or is provided
through WIC, EFNEP, or Head Start funding.

•

Education provided to incarcerated or institutionalized persons who are not
eligible for SNAP.

•

SNAP-Ed activities delivered to most able-bodied students, ages 18 through 49,
enrolled in college or other institutions of higher education at least half time. For
information on students that may be eligible:
https://www.fns.usda.gov/snap/students

Space Allocation
Allowable
•

Space allocated to SNAP-Ed and other programs under a plan whereby the
method of space/cost allocation between programs is documented and the costs
are tracked.

•

Space donated by local school districts, but only the cost of the space based on
depreciation.

Unallowable
•

Commercial rental space charges cannot be used for publicly owned space.

Staff and Training Costs
Allowable
•

SNAP-Ed-related training for program delivery staff

•

Staff time spent delivering nutrition education and obesity prevention activities to
the SNAP-Ed target audience. Time must be charged at a rate commensurate
with the duties being performed.

•

General briefings to community health care providers serving low-income
communities about food insecurity assessments and SNAP-Ed activities in the
community

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•

Compensation for State agency staff to plan, oversee, and/or monitor the use of
SNAP-Ed funds

•

New: Training for State agency staff on SNAP-Ed programs and services, so that
they can maximize notification of SNAP-Ed availability to participants and
applicants. End of new material.

•

Orientation of school, child care, or appropriate worksite food service staff on
collaborative PSE change efforts.

Unallowable
•

The time volunteers of a non-public agency, e.g., faith-based organizations,
many food banks, etc. spend performing SNAP-Ed specific duties.

•

A physician’s or other professional time spent conducting SNAP-Ed activities
when charges are based on a rate commensurate with his/her credentials as
opposed to the duties he/she is performing.

•

University courses that are not relevant to the practical delivery of SNAP-Ed to
the SNAP-Ed target population.

•

Training or development costs of food service workers or others not directly
associated with delivery of SNAP-Ed.

Policy, Systems, and Environmental Changes (PSEs)
Allowable
•

Costs associated with the implementation and maintenance of PSE efforts within
the scope of SNAP-Ed.

•

Consultation with partner organizations on promoting organizational policy and
practice changes that support healthy food and beverages, physical activity, and
reduced sedentary behavior (e.g., entertainment screen time).

•

Analyzing and preparing data reports and sharing information on the expected
benefits of PSE changes.

•

Consultation and training with food retailers, farmers, food distributors, and
farmers market managers on increasing access to and promotion of whole
grains, fruits and vegetables, and low-fat dairy.

•

Conducting environmental scans or assessments of the food and activity
environments where food and activity decisions and choices are made.

•

Community forums or meetings with SNAP-Ed eligible populations or service
providers on healthy eating and active living.

•

Point-of-purchase or point-of-decision signage and other behavioral cues to
action that promote healthy eating or physical activity choices.

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•

Resource kits with strategies for adopting, implementing, maintaining, and
evaluating policy, systems, and environmental changes.

•

Consultation with partner organizations on measures to address and reduce food
waste and maximize utilization and consumption of available healthy food
resources.

Unallowable
•

Costs associated with the establishment and maintenance of environmental or
policy changes outside of the scope of SNAP-Ed, such as infrastructure,
equipment, space, land, or construction.

•

Costs associated with capital improvements to retail stores, sidewalks, trails,
bicycle paths, or dining facilities.

•

Costs associated with refrigeration units or shelving in grocery or convenience
stores.

•

Financial incentives to community partners or retailers to support environmental
or policy changes.

•

Salaries for retail store staff, farmers market managers, or food service workers
for service operations.

•

License, permit fees or EBT equipment for farmers markets or food retailers.

Costs Associated with Other Activities
Allowable
•

Reimbursement for personal costs such as childcare, meals, lodging, and
transportation for recipients of SNAP-Ed to actively participate in focus groups,
needs assessment, and advisory groups to inform and improve SNAP-Ed
effectiveness. Allowable costs for focus group participants are intended to
reimburse for incurred costs, not to provide a financial incentive for participation.

•

If reimbursement is given in the form of a gift card, it is recommended that the
reimbursing organization issue gifts cards restricted from alcohol, tobacco and
gambling purchases.

•

Interventions that promote the selection of healthy foods from vending machines.

•

Participation on relevant nutrition education and obesity prevention related State
and local advisory panels focusing on the interests of the SNAP-Ed target
audience.

Unallowable
•

Organized efforts to influence elected officials and lobbying for legislative/policy
changes.

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•

Costs associated with surveillance or surveys of the general population that are
not prorated based on the number of likely SNAP-Ed population.

•

Money, vouchers, or passes provided to SNAP-Ed recipients to offset personal
costs incurred so that they may attend nutrition education and obesity prevention
classes, e.g., for childcare and transportation expenses.

•

Childcare or transportation services provided for SNAP-Ed recipients in
conjunction with SNAP-Ed activities.

Financial and Cost Policy Supplement
Costs Associated with Program Efforts
Physical Activity
T HE 2018 P HYSICAL A CTIVITY G UIDELINES FOR A MERICANS (https://health.gov/ourwork/nutrition-physical-activity/physical-activity-guidelines/current-guidelines) provide
Guidance to help Americans improve their health through appropriate physical activities.
FNS encourages States to include the related 2020-2025 D IETARY G UIDELINES FOR
A MERICANS (DGA) key recommendation, to meet the Physical Activity Guidelines for
Americans, in the SNAP-Ed Plans. Efforts to improve the health and fitness of program
participants could include:
•

Activities to help participants follow a healthy eating pattern by providing nutrition
education and linking it to program benefits.

•

Activities to encourage physical activity every day by promoting active living and
connecting people with community-based physical activity resources funded by
other appropriate entities. Physical activity, particularly when combined with
appropriate calorie intake, may aid weight loss and maintenance.

The provisions of 2 CFR 200 Subpart E allow FNS to make reasonable judgments as to
what is necessary and reasonable to deliver SNAP-Ed. Section 4028 of the 2014 Farm
Bill (Public law 113-79) reinforced the physical activity dimension of SNAP-Ed by
inserting “and physical activity” into section 28(b) of the FNA. This action recognizes
physical activity promotion as an integral part of SNAP-Ed. Costs incurred for that
purpose are allowable, subject to the following guidance.
Allowable costs include activities that educate participants and promote physical
activity, such as providing the SNAP-Ed audience with information and encouragement
to make physical activity part of their lifestyle. Allowable purchases may include
inexpensive physical activity equipment such as stability balls, hand weights, jump
ropes, and hula-hoops to use in ongoing physical activity in conjunction with nutrition
education provided to the low-income target audience. States should consult their
Regional SNAP-Ed Coordinator about reasonable physical activity-related interventions
for SNAP-Ed.

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The following form the basic principles of SNAP-Ed policy on physical activity:
•

Educational and program materials developed to promote and reinforce physical
activity for all target audiences should include messages that link nutrition and
physical activity, and explain the associated health benefits of active lifestyles.

•

All programming such as workshops, conferences, and trainings for SNAP-Ed
that encourages physical activity also should include promotion of healthy eating
patterns. Activities may include physical activity demonstration for the SNAP-Ed
audience and training for staff to develop skills to help SNAP-Ed participants.

•

FNS program State and implementing agencies may use nutrition education
funds to develop nutrition education and physical activity material that is
reasonable and necessary for SNAP-Ed purposes. Physical activity materials
should include a nutrition education message that promotes healthy eating and
link nutrition with physical activity. FNS encourages the use of existing materials,
especially existing FNS and CNPP materials, and ones available through the
SNAP-Ed Connection, CDC, and other Federal Government agencies. Using or
adapting successful interventions developed by others is preferable to
developing new materials.

•

FNS program State and implementing agencies are encouraged to coordinate
with community, faith-based, youth, recreational, and other organizations, whose
primary mission is to make regular opportunities for physical activity accessible
and actively promote and coordinate such activities.

•

FNS encourages PSE interventions that promote and support physical activity.

Examples of Costs Beyond the Scope for SNAP-Ed Physical Activity Education
and Promotion
Examples of unallowable costs include, but are not limited to, costs incurred for:
•

Health club, gym, or fitness class membership fees

•

Large expenditure equipment (e.g., bicycles, treadmills, ellipticals, weight sets,
etc.)

•

Facilities (rental or modifications)

•

Instructors for continuing exercise classes.

Examples of Acceptable Physical Activity Education and Promotion Costs
SNAP State agencies may make physical activity education and promotion coupled with
nutrition education available to the SNAP-Ed audience in a variety of ways. States may
develop or adapt existing educational materials to teach physical activity concepts
coupled with nutrition-related messaging or collaborate with partners on physical activity
PSE change efforts in schools, childcare, or communities as examples.

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Physical activity education and promotion as part of nutrition education sessions in
SNAP may include provision of general advice, demonstrations (instructional in nature),
nutrition education integrated into ongoing physical activity sessions, and community
resource information in order to encourage the SNAP-Ed population to engage in
regular physical activities.
CDC Division of Nutrition, Physical Activity, and Obesity Physical Activity Web page
provides a range of resources at http://www.cdc.gov/physicalactivity/index.html.
Physical activity information for youth is available at: https://www.nccor.org/nccortools/youthcompendium/
Gardening
Food-based gardening is a beneficial activity that leads to the economical production
and consumption of healthy and fresh food. New: Gardening projects funded by SNAPEd are intended to serve schools and communities eligible for SNAP-Ed, to teach food
gardening and promote physical activities benefits of gardening. They are not meant to
create gardens whose primary purpose is to donate food into the emergency food
system.
Costs for the rental or purchase of garden equipment (tractors, rototiller, cultivator, etc.)
or the purchase or rental of land for garden plots are not allowable. The purchase of
non-edible plants and items used for non-edible pollinator gardens are not allowable
The purchase of seeds, plants, small gardening tools and supplies such as fertilizer and
potting soil to assist in developing school and community food gardening projects are
allowable SNAP-Ed costs. These costs should be done in partnership with other funding
mechanisms to ensure sustainability of the project. End of new material. Educational
supplies, curricula, and staff salaries to teach food gardening concepts that reinforce the
beneficial nutrition and physical activity aspects of food gardening are allowable costs.
Staff salaries to establish and maintain community food gardens, such as in low-income
housing projects or schools may be allowable but should be submitted to FNS for prior
approval. Provision of time for food garden maintenance is an example of an
opportunity for community participation in addition to SNAP-Ed funding. Participants
may use program benefits to purchase seeds and plants for individual food gardening
purposes.
FNS encourages State agencies to coordinate with the Federal, State, local, and private
initiatives that create sustainable food gardens as PSE efforts to benefit schools and
communities through collaborative efforts. SNAP-Ed providers can play an instrumental
role in community food gardening for the low-income population. More information about
community gardening is available here:
http://www.cdc.gov/healthyplaces/healthtopics/healthyfood/community.htm
New: It is a requirement that all SNAP-Ed garden activities include nutrition education at
the gardening site. This can include indirect education channels, but direct education at
the gardening site is recommended. End of new material. For sites where this is
logistically infeasible, and/or in sites not located in low-income communities, where
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Section 3: Financial and Cost Policy
produce is being distributed at a partner site serving SNAP-Ed eligible individuals and
families, nutrition educated must be provided at the point of distribution. Nutrition
education should be related to the produce being distributed from the garden, and
inclusion of information about gardening and health is recommended.
All efforts should be taken to establish community garden sites in areas where they are
easily accessible for SNAP-Ed eligible individuals. In rare instances other sites may be
approved, though we leave this to regional discretion to approve based on the rationale
provided for the site – the rationale should be thoroughly documented and reasonable
to your judgment.
If a State intends to implement this type of intervention, their nutrition education efforts
must be evaluated. Some State and local agencies have only evaluated pounds of food
distributed and volunteer contributions, and this is not sufficient for SNAP-Ed.
Farmers Markets
Farmers Markets offer multiple opportunities to partner with SNAP-Ed providers.
States have the flexibility to implement PSE change efforts using multi-level
interventions for nutrition education and obesity prevention services at farmers
markets. Examples include:
•

Working to bring farmers markets to low-income areas, such as advising an
existing market on the process for obtaining Electronic Benefits Transfer (EBT)
machines to accept SNAP benefits and marketing farmers markets to low-income
individuals and communities

•

Providing nutrition education interventions at farmers markets serving lowincome communities, including food demonstrations and healthy recipes

•

Partnering with organizations that offer incentives for the purchase of fresh
produce at Farmers Markets

•

Consultation and training with farmers and farmers market managers on
increasing access to and promotion of fruits and vegetables, whole grains, and
low-fat dairy to low-income customers

Note that SNAP-Ed funds may not be used to provide the cash value of financial
incentives nor the cost EBT equipment, but SNAP-Ed funds can be used to
engage farmers markets and retail outlets to collaborate with other groups and
partner with them.
Food service and safety are regulated by State and/or local agencies. All food
service activities must follow guidelines set out by cognizant agency (State or
local) responsible for oversight of food service.
Breastfeeding
All SNAP-Ed activities that address the topic of breastfeeding must be planned and
implemented in collaboration with the State WIC agency and State Breastfeeding
Coordinator. The WIC Program should have the lead and primary role in all
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Section 3: Financial and Cost Policy
breastfeeding activities with SNAP-Ed supplementing existing WIC activities. A written
agreement such as an Inter-agency Agreement or Memorandum of Understanding
stating the degree of collaboration and the specific responsibilities of WIC (i.e., staff,
duties, and time) and SNAP-Ed shall be signed by all collaborating agencies and
maintained for inspection. SNAP-Ed can advance breastfeeding in its programming
through such activities as working on lactation policies and promotion at low-wage work
sites, childcare facilities, or other community venues. More information about
breastfeeding promotion is available at the Surgeon General’s Call to Action to Support
Breastfeeding at https://www.cdc.gov/breastfeeding/resources/calltoaction.htm, the WIC
Breastfeeding Support website at https://wicbreastfeeding.fns.usda.gov, and CDC’s
breastfeeding page at http://www.cdc.gov/breastfeeding/.
Nutrition Education Reinforcement Materials
New: Nutrition education reinforcement materials refer to products given to the SNAPEd audience or those closely associated with SNAP-Ed and are meant to reinforce the
objectives of the education provided to the participants. These items must have a direct
relationship to the desired nutrition or physical activity behavior change, and are not
meant to be provided just as an incentive. End of new material. Terms used to
describe these items include enhancement items, home reinforcements, and
educational extenders. Such items are allowable costs only if they are reasonable and
necessary, contain or reinforce nutrition and physical activity messages, and are of
nominal value.
FNS shall apply the general rules for determining the allowability of costs, as described
in OMB guidance, paramount among which are the reasonable and necessary cost
tests. Program reinforcement materials for nutrition education also should:
•

Have a clear, relevant, and useful connection to particular FNS/SNAP nutrition
education or obesity prevention messages.

•

Contain an educational message or have a use that is directly relevant to
reinforce behaviors among the SNAP-Ed target audience.

•

Have nutrition education and obesity prevention messages.

•

Have value as nutrition education and obesity prevention aids, for example
measuring cups to determine portion size or pedometers to track physical
activities.

•

Be offered only after weighing and assessing other relative needs and cost
effectiveness.

•

Be of nominal value of $5.00 or less per item.

•

Not be used solely for marketing or staff morale boosters.

If the reinforcement material is designed for physical activity promotion, it should be
provided in conjunction with relevant nutrition and physical activity messages. Items
that would be considered not allowable include:
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•

Celebratory items and items designed primarily as staff morale boosters.

•

Items that are not reasonable or necessary and/or have no nutrition education
message.

•

Any program reinforcement item intended for persons who are not SNAP-eligible
or potentially SNAP-eligible.

Knives are not considered acceptable NERI items. Knives should only be used for
recipe preparation for food demonstrations or direct education classes.
Administrative Efforts
College and University Students
Scholarships and Tuition
2 CFR 200.466 makes a distinction between scholarships, fellowships and other similar
financial transactions, and tuition remission and similar work/study payments. For
scholarships, costs may only be charged if (1) the purpose of the scholarship is for
training of selected students, and (2) approval is granted by the grantor agency. There
would need to be a necessary and reasonable judgment for approval of any scholarship
payment shown as a cost to SNAP-Ed. In general, this is not a necessary and
reasonable cost for the purposes of SNAP-Ed.
In the event the scholarship is based on research activity, FNS would normally not
accept the cost as being necessary and reasonable. The primary function of SNAP-Ed
is teaching nutrition education to the SNAP-Ed target audience. While basic research
may be a commendable activity for developing new methods or data, it is beyond the
basic purpose of this grant.
Tuition remission on the other hand may be allowable in whole or in part, depending on
the situation. The criteria for approval are:
•

There is a bona fide employer-employee relationship between the student and
the institution for the work performed.

•

The tuition or other payments are reasonable compensation for work performed
and are conditioned explicitly upon the performance of necessary work. Again,
any research activity should be carefully reviewed and in most cases will not be
approved due to the fundamental differences in our grants and other grants
provided for nutrition education and the institutional practice to similarly
compensate students in non-Federally funded activities as well as Federallyfunded grants.

Students who are working on SNAP-Ed under a tuition remission situation shall account
for their time, as would any full-time or part-time staff. The financial review of this charge
shall take into account both the type of work performed and the number of hours
worked. As with any charge, tuition remission can only be charged by the percentage of
time that the student or employee worked on SNAP-Ed. If the student is working 50
percent of their time on SNAP-Ed, only 50 percent of the tuition may be charged to
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Section 3: Financial and Cost Policy
FNS. Again, a necessary and reasonable judgment should be made as to the purpose
of the work and its impact on SNAP-Ed.
Documentation of Staff Time and Effort
Time and effort reporting is required by staff (cost share and salaried staff) devoting less
than 100% of their time to SNAP-Ed. Employees devoting 100% of their time to SNAPEd do not need to maintain weekly time sheets; however semi-annual time and effort
certification by a supervisor is required. For personnel activity reporting, States may use
methods approved by FNS Regional SNAP-Ed Coordinators to account for time spent
working on FNS programs. Time documentation forms must reflect after the fact
reporting and may not be completed in advance of the activity and later certified by the
employee. Implementing agencies must additionally comply with all State laws and
regulations regarding staff time and effort documentation.
Time documentation forms should be available for review during Management
Evaluations or upon request of the Regional Coordinator.
Standards for documenting Staff time also come from 2 CFR 200.430, which is
excerpted below.
(i) Standards for Documentation of Personnel Expenses
(1) Charges to Federal awards for salaries and wages must be based on records
that accurately reflect the work performed. These records must:
(i) Be supported by a system of internal control which provides reasonable
assurance that the charges are accurate, allowable, and properly allocated;
(ii) Be incorporated into the official records of the non-Federal entity;
(iii) Reasonably reflect the total activity for which the employee is compensated
by the non-Federal entity, not exceeding 100% of compensated activities (for
Institute of Higher Education {IHE}, this per the IHE's definition of Institutional
Base Salary {IBS});
(iv) Encompass both Federally assisted and all other activities compensated by
the non-Federal entity on an integrated basis, but may include the use of
subsidiary records as defined in the non-Federal entity's written policy;
(v) Comply with the established accounting policies and practices of the nonFederal entity (See paragraph (h)(1)(ii) above for treatment of incidental work for
IHEs.); and
(vi) [Reserved]
(vii) Support the distribution of the employee's salary or wages among specific
activities or cost objectives if the employee works on more than one Federal
award; a Federal award and non-Federal award; an indirect cost activity and a
direct cost activity; two or more indirect activities which are allocated using
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Section 3: Financial and Cost Policy
different allocation bases; or an unallowable activity and a direct or indirect cost
activity.
(viii) Budget estimates (i.e., estimates determined before the services are
performed) alone do not qualify as support for charges to Federal awards, but
may be used for interim accounting purposes, provided that:
(A) The system for establishing the estimates produces reasonable
approximations of the activity actually performed;
(B) Significant changes in the corresponding work activity (as defined by the
non-Federal entity's written policies) are identified and entered into the
records in a timely manner. Short term (such as one or two months)
fluctuation between workload categories need not be considered as long as
the distribution of salaries and wages is reasonable over the longer term; and
(C) The non-Federal entity's system of internal controls includes processes to
review after-the-fact interim charges made to a Federal awards based on
budget estimates. All necessary adjustment must be made such that the final
amount charged to the Federal award is accurate, allowable, and properly
allocated.
(ix) Because practices vary as to the activity constituting a full workload (for
IHEs, IBS), records may reflect categories of activities expressed as a
percentage distribution of total activities.
(x) It is recognized that teaching, research, service, and administration are
often inextricably intermingled in an academic setting. When recording
salaries and wages charged to Federal awards for IHEs, a precise
assessment of factors that contribute to costs is therefore not always feasible,
nor is it expected.
For States, local governments, and Indian Tribal Organizations, substitute processes or
systems for allocating salaries and wages to Federal awards may be used in place of or
in addition to the records described above if approved by the cognizant agency for
indirect cost.
State agencies may submit alternative methods of calculating time with appropriate
justification for consideration by the FNS Regional Office. The FNS region may consider
and approve alternative methods of calculating time that provide a reasonable
assurance of accuracy of the time estimate. Time records need not be submitted with
the Plan but should be maintained by the project for audit.
Indirect Costs
Indirect cost is a general term for certain types of costs that are incurred by the grantee
or sub-grantee in support of other allowable activities that are charged directly to
sponsoring Federal or State funding agencies. These indirect costs (also called
overhead costs) are determined through a variety of rates or “cost allocation plans” that
detail how the costs are to be shared by the funding agencies.
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Indirect cost rates are documented through an indirect cost plan, which is approved by a
cognizant agency. A cost allocation plan, also approved by a cognizant agency, is a
more extensive plan that combines many different allocations.
Historically indirect cost plans were reviewed and approved by a cognizant agency
officially assigned by OMB. Typically, OMB assigned cognizance to the Federal funding
agency that had the largest dollar amount involvement with the specific grantee. Within
that agency there was an office known as the Division of Cost Allocation or DCA. Due
to budget cuts, the DCA no longer reviews or approves indirect costs for sub-grantees.
Recently, these costs were claimed without any Federal review. FNS has determined
that under the new Uniform Guidance, the primary grantee (normally the State agency)
is responsible for review of indirect costs submitted by their sub-grantees. This policy is
currently implemented by other Federal agencies, including the Departments of
Education, Labor, and Health and Human Services.
FNS will accept indirect costs established through an indirect cost plan approved by the
appropriate State agency. We retain the right to review any and all such plans. In the
event a State agency has approved a plan that is determined to be unacceptable,
indirect costs charged through that plan may be disallowed.
If a cost can be directly attributed to one grant, then that cost may not be included in
either an indirect cost plan computation or any cost allocation plan. Indirect cost rates
are normally computed through a process where all indirect costs are added together
and then divided by the Modified Total Direct Costs. This results in a percentage that is
applied to each grant as its share of the indirect or overhead costs. For example, if
indirect costs total $16,000 and the Modified Total Direct Costs total $100,000, then the
indirect cost rate would be 16 percent. Each grant would then be charged 16 percent of
the total direct costs chargeable to that grant. In a cost allocation plan, usually meant for
a larger grantee, various costs are pooled and then allocated to the various grants
operated. Indirect costs may be claimed by grantees for the cost of activities operated
by sub-grantees. This would result in two indirect cost rates being applied to the grant.
In most cases, the rates are restricted to the first $25,000 of any flow through grants or
contracts. This is provided for in the construction of the Modified Total Direct Costs used
in development of the indirect cost rates.
If a grantee has an approved indirect cost plan or cost allocation plan, it should note the
indirect cost rate agreement in its SNAP-Ed Plan. FNS may request documentation in
support of the submitted indirect cost rate. The State agency should ensure that
documentation from either the Federally assigned cognizant agency or the State review
process will be available for FNS review if requested.
FNS will accept indirect cost rates for colleges and universities that have been approved
by the appropriate cognizant entity. Unless justification is provided, only the off-campus
rates may be used. If additional categories such as “other sponsored activities” are
covered, FNS will not accept “instructional rates” without justification. In most SNAP-Ed
Plans, only one rate may be used for each program charged. As a result, any
justification for using either the “on-campus” or “off-campus rate” should be based on
where the majority of the allowable activities take place. In the case of SNAP-Ed, the
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Section 3: Financial and Cost Policy
allowable activities are defined as those activities that provide nutrition education to the
SNAP eligible population. Other activities, such as research and data analysis, are not
the primary purpose of SNAP-Ed and should not be used in determining where the
majority of the activities take place. Indirect costs at colleges and universities are limited
to 26 percent of Modified Total Direct Costs, based on 2 CFR 200 Appendix III.
Small local agencies may not have staff with the expertise to develop indirect cost rates.
Local agencies that do not have a cognizant agency to review and approve their rates
may apply to the State agency for approval to use a rate developed either by or for the
local agency. They may obtain contracted accounting services as an allowable program
cost. Any costs of determining the indirect costs are themselves allowable costs and
may be included in the Plan budget as either direct or indirect costs. The State agency
should indicate, within the SNAP-Ed plan, its acceptance of the indirect cost rate. The
FNS Regional Office may accept or reject use of the rate based on the rate computation
documents. If the State agency does not accept the responsibility for approving the
indirect cost rate, or disapproves the rate, the FNS Regional Office will not accept the
rate.
State agencies are responsible for ensuring that indirect costs included in the State
SNAP-Ed Plan are supported by an indirect cost agreement approved by the
appropriate cognizant agency and are claimed in accordance with that agreement.
Cost of Travel and Conference Attendance
Travel expenditures are a variable cost. Per 2 CFR 200.432, a conference is “a
meeting, retreat, seminar, symposium, workshop or event whose primary purpose is the
dissemination of technical information beyond the non-Federal entity and is necessary
and reasonable for successful performance under the Federal award.” In order to be
considered for funding, the request shall provide a direct and clear link to providing
quality SNAP-Ed programming for the SNAP-Ed audience. The CFR also states that
“Conference hosts/sponsors must exercise discretion and judgement in ensuring that
conference costs are appropriate, necessary, and managed in a manner that minimizes
costs to the Federal award.” States are reminded that they may use a portion of their
SNAP-Ed allocation for State agency travel for the same purpose.
Agencies must provide the following information for all travel included in the SNAP-Ed
budget:
Travel Destination: Travel requests should be identified for in-state and out-of-state
purposes. States should note the destination of the meeting, training, or conference
attendance.
Travel Purpose and Justification
•

Justify the purpose of the travel request.

•

Describe how attendance is necessary to achieve SNAP-Ed program goals and
objectives and how the travel request supports the State’s SNAP-Ed goals and
objectives.

122 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Section 3: Financial and Cost Policy
•

Demonstrate how information will be disseminated to in-state educators,
collaborators, and SNAP office staff.

•

Number of staff attending.

•

Identify and justify the number and type of staff making the travel request.
– For attendance at national level conferences, the request should be
limited to no more than four (4) staff persons per State. When travel to a
national conference is similar in cost to local travel due to locality, States
may submit a request to their respective Regional Office for consideration
of limited attendance beyond four staff.
– For attendance at regional conferences or meetings, with attendance
invitations limited to a specific area, no more than six (6) staff persons are
allowed per State.
– For attendance at State or local conferences or meetings with attendees
limited to persons working within State borders (such as SNAC meetings),
no more than eight (8) staff persons are allowed per State.
– For attendance at any conference held virtually or remotely, additional
flexibilities may apply around the maximum number of allowable
attendees. Contact your Regional Office if you require specific flexibilities
for attending virtual conferences.
– If the attendance Guidance provided above does not allow you to meet the
needs of your SNAP-Ed activities, please contact your Regional Office to
determine if an alternative number of attendees is allowable.

Per Diem Rates: The standard State or Federal per diem rates shall be applied. These
can be found at https://www.gsa.gov/travel/plan-book/per-diem-rates. In addition, all
travel restrictions found in the OMB regulations (e.g., no per diem for travel status less
than 12 hours, no first-class tickets, etc.) shall be followed. If meals are provided to
minimize cost and time lost to local travel for meals, costs must be reasonable and per
diem must be reduced for meals provided in accordance with OMB regulations.
Additional detail can be found at https://www.ecfr.gov/current/title-41/subtitle-F.

123 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules

Appendix A: SNAP-Ed Plan and Annual Report Modules
New: The following tables provide recommended modules for consistent and
streamlined submission of the Plan and Annual Report, which are discussed in detail in
Section 2. These modules are subject to change. Refer to A PPENDIX E D EFINITIONS OF
T ERMS for terms used in these templates.

Plan Modules Summary
SNAP-Ed Plan Modules
1: Identify the Target Audiences and Their Needs
• Needs Assessment
– State-Specific Target Population Data
– Community Food Access Data
– Demographic Characteristics of SNAP-Ed Target Audience
– SNAP Participation
– Program Access for Diverse Target Audiences
– Coordination and Partnerships
– Agency/Workforce Capacity
• State Priority Goals
– 5 to 7 priority goals based on needs assessment
2: State SNAP-Ed Action Plan
• SMART Objectives
• Performance indicators
• Projects
• Nonproject activities
• SNAP-Ed Outreach
• Action plan overview
3: Planned Projects
• Brief description
• Link to SMART objectives
• Approaches (Direct Education, PSE and/or Social Marketing)
• Priority Population
• Project Outreach
• Direct Education and PSE Settings
• Social Marketing Campaigns
• SNAP-Ed Toolkit Interventions
• Other Previously Developed interventions
• New Interventions

124 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules

SNAP-Ed Plan Modules
4: Planned Evaluations
• Evaluation Name
• Project(s) Evaluated
• Evaluation Type (Formative, Process, Outcome or Impact)
• Evaluation Details
– Component to be evaluated
– Date range
– Data collection methods
– Planned use of results
5: Coordination and Collaboration
• Federal Nutrition, Obesity Prevention, and Health Programs
• Multisector Partnerships/Coalitions
• Indian Tribal Organizations
• Minority-Serving Institutions
6: Planned Staffing and Budget
• Planned Staffing
• Implementing Agency Budgets
• Project Budgets
• Other SNAP-Ed Expenditures
• Other Non-SNAP-Ed Funding
• Travel
• Indirect Cost
• Unobligated Balance from Previous Year
• Total Budget
7: Assurances and Signatures
End of new material.

125 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules

Staffing Plan Form
Provide the following summary by SNAP-Ed project for all paid staff in the budget.
Complete a summary for each project. Provide the Full Time Equivalents (FTE),
describe staff responsibilities as they relate to SNAP-Ed, and note the funding amounts
that will be paid by State and/or Federal funds. Add rows as needed.
Project Name:
Position Title
Attach statement of
work listing SNAPEd related job
duties for each
position

FTEs charged
to SNAP-Ed
Attach
definition of
FTE and basis
for
calculations

Percentage of
SNAP-Ed Time
Spent on
Management/
Administrative
Duties

Percentage of
SNAP-Ed Time
Spent on SNAPEd delivery.
Include all
approaches
described in
Guidance
Section 1

SNAP-Ed
Salary,
Benefits, and
Wages
Federal dollars
only

Empty cell

Empty cell

Empty cell

Empty cell

Empty cell

Total Staffing Budget: Enter total for all salary, benefits, and wages
from Federal dollars here.

126 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Empty cell

Appendix A: SNAP-Ed Plan and Report Modules

Project Budget Form
For each sub-grantee, provide the Federal cost for each planned nutrition project.
Provide a detailed breakdown that includes, at a minimum, the information contained in
the following table. An Excel version of this form is available online at the SNAP-Ed
Connection. Please note the clarification of some cost categories below in order to
comply with the Agriculture Improvement Act of 2018.
Federal Fiscal Year:
State: Sub-grantee Name:
Expenses

Unobligated
Balances
from
Previous FY

Current FY
Budget

Non-Federal
Support

Salary/Benefits

Empty cell

Empty cell

Empty cell

Contracts/Sub-Grants/Agreements

Empty cell

Empty cell

Empty cell

Non-Capital Equipment/ Office Supplies

Empty cell

Empty cell

Empty cell

Nutrition Education Materials

Empty cell

Empty cell

Empty cell

Travel

Empty cell

Empty cell

Empty cell

Building/Space Lease or Rental

Empty cell

Empty cell

Empty cell

Cost of Publicly-Owned Building Space

Empty cell

Empty cell

Empty cell

Maintenance and Repair

Empty cell

Empty cell

Empty cell

Institutional Memberships and
Subscriptions

Empty cell

Empty cell

Empty cell

Equipment and Other Capital
Expenditures

Empty cell

Empty cell

Empty cell

Total Direct Costs

Empty cell

Empty cell

Empty cell

Indirect Costs
(Indirect Cost Rate=_____)

Empty cell

Empty cell

Empty cell

Total Federal Funds

Empty cell

Empty cell

Leave blank

Total Federal Funds Including
Unobligated Balance from Previous FY

Leave Blank

Empty cell

Leave Blank

Estimated Unobligated Balance from
Current FY to Next FY, if any

Leave blank

Empty cell

Empty cell

Signature of Responsible Official: _______________________________________
Date: ______________________________________________________________

127 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules

Assurances and Signatures Forms
State Agency completion only: To assure compliance with policies described in this
Guidance, the SNAP-Ed Plan shall include the following assurances. Mark your
response to the right.
SNAP-Ed Plan Assurances

Yes No

The State SNAP agency is accountable for the content of the State
SNAP-Ed Plan and provides oversight to any sub-grantees. The State
SNAP agency is fiscally responsible for nutrition education activities
funded with SNAP funds and is liable for repayment of unallowable costs.

Empty
cell

Empty
cell

Efforts have been made to target SNAP-Ed to the SNAP-Ed target
population.

Empty
cell

Empty
cell

Only expanded or additional coverage of those activities funded under
the Expanded Food and Nutrition Education Program (EFNEP) are
claimed under the SNAP-Ed grant. Approved activities are those
designed to expand the State's current EFNEP coverage in order to serve
additional SNAP-Ed individuals or to provide additional education
services to EFNEP clients who are eligible for the SNAP. Activities
funded under the EFNEP grant are not included in the budget for SNAPEd.

Empty
cell

Empty
cell

Documentation of payments for approved SNAP- Ed activities is
maintained by the State and will be available for USDA review and audit.

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cell

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cell

Contracts are procured through competitive bid procedures governed by
State procurement regulations.

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cell

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cell

Program activities are conducted in compliance with all applicable
Federal laws, rules, and regulations including Civil Rights and OMB
circulars governing cost issues.

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cell

Empty
cell

Program activities do not supplant existing nutrition education programs,
and where operating in conjunction with existing programs, enhance and
supplement them.

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cell

Empty
cell

Program activities are reasonable and necessary to accomplish SNAPEd objectives and goals.

Empty
cell

Empty
cell

All materials developed or printed with SNAP Education funds include the
appropriate USDA nondiscrimination statement and credit to SNAP as a
funding source.

Empty
cell

Empty
cell

Messages of nutrition education and obesity prevention are consistent
with the Dietary Guidelines for Americans.

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cell

Empty
cell

128 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules
Supplemental Nutrition Assistance Program Annual Plan for SNAP-Ed
State SNAP Agency:
Date:
Federal Fiscal Year:
Certified By:
Date:
SNAP STATE AGENCY FISCAL REVIEWER
Date:

129 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules

Annual Report Modules Summary
SNAP-Ed Annual Report Modules (for FY2023 reporting)
New: 1: Executive Summary
• Key Successes
• SNAP-Ed Activities Review
• Reaching the Target Audience
2: Coordination and Collaboration
• Federal Nutrition, Obesity Prevention, and Health Programs
• Multisector Partnerships/Coalitions
• Indian Tribal Organizations
• Minority-Serving Institutions
3: SNAP-Ed Financial Reporting
• Implementing Agency Expenditures
• Project Expenditures
• Other SNAP-Ed Expenditures
• Indirect Cost
• Program Income (if applicable)
• Unobligated Balance
• SNAP-Ed Total Expenditure
4: Project and Activity Results
• Nonproject Activities
• Project Results
– Approach
– Interventions Used
– SNAP-Ed Indicator Measured
– Project Sites
– Direct Education
 Stage
 Languages
 Reach (race, ethnicity, gender, age)
 Mode of delivery
 Outcome Indicators Results
– PSE Initiatives
 PSE Change Maintained
 PSE Change Adopted
 Active Partners
– Social Marketing
 Stage
 Market Segments
130 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix A: SNAP-Ed Plan and Report Modules
SNAP-Ed Annual Report Modules (for FY2023 reporting)
 Reach and Engagement by Channel
– Indirect Channels
 Language
 Channel
– Other Results
5: Evaluation Reports
• Introduction
– Project(s) Evaluated
– Evaluation Type
• Design and Summary
– Component(s) Evaluated
– Data Collection Methods
– Results and Conclusions
– Use of Results (citation if applicable)
• Outcome and Impact Evaluation Objectives, Analysis, Results, Conclusions,
and Dissemination Plan
6: Major Challenges and Modifications
• Describe major challenges
• Describe how projects and nonproject activities will be modified to address
challenges
• What solutions can help prevent or overcome these challenges
7: Success Stories
• Background
– Title
– Site(s) or organization(s)
– Location
– Activity name
– Related SNAP-Ed Evaluation Framework Indicators
– Partners involved
• The Story
– Activity description
– Story narrative
End of new materials.
– Favorite quotes

131 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix B: Supplementary Checklists and Templates

Appendix B: Supplementary Checklists and Templates
The Checklist for Evidence-Based Approaches and the Checklist for Public Health
Approaches were developed by the Western Region and are used by some other
Regions. They provide detailed descriptions, steps, and examples that may assist
States as they consider approaches for delivery of nutrition education and obesity
prevention services.
The Budget Detail Template developed and used by the Mountain Plains Region is
completed in addition to the B UDGET S UMMARY FOR S UB - GRANTEES to gather
budgetary information in another format. States may wish to contact their Regional
SNAP-Ed Coordinators with questions about using these materials.
•

Reviewing State SNAP-Ed Plans Checklist

•

Checklist for Evidence-Based Approaches

•

Checklist for Public Health Approaches

•

Budget Detail Template

132 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Reviewing State SNAP-Ed Plans Checklist

Reviewing State SNAP-Ed Plans Checklist
This checklist is used to review SNAP-Ed Plans and may be helpful to consider during
the planning process.
Elements considered when reviewing SNAP-Ed Plans:
General

Yes

No

Was the plan submitted by 8/15?

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cell

Empty
cell

Is the plan complete?

Empty
cell

Empty
cell

Is the plan signed by appropriate State representatives?

Empty
cell

Empty
cell

Does the plan use appropriate modules?

Empty
cell

Empty
cell

Are copies of Interagency Agreements maintained by the State?

Empty
cell

Empty
cell

Overall, does the plan seem reasonable, and will it accomplish the SNAP
mission?

Empty
cell

Empty
cell

Needs Assessment

Yes No

Are methods and sources used appropriate?

Empty
cell

Empty
cell

Does it adequately define the audience and its needs?

Empty
cell

Empty
cell

Does it identify other nutrition and obesity prevention programs serving
low-income persons?

Empty
cell

Empty
cell

Does it identify areas that are underserved?

Empty
cell

Empty
cell

133 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Reviewing State SNAP-Ed Plans Checklist
Goals and Objectives

Yes

No

Are the State goals and objectives consistent with SNAP-Ed Plan
Guidance?

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cell

Empty
cell

Are objectives written in the SMART format?

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cell

Empty
cell

Are the key messages included?

Empty
cell

Empty
cell

Do the objectives relate to the State goals and objectives?

Empty
cell

Empty
cell

Do the activities target the SNAP-Ed target audience?

Empty
cell

Empty
cell

Are the activities adequately described?

Empty
cell

Empty
cell

Are the activities supported by research?

Empty
cell

Empty
cell

Are the activities consistent with Dietary Guidelines for Americans,
MyPlate, and the Physical Activity Guidelines for Americans?

Empty
cell

Empty
cell

Are materials to be used defined and appropriate?

Empty
cell

Empty
cell

Is there justification for development of new materials (if any)?

Empty
cell

Empty
cell

Is there a plan to capture behavior change (SNAP-Ed Evaluation
Framework indicators)?

Empty
cell

Empty
cell

Does the Plan incorporate public health approaches?

Empty
cell

Empty
cell

Does the Plan demonstrate a coordinated approach using the SEM?

Empty
cell

Empty
cell

Evaluation

Yes

No

Is the evaluation type defined?

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cell

Empty
cell

Is the methodology adequately defined?

Empty
cell

Empty
cell

Are plans for using the results defined?

Empty
cell

Empty
cell

Coordination Efforts

Yes

No

Are coordination efforts designed so duplication of efforts is eliminated?

Empty
cell

Empty
cell

Is SNAP-Ed’s role in State SNAP defined?

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cell

Empty
cell

134 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Reviewing State SNAP-Ed Plans Checklist
Staffing

Yes

No

Are administrative FTEs and program delivery FTEs appropriate for
described activities?

Empty
cell

Empty
cell

Do salaries relate appropriately to the work being performed?

Empty
cell

Empty
cell

Is the math in the template, correct?

Empty
cell

Empty
cell

Budget

Yes

No

Is there a budget justification for all Implementing Agencies?

Empty
cell

Empty
cell

Are costs reasonable and necessary?

Empty
cell

Empty
cell

Does the salary line item match the salary total on the staffing template?

Empty
cell

Empty
cell

Are indirect costs limited to 26 percent for Federal reimbursement
(applies to colleges and universities only)?

Empty
cell

Empty
cell

Is an indirect cost rate agreement included?

Empty
cell

Empty
cell

Is the math correct?

Empty
cell

Empty
cell

Assurances

Yes

No

Are assurances included?

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cell

Empty
cell

135 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Evidence-Based Approaches

Checklist for Evidence-Based Approaches
The purpose of this 4-step checklist is to help States and Implementing Agencies meet
SNAP-Ed evidence-based program and practice requirements. An evidence-based
approach for nutrition education and obesity prevention is defined as “the integration of
the best research evidence with the best available practice-based evidence.” Evidencebased allowable uses of SNAP-Ed funds include conducting and evaluating direct
education, PSE, and social marketing interventions.
An evidence-based approach may include a mix of strategies (broad approaches to
intervening on obesity prevention target areas) and interventions (specific set of
evidence-based, behavior-focused activities and/or actions to promote healthy eating
and active lifestyles). T HE SNAP-E D T OOLKIT I NTERVENTIONS at
https://snapedtoolkit.org/ contains an interactive listing of peer-reviewed evidencebased interventions at various setting, for various target populations, using the direct
education, PSE and social marketing strategies. The Toolkit is the starting point for
choosing evidence-based obesity prevention programs for SNAP-Ed.
Categories of Evidence-Based Approaches
FNS has identified three categories of evidence for strategies and interventions along a
continuum: research-tested, practice-tested, and emerging. These categories vary
according to scientific rigor, evaluation outcomes, research translation, and degree of
innovation. Each category along the continuum is vital for expanding and building the
knowledge base on effective practices. Movement along the continuum requires that
programs are fully implemented and evaluated.
Research-tested: The approach is based upon relevant rigorous nutrition and public
health nutrition research including systematically reviewed scientific evidence, and other
published studies and evaluation reports that demonstrate significant effects on
individual behaviors, food/physical activity environments, or policies across multiple
populations, settings, or locales.
Examples: Color Me Healthy, Baltimore Healthy Stores, Nutrition and Physical
Activity Self-Assessment for Child Care (NAP SACC)
Practice-tested: The approach is based upon published or unpublished evaluation
reports and case studies by practitioners working in the field that have shown positive
effects on individual behaviors, food/physical activity environments, or policies.
Examples: Eat Well Play Hard in Child Care Settings (New York), Empowering
Healthy Choices in Schools and Homes (Georgia)
Emerging: The approach includes community- or practitioner-driven activities that have
the potential for obesity prevention, but have not yet been formally evaluated for obesity
prevention outcomes. Evaluation indices may reflect cultural or community-informed
measures of success.
Examples: Eat Smart in Parks (Missouri), Fit Business Kit Worksite Program
(California)
136 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Evidence-Based Approaches
Intervention or Strategy Name:
Many strategies or interventions have already been
reviewed for their effectiveness for nutrition education
and obesity prevention. To begin, check if the approach
Step 1 is recognized as evidence-based by at least one
government or scientific agency, or listed in a registry
reviewed by experts and researchers in nutrition
education and obesity prevention.

Yes

No

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cell

National Collaborative for Childhood Obesity Research:
SNAP-Ed Interventions Toolkit
https://snapedtoolkit.org/

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cell

Empty
cell

Empty
cell

Food and Nutrition Service: Nutrition Evidence Systematic
Review (NESR)
https://nesr.usda.gov/

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cell

Empty
cell

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cell

National Cancer Institute: Research-Tested Interventions
Program
http://rtips.cancer.gov/rtips/programSearch.do

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cell

Empty
cell

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cell

U.S. Department of Health and Human Services: Guide to
Community Preventive Services
https://www.thecommunityguide.org/

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cell

Empty
cell

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cell

U.S. Department of Health and Human Services: Rural
Obesity Prevention Toolkit
https://www.ruralhealthinfo.org/community-health/obesity

Empty
cell

Empty
cell

Empty
cell

What Works for Health: Policies and Programs to Improve
Wisconsin’s Health
http://whatworksforhealth.wisc.edu/

Empty
cell

Empty
cell

Empty
cell

Empty
cell

Empty
cell

Other (specify, attach with submission):
____________________________________________

Notes/Comments:

If you answered to yes to any of the above, congratulations, your strategy or
intervention has been certified as evidence-based! If you answered no, go to Step 2.

137 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Evidence-Based Approaches

Step 2

A

B

Search for evaluation results for your intervention or
strategy with a university or public health partner using
the following guidelines.

Yes No

Is there at least one peer-reviewed 11, scientific journal article
that concludes your approach has significant positive impacts
on individual behaviors, food/physical activity environments, or
obesity prevention policies?
Journal, article title, publication date:

Was the approach tested and compared against some type of
control condition present (e.g., a similar venue or population
that does not receive the intervention or strategy) with
significant positive effects?

Empty
cell

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cell

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cell

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cell

Notes/Comments (including applicable supporting files to be attached with
submission):

If you answered yes to both items A and B, your approach is research-tested. Else, go
to item C.
Step
2

C

(continued)

Yes

Is there at least one evaluation report or case study that shows
your approach has positive changes in individual behaviors,
food/physical activity environments, or obesity prevention
policies?
Indicate title of report or study:

Empty
cell

No

Empty
cell

__________________________________________________
Please attach files in the submission
Notes/Comments (including applicable supporting files to be attached with
submission):
If you answered yes to item C, your approach is practice-tested. Else, go to Step 3.

11

Peer-reviewed articles have been critiqued by the author’s peers, who are experts in a given field or
academic discipline. Articles published in peer-reviewed journals meet standards of excellence in
scientific research. Examples of peer-reviewed journals with SNAP-Ed articles include: J OURNAL OF
N UTRITION E DUCATION AND B EHAVIOR and P REVENTING C HRONIC D ISEASE .

138 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Evidence-Based Approaches

Step 3

Many strategies or interventions have the potential for
obesity prevention, but have not been thoroughly tested.
The following criteria will help categorize an emerging
approach.

Yes

A

Does the approach align with the Dietary Guidelines for
Americans https://health.gov/our-work/nutrition-physicalactivity/dietary-guidelines, the Physical Activity Guidelines
for Americans, https://health.gov/our-work/nutrition-physicalactivity/physical-activity-guidelines and/or Healthy People
2030 objectives for Nutrition and Healthy Eating
https://health.gov/healthypeople/objectives-and-data/browseobjectives/nutrition-and-healthy-eating?

Empty
cell

Empty
cell

B

Does the approach reflect the budgetary and time constraints
of the low-income population?

Empty
cell

Empty
cell

C

Does the approach reflect solutions that would make healthy
eating and physically active lifestyles easier and more
appealing to SNAP-Ed participants? (Solutions that make
healthy choices easier may include changes in food retail, food
distribution, or recreation facilities, including hours of
operation, price, promotion, placement, marketing,
communication, and related operations and policies)

Empty
cell

Empty
cell

D

Will the approach be evaluated for changes in individual
behaviors, food/physical activity environments, or obesity
prevention policies?

Empty
cell

Empty
cell

No

If you answered yes to items A – D, go to item E. Else, your approach is not
considered emerging for SNAP-Ed.
E

Does the approach reflect the social, cultural, and/or linguistic
needs and resources of the low-income population(s) served?

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cell

Empty
cell

F

Does the approach address the results and implications of a
State or community needs assessment?

Empty
cell

Empty
cell

G

Does the approach address State or local priorities/strategic
plans?

Empty
cell

Empty
cell

Notes/Comments (including applicable supporting files to be attached with
submission):
If you answered yes to items E, F, or G (any one of them), your approach
is emerging.
Designate which category of
evidence applies:

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139 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Evidence-Based Approaches
Step For implementation purposes: There are different expectations for
4
program implementers when choosing among research-tested, practicetested, or emerging approaches. Research-tested programs, and some
practice-tested programs, have existing guidelines, materials, and tools
for implementers to use upon appropriate training on program delivery.
For certain emerging programs, there may be a need for development
and audience testing of new strategies and concepts, which may be cost
prohibitive. For each of the following criteria, you can use the symbols to
the right to help identify what is required, preferred, or possible.
Required

Preferred

Possible

1

Use SMART (simple, measurable,
attainable, realistic, timely) objectives

2

Justify that the reach of the SNAP-Ed
population warrants the cost of the
intervention

3

Justify the use of a novel or creative
approach

4

Use existing materials, implementation
guides, and resources

5

Conduct formative research, including
audience testing

6

Conduct a limited duration pilot test, and
refine strategy

7

Gain stakeholder input and put into place
partnership agreements to support
implementation and sustainability.

8

Ensure facilities and support provided by
partners are available on a consistent
basis

9

Train staff to implement the intervention

10

Assess that staff have a clear
understanding of the nature of the
intervention, how it is being implemented,
and their role

11

Determine whether implementation occurs
as intended

12

Replicate across multiple populations and
venues

13

Evaluate outcomes with appropriate
follow-up period based on program model

Research PracticeEmerging
Tested
Tested

140 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Evidence-Based Approaches
References:
Baker, S; Auld, G; MacKinnon, C; Ammerman, A; Hanula, G; Lohse, B; Scott, M;
Serrano, E;
Tucker, E; and Wardlaw, M. Best Practices in Nutrition Education for Low-Income
Audiences (2014).
Brennan L, Castro S, Brownson RC, Claus J, Orleans CT. Accelerating evidence
reviews and broadening evidence standards to identify effective, promising, and
emerging policy and environmental strategies for prevention of childhood obesity. Annu
Rev Public Health 2011;32:199-223
Cates, S., Blitstein, J., Hersey, J., Kosa, K., Flicker, L., Morgan, K., and Bell, L.
Addressing the Challenges of Conducting Effective Supplemental Nutrition Assistance
Program Education (SNAP-Ed) Evaluations: A Step-by-Step Guide. Prepared by
Altarum Institute and RTI International for the U.S. Department of Agriculture, Food and
Nutrition Service, March 2014.
Kaplan GE, Juhl AL, Gujral IB, Hoaglin-Wagner AL, Gabella BA, McDermott KM. Tools
for Identifying and Prioritizing Evidence-Based Obesity Prevention Strategies, Colorado.
Prev Chronic Dis 2013; 10:12027

141 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Public Health Approaches

Checklist for Public Health Approaches
The Healthy Hunger-Free Kids Act of 2010 transformed SNAP-Ed into a nutrition
education and obesity prevention grant program, explicitly adopting obesity prevention
as a major emphasis and allowing comprehensive community and public health
approaches for low-income populations. The purpose of this checklist is to help States
and Implementing Agencies use a public health approach for planning and
implementing SNAP-Ed projects. Following a general outline for program planning in
public health, there are three core steps: 1) engagement and assessment, 2) program
development and implementation, and 3) monitoring and evaluation. This checklist
provides examples of each of these steps. The checklist begins by describing the types
of SNAP-Ed policy, systems, and environmental change strategies and interventions,
and then provides steps and examples of program planning in public health. Please
keep in mind that in practice, these processes are more parallel and iterative, than they
are linear. SNAP-Ed programming may include comprehensive, multi-level interventions
at multiple complementary organizational and institutional levels. These approaches
may address several or all elements or levels of the socio-ecological model (SEM) and
may target individual factors, environmental settings, sectors of influence, and
social/cultural norms and values.
Categories of Public Health Approaches
Selected strategies should respond to unmet community need for public health
approaches that will make it easier for low-income children and families to engage in
lifelong behavioral changes. Policies, systems, and environmental (PSE) approaches
intend to supplement individual, group and community-based educational strategies
used by nutrition and physical activity educators in a multi-component program delivery
model. Education combined with PSE is more effective than either strategy alone in
preventing overweight and obesity.
SNAP-Ed providers can implement community and public health approaches that affect
a large segment of the population rather than solely targeting the individual or a small
group. Community and public health approaches include three complementary and
integrated elements: education, marketing/promotion, and policy, systems, and
environmental approaches. Using these three elements helps create conditions where
people are encouraged to act on their education and awareness and where the healthy
choice becomes the easy and preferred choice, which is facilitated through changes in
policy, systems, and the environment. By focusing activities on settings with large
proportions of low-income individuals and using evidence-based interventions that are
based on formative research with SNAP-Ed audiences, public health approaches can
reach large numbers of low-income Americans and might produce meaningful impact.
Policy: A written statement of an organizational position, decision, or course of action.
Ideally policies describe actions, resources, implementation, evaluation, and
enforcement. Policies are made in the public, non-profit, and business sectors. Policies
will help to guide behavioral changes for audiences served through SNAP-Ed
programming.

142 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Public Health Approaches
Example: A school that serves a majority low-income student body writes a policy
that allows the use of school facilities for recreation by children, parents, and
community members during non-school hours. The local SNAP-Ed provider can be a
member of a coalition of community groups that work with the school to develop this
policy.
Systems: Systems changes are unwritten, ongoing, organizational decisions or
changes that result in new activities reaching large proportions of people the
organization serves. Systems changes alter how the organization or network of
organizations conducts business. An organization may adopt a new intervention,
reallocate other resources, or in significant ways modify its direction to benefit lowincome consumers in qualifying sites and communities. Systems changes may precede
or follow a written policy.
Example: A local food policy council creates a farm-to-fork system that links farmers
and local distributors with new retail or wholesale customers in low-income settings.
The local SNAP-Ed provider could be an instrumental member of this food policy
council providing insight into the needs of the low-income target audience.
Environmental: Includes the built or physical environments which are
visual/observable, but may include economic, social, normative or message
environments. Modifications in settings where food is sold, served, or distributed may
promote healthy food choices. Signage that promotes the use of stairwells or walking
trails may increase awareness and use of these amenities. Social changes may include
shaping attitudes among teachers or service providers about time allotted for physical
activity breaks. Economic changes may include financial disincentives or incentives to
encourage a desired behavior, such as purchasing more fruits and vegetables. Note
that SNAP-Ed funds may not be used to provide the cash value of financial incentives.
Example: A food retailer serving SNAP participants or other low-income persons
institutes in-store signage with free educational materials to encourage consumer
selection of healthier food options based on the Dietary Guidelines for Americans
and MyPlate. A SNAP-Ed provider can provide consultation and technical assistance
to the retailer on preferred educational materials and positioning of signage to reach
the target audience through this channel.

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Checklist for Public Health Approaches
Step 1. Engagement and Assessment: Findings from
assessing the needs and assets of local settings should
inform the selected PSE approach. The following are
common components of stakeholder engagement and
community assessments.
Collect and analyze qualitative and quantitative data from
primary and secondary sources. Primary data is data that
one collects directly through surveys, interviews, and focus
groups; it often adds local or unique information difficult to
obtain through secondary data. Secondary data is existing
data which has already been collected by someone else.
Previous evaluation data may also be useful to the
assessment.

Yes No

Additional
Info.

Empty
cell

Empty
cell

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Incorporate stakeholder (e.g. local decision makers,
program partners, program participants) priorities and local
initiatives to determine the appropriate strategies.

Empty
cell

Empty
cell

Empty cell

Engage communities of focus and gain an understanding of
current issues of importance and relevance to them.

Empty
cell

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cell

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Form community advisory groups, or other bodies to
facilitate and maintain stakeholder input.

Empty
cell

Empty
cell

Empty cell

Coordinate with other FNS-funded programs such as the
Special Supplemental Nutrition Program for Women, Infants
and Children (WIC), the Child Nutrition Programs which
include the National School Lunch Program, and Summer
Food Service Program, to help ensure SNAP-Ed fills in gaps
left by other nutrition programs.

Empty
cell

Empty
cell

Empty cell

Partner with other existing services and resources at the
national, State, and local levels to further the reach and
impact of SNAP-Ed activities. Developing and enhancing
partnerships is critical to instituting policy, systems, and
environmental change strategies in communities.

Empty
cell

Empty
cell

Empty cell

Assess settings that are conducive to reaching a large
segment of the population, which otherwise would be
challenging to reach one person at a time.

Empty
cell

Empty
cell

Empty cell

Assess areas with barriers to the availability and/or
accessibility of healthy options (e.g. access to healthy and
affordable grocery stores, safe pedestrian walkways, and
parks and open spaces).

Empty
cell

Empty
cell

Empty cell

Determine what will serve as baseline data.

Empty
cell

Empty
cell

Empty cell

144 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Public Health Approaches
Step 2. Program Development and Implementation: The
program design is based on the conclusions drawn in
the Engagement and Assessment phase, and developed
as an appropriate response to the identified issues. Be
sure to build goals and objectives which reflect the
Yes No
socio-ecological model (SEM). The following are
components of program development and
implementation used in public health planning
processes.

Additional
Info.

Identify target population(s) to work with for the intervention.

Empty
cell

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cell

Empty cell

Identify appropriate PSE approaches, which complement
direct education and social marketing, based on the results
from Step 1. Engagement and Assessment.

Empty
cell

Empty
cell

Empty cell

Select and align goals and SMART (simple, measurable,
attainable, realistic, timely) objectives in at least two levels
of the SEM with the Multi-Level Frameworks, such as the:
SNAP-Ed Evaluation Framework
https://snapedtoolkit.org/framework/index/
CDC Obesity Prevention Framework
http://www.cdc.gov/pcd/issues/2012/11_0322.htm, or
NIFA Community Nutrition Education Logic Model
https://nifa.usda.gov/resource/community-nutritioneducation-cne-logic-model

Empty
cell

Empty
cell

Empty cell

Create a logic model that clearly links each component of
the policy and program changes to one another, and
connects these to the overall, long-term outcome of
improved nutrition, physical activity, and maintenance of
normal body weight.

Empty
cell

Empty
cell

Empty cell

Select and train implementers.

Empty
cell

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cell

Empty cell

Facilitate adoption, implementation, and maintenance.

Empty
cell

Empty
cell

Empty cell

Determine which existing materials, implementation guides,
and resources are appropriate to utilize.

Empty
cell

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cell

Empty cell

Create and develop additional resources, products, and
project materials.

Empty
cell

Empty
cell

Empty cell

Communicate progress to stakeholders.

Empty
cell

Empty
cell

Empty cell

145 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Public Health Approaches
Step 3. Evaluation: The changes that occur as a result
of the strategies used can be observed at the individual,
environmental and systems levels. Evaluating SNAPEd interventions using outcome measures that are
Yes No
specific to each intervention and the overall impact
using appropriate measures/indicators. The following
are components of evaluation commonly used in public
health interventions.

Additional
Info.

Choose evaluation outcomes with realistic and appropriate
measures.

Empty
cell

Empty
cell

Empty cell

Collect evaluation data that will inform decisions to be made
throughout implementation and later,
maintenance/improvement of the project.

Empty
cell

Empty
cell

Empty cell

Conduct a process evaluation.

Empty
cell

Empty
cell

Empty cell

Determine whether implementation occurs as intended.

Empty
cell

Empty
cell

Empty cell

Describe the reach of the intervention in terms of settings or
neighborhoods. For example, the number of SNAP-Ed
eligible individuals that benefitted from the change(s) during
the period assessed. Refer to RE-AIM (Reach,
Effectiveness, Adoption, Implementation, and Maintenance)
model in the SNAP-Ed Evaluation Framework.

Empty
cell

Empty
cell

Empty cell

Conduct an outcome evaluation.

Empty
cell

Empty
cell

Empty cell

Continue to monitor outcomes and make continuous
program improvements.

Empty
cell

Empty
cell

Empty cell

Replicate across multiple populations and venues, making
adjustments according to context.

Empty
cell

Empty
cell

Empty cell

Communicate and disseminate results to stakeholders and
funders.

Empty
cell

Empty
cell

Empty cell

Examples of Policy Systems, and Environmental (PSE) Approaches
Examples of PSE approaches that complement direct or indirect
nutrition education. Check the corresponding box for those that
have the potential to fit your project. This list is not exhaustive;
please write-in other proposed approaches for review.

Yes No

Use community or place-based messaging to promote access and appeal
for healthy foods, beverages, and/or physical activity.

Empty
cell

Empty
cell

Use digital or social media to promote access and appeal for healthy
foods, beverages, and/or physical activity.

Empty
cell

Empty
cell

146 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Checklist for Public Health Approaches
Examples of PSE approaches that complement direct or indirect
nutrition education. Check the corresponding box for those that
have the potential to fit your project. This list is not exhaustive;
please write-in other proposed approaches for review.

Yes No

Mobilize community partnerships around healthy eating and active living.

Empty
cell

Empty
cell

Develop wellness policies in schools, after-school, or childcare settings
sites that support children and family nutrition and health.

Empty
cell

Empty
cell

Participate in State or local food policy councils.

Empty
cell

Empty
cell

Create healthy corner stores or food retail policies and organizational
practices.

Empty
cell

Empty
cell

Develop nutrition standards at emergency food distribution sites.

Empty
cell

Empty
cell

Develop point-of-purchase marketing/signage at food retailers or food
distribution sites.

Empty
cell

Empty
cell

Providing training on Smarter Lunchroom Movements in school
cafeterias.

Empty
cell

Empty
cell

Develop systems that refer and link SNAP recipients to SNAP-Ed, and
vice versa.

Empty
cell

Empty
cell

Improve the quality of foods and beverages sold in vending machines.

Empty
cell

Empty
cell

Provide training or technical assistance to health or community
professionals on obesity prevention.

Empty
cell

Empty
cell

Develop healthy procurement policies, healthy nutrition standards, and/or
signage for senior nutrition centers and other congregate meals
providers.

Empty
cell

Empty
cell

Promote farmers markets, including SNAP at farmers markets.

Empty
cell

Empty
cell

Create work-site or church-based SNAP-Ed programs.

Empty
cell

Empty
cell

Link farms to institutions through farm stands or farm-to-where-you-are
initiatives.

Empty
cell

Empty
cell

Cultivate community or school gardens.

Empty
cell

Empty
cell

Allow for the use of school facilities for recreation during non-school
hours.

Empty
cell

Empty
cell

Promote access/appeal, or policy changes to support physical activity or
exercise.

Empty
cell

Empty
cell

Other, specify:

Empty
cell

Empty
cell

147 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Budget Detail Template

Budget Detail Template
FNS Strongly recommends the use of the Budget Detail Template. The Budget Detail Templates below (Figures B1 – B6)
are for illustrative purposes only, please use the fillable Excel version of this template available at the SNAP-Ed
Connection at https://snaped.fns.usda.gov/program-administration/guidance-and-templates. Template was developed by
Mountain Plains Region.
Figure B1. In-State Travel Budget Table.

Figure B2. Out-of-State Travel Budget Table

148 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Budget Detail Template
Figure B3. Non-Capital Equipment Budget Table

Figure B4. Office Supplies Budget Table

149 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Budget Detail Template
Figure B5. Salary and Fringe Budget Table

Figure B6. Nutrition Education Materials Budget Table

150 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix C: SNAP-Ed Connection and SNAP-Ed Toolkit Websites

Appendix C. SNAP-Ed Connection and SNAP-Ed Toolkit
Websites
SNAP-Ed Connection
SNAP-Ed Connection https://snaped.fns.usda.gov/ is a resource website for SNAP-Ed
administrators, State agencies, Implementing Agencies, educators, and others involved
in the SNAP-Ed program.
Contact SNAP-Ed Connection: [email protected]
SNAP-Ed Success Stories
Success stories from around the country are published on the website. All States are
welcome to submit as many stories as they would like. States are encouraged to use
the success stories tip sheet to write their stories. The tip sheet can be found at
https://snaped.fns.usda.gov/success-stories. All stories should include evaluation and
outcomes information. Stories are copyedited prior to publication.
SNAP-Ed Library
The SNAP-Ed Library contains materials created with SNAP-Ed funding and resources
that may be helpful to SNAP-Ed programs. Some of the materials include:
•

Curricula

•

Evaluation tools

•

State impact reports

It is a collaborative tool to allow States to share information so that there is no
duplication of efforts across the program. FNS encourages State and local projects to
submit materials that they have developed at
https://snaped.fns.usda.gov/node/add/library_material. All materials are reviewed
according to the SNAP-Ed Library Inclusion Criteria https://snaped.fns.usda.gov/snaped-library/inclusion-criteria.
SNAP-Ed Connection e-Bulletin
The e-Bulletin brings you updates to SNAP-Ed Connection, new resources, and
spotlights of SNAP-Ed programs from around the country. Subscribe at
https://public.govdelivery.com/accounts/USFNS/subscriber/new?topic_id=USFNS_191.
Photo Gallery
The Photo Gallery is a collection of copy-right free images that can be used in social
marketing campaigns, brochures, and other SNAP-Ed materials. Find photos at
https://snaped.fns.usda.gov/photo-gallery

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Appendix C: SNAP-Ed Connection and SNAP-Ed Toolkit Websites
SNAP-Ed Program Administration Resources
SNAP-Ed Plan Guidance and Plan Templates can be found at
https://snaped.fns.usda.gov/program-administration/snap-ed-plan-guidance-andtemplates
State SNAP-Ed Information
State SNAP-Ed information can be found at https://snaped.fns.usda.gov/state-snap-edprograms, including State contact information and websites. States should regularly
check the agency information to make sure that it is up-to-date and inform their FNS
Regional SNAP-Ed Coordinator if the information needs to be updated.

SNAP-Ed Toolkit
SNAP-Ed Interventions
The Interventions component of the SNAP-Ed Toolkit helps State and implementing
agencies identify and select evidence-based obesity prevention and policy, systems,
and environmental change (PSE) interventions to include in SNAP-Ed Plans. These
interventions help agencies comply with the requirement that State SNAP-Ed Plans
must include multi-level interventions or public health approaches that reach low-income
households most impacted by health disparities.
https://snapedtoolkit.org/interventions/find/
SNAP-Ed Evaluation Framework
The SNAP-Ed Evaluation Framework gives SNAP-Ed professionals the powerful ability
to collectively share successes. The Evaluation Framework is SNAP-Ed’s opportunity to
produce cumulative results using standardized, evidence-informed methods to share
with our clients, partner organizations, stakeholders, and policy makers.
https://snapedtoolkit.org/framework/index/
Trainings
The Trainings component of the SNAP-Ed Toolkit includes access to online webinars,
courses, and other training material (e.g., how-to guides) for State and implementing
Agencies. The various trainings provide guidance on program development, delivery,
and evaluation as well as on equity and professional development. Continuing
education credits are available for some trainings. Identification of training material for
inclusion in the Toolkit is reviewed by the SNAP-Ed Toolkit team.
https://snapedtoolkit.org/training/about-the-trainings/

152 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials

Appendix D. Guidelines for Nutrition Education Materials
State agencies should design SNAP-Ed materials to address the cultural, literacy,
language, and income needs of the SNAP-Ed target audience.
State agencies should submit media messages and materials prior to their release to
FNS Regional Office staff for review, particularly when States are planning large media
campaigns and productions.
FNS reserves a royalty-free, non-exclusive right to reproduce, publish, use, or authorize
others to use photographs, videos, recordings, computer programs and related source
codes, literature, or other products produced, in whole or in part, with SNAP funds for
Government purposes. Please review O THER F EDERAL P OLICIES R ELEVANT TO
A DMINISTRATION OF SNAP-E D : F EDERAL R OYALTY R IGHTS for additional information
and CFR citation.
Materials with subject matter that is beyond the scope of SNAP-Ed, including the
screening for diseases and the treatment and management of diseases, are not
allowable costs.
FNS encourages State agencies to submit their materials to the SNAP-Ed Connection
for consideration and inclusion in the SNAP-Ed Library at
https://snaped.fns.usda.gov/node/add/library_material

Guidelines for Duplicating or Editing SNAP-Ed Materials
If the materials will be reproduced as is, nothing needs to be done.
When any changes or additions are made to the content or design of SNAP-Ed
materials, the SNAP and USDA logos must be removed and the following statement
must be added:
“Adapted from U.S. Department of Agriculture, Supplemental Nutrition
Assistance Program. USDA does not endorse any products, services, or
organizations. Provided by (organization’s name).”
If the name or logo of an organization or company is added to the document, the SNAP
and USDA logos must be removed and the following statement must be added:
“Adapted from U.S. Department of Agriculture, Supplemental Nutrition
Assistance Program. USDA does not endorse any products, services, or
organizations. Provided by (organization’s name).”

Guidelines for Use of the USDA and SNAP Logos
Use of the USDA logo must follow requirements as stated in the USDA V ISUAL
S TANDARDS G UIDE . This guide provides detailed requirements for standards such as
logo colors, size, and placement within documents. The guide can be found at
https://www.usda.gov/sites/default/files/documents/visual-standards-guide-january2013.pdf.

153 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Use of the SNAP logo must follow requirements as stated in the S UPPLEMENTAL
N UTRITION A SSISTANCE P ROGRAM (SNAP) U SING THE SNAP L OGO guide. The guide
is located at https://www.fns.usda.gov/snap/logo-guidance.

Nondiscrimination Statement Use
The nondiscrimination statement lists all of the prohibited bases for discrimination
contained in the USDA Civil Rights Policy Statement. Materials that should have the
nondiscrimination statement include print (e.g., brochures, newsletters, education
curricula, etc.) and non-print (e.g., audio, videos, websites, etc.) forms of
communication. Documents developed, adapted, or reprinted by State and
implementing agencies receiving financial assistance from FNS must have the following
shortened nondiscrimination statement: “This institution is an equal opportunity
provider.” when used specifically for SNAP-Ed. In general, anything that features
USDA logos, such as MyPlate, or communicates SNAP-Ed programming information,
including times, dates, and locations as well as objectives and outcomes of classes or
activities, falls into this category. Moreover, all communication must comply with Section
508 (meet accessibility standards) and all applicable civil rights laws, regulations,
Executive Orders, and policies (see https://www.section508.gov/training/ for relevant
information).
The full nondiscrimination statement provided at the end of this appendix document is
rarely, if ever, required for SNAP-Ed. It is necessary to have if SNAP or other FNS
program eligibility or application information is provided. For online sites, individual
SNAP-Ed webpages should provide the full version of the nondiscrimination statement if
there is information that requires the full statement to be featured even if it is on a
different webpage of the site. A recommendation is to link to the appropriate version,
available at https://www.fns.usda.gov/usda-nondiscrimination-statement, in the footer of
the site.
The nondiscrimination statement should be made available in English or other
languages appropriate for the local population served or directly affected by any USDA
program or activity. Please be sure to use the provided USDA translations, rather than
have the statement translated for you. Translated versions of the nondiscrimination
statement will be available in the following languages:
Amharic

Farsi

Hindi

Arabic

Vietnamese

Hmong

Armenian

Laotian

Korean

Chinese (both
Traditional and
Simplified)

Portuguese (Brazil)

Russian

Serbo-Croatian

Somali

Haitian Creole

Khmer

Thai

Polish

Urdu

154 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Please refer to https://www.fns.usda.gov/usda-nondiscrimination-statement for more
information on translated statements.
SNAP-Ed State and Implementing Agencies are required to notify applicants with
disabilities and limited English proficiency (LEP) persons of their right to free language
assistance and accommodations and provide free language assistance and
accommodations upon request.
SNAP State Agencies must also ensure equal opportunity access for persons with
disabilities. This includes ensuring that communications with applicants, participants,
members of the public, and companions with disabilities are as effective as
communications for people without disabilities. Persons with disabilities who require
alternative means of communication of program information, including web-based
information, must be provided with alternative formats (e.g. Braille, large print,
audiotape, American Sign Language, etc.). If materials developed and released by the
USDA are needed in alternative formats, please contact the SNAP-Ed National Office
by emailing [email protected] with the type of alternative format requested (Braille,
large print, etc.), the quantity desired, and a mailing address. Additionally, State
Agencies that participate in SNAP must take reasonable steps to ensure that LEP
persons have meaningful access to programs, services, and benefits. This includes the
requirement to provide bilingual program information and certification materials and
interpretation services to single-language minorities in certain project areas.
The nondiscrimination statement is not needed if a document meets the following
criteria:
•

is not funded by the USDA/SNAP-Ed;

•

only contains content that provides general information for the public (examples
are menus, calendars, and recipes); and

•

has no SNAP or SNAP-Ed program information or reference to SNAP application
or eligibility.

When in doubt about proper usage of the nondiscrimination statement, refer to your
regional SNAP-Ed Coordinator.

155 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Example Documents
Example 1: Since the handout below includes program information, such as goals
and objectives, it would require the short nondiscrimination statement, “This
institution is an equal opportunity provider.”

Example 2: The Farmer’s Market Stir-Fry recipe does not provide SNAP-Ed
program information or use a USDA or MyPlate logo, so nondiscrimination statement
is not required.

156 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Example 3: The web page pictured below includes a link to application forms for
SNAP benefits; therefore, it requires the full nondiscrimination statement from the
USDA website at https://www.fns.usda.gov/usda-nondiscrimination-statement. The
link to the appropriate statement can be placed in the footer.

Example 4: The website pictured below does not link to or feature SNAP benefit
information or applications, so the short nondiscrimination statement suffices.

157 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Example 5: This participant recruitment flyer would require the short
nondiscrimination statement since it includes SNAP-Ed program information, such
as locations and contact details. Although the program is not explicitly referred to as
a “SNAP-Ed” activity, the short nondiscrimination statement is required because the
program provides nutrition education using SNAP-Ed funding

158 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Full Nondiscrimination Statement
English:
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA)
civil rights regulations and policies, the USDA, its Agencies, offices, and employees,
and institutions participating in or administering USDA programs are prohibited from
discriminating based on race, color, national origin, sex, religious creed, disability, age,
political beliefs, or reprisal or retaliation for prior civil rights activity in any program or
activity conducted or funded by USDA.
Persons with disabilities who require alternative means of communication for program
information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should
contact the Agency (State or local) where they applied for benefits. Individuals who are
deaf, hard of hearing or have speech disabilities may contact USDA through the Federal
Relay Service at (800) 877-8339. Additionally, program information may be made
available in languages other than English.
To file a program complaint of discrimination, complete the USDA Program
Discrimination Complaint Form, (AD-3027) found online at:
https://www.usda.gov/oascr/filing-program-discrimination-complaint-usda-customer ,
and at any USDA office, or write a letter addressed to USDA and provide in the letter all
of the information requested in the form. To request a copy of the complaint form, call
(866) 632-9992. Submit your completed form or letter to USDA by:
1.

mail: U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410

2.

fax:

3.

email: [email protected]

(202) 690-7442 or

This institution is an equal opportunity provider.
Spanish
Las agencias estatales o locales de SNAP y FDPIR, y sus beneficiarios secundarios,
deben publicar el siguiente Aviso de No Discriminación:
De conformidad con la Ley Federal de Derechos Civiles y los reglamentos y políticas de
derechos civiles del Departamento de Agricultura de los EE. UU. (USDA, por sus siglas
en inglés), se prohíbe que el USDA, sus agencias, oficinas, empleados e instituciones
que participan o administran programas del USDA discriminen sobre la base de raza,
color, nacionalidad, sexo, credo religioso, discapacidad, edad, creencias políticas, o en
represalia o venganza por actividades previas de derechos civiles en algún programa o
actividad realizados o financiados por el USDA.

159 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix D: Guidelines for Nutrition Education Materials
Las personas con discapacidades que necesiten medios alternativos para la
comunicación de la información del programa (por ejemplo, sistema Braille, letras
grandes, cintas de audio, lenguaje de señas americano, etc.), deben ponerse en
contacto con la agencia (estatal o local) en la que solicitaron los beneficios. Las
personas sordas, con dificultades de audición o con discapacidades del habla pueden
comunicarse con el USDA por medio del Federal Relay Service [Servicio Federal de
Retransmisión] llamando al (800) 877-8339. Además, la información del programa se
puede proporcionar en otros idiomas.
Para presentar una denuncia de discriminación, complete el Formulario de Denuncia de
Discriminación del Programa del USDA, (AD-3027) que está disponible en línea en:
https://www.usda.gov/sites/default/files/documents/USDAProgramComplaintFormSpanish-Section508Compliant.pdf, y en cualquier oficina del USDA, o bien escriba una
carta dirigida al USDA e incluya en la carta toda la información solicitada en el
formulario. Para solicitar una copia del formulario de denuncia, llame al (866) 632-9992.
Haga llegar su formulario lleno o carta al USDA por:
1.

correo: U.S. Department of Agriculture
Office of the Assistant Secretary for Civil Rights
1400 Independence Avenue, SW
Washington, D.C. 20250-9410;

2.
3.

fax: (202) 690-7442; o
correo electrónico: [email protected].

Esta institución es un proveedor que ofrece igualdad de oportunidades.
Edits and size requirements
Additions, edits, or deletions to the Civil Rights statement are not allowed. The
minimum font size for nondiscrimination statements for brochures is 8 point. For all
other printed materials and web pages, the statement must be legible. Use of a smaller
font size must be approved by FNS CRD in writing.

Credit
Credit should be provided to SNAP as a funding source on newly developed and
reprinted materials. FNS recommends the following statements:
English: “This material was funded by USDA's Supplemental Nutrition Assistance
Program - SNAP.”
Spanish: “Este material se desarrolló con fondos proporcionados por el Supplemental
Nutrition Assistance Program (SNAP en inglés) del Departamento de Agricultura de los
EE.UU. (USDA siglas en inglés).”

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Appendix D: Guidelines for Nutrition Education Materials

About Team Nutrition Materials
Team Nutrition is an initiative of the US. Department of Agriculture’s Food and Nutrition
Service that supports the Child Nutrition Programs through training and technical
assistance for foodservice, nutrition education for children and their caregivers, and
school and community support for healthy eating and physical activity. The goal of
Team Nutrition is to improve children's lifelong eating and physical activity habits
through nutrition education based on the principles of the Dietary Guidelines for
Americans and MyPlate. SNAP-Ed and Team Nutrition materials may be used to
deliver direct nutrition education and physical activity through Approach One.
Under the Team Nutrition initiative, FNS provides numerous high-quality free
educational materials for schools and childcare. Materials developed under the Team
Nutrition initiative utilize six communication channels:
1. food service
2. classroom
3. school
4. home
5. community
6. media
These channels offer a comprehensive network for delivering consistent and reinforcing
nutrition messages to children and their caretakers. Social cognitive theory provides the
theoretical framework for Team Nutrition, as this addresses personal, behavioral, and
environmental factors that influence behavior.
Articles about the Team Nutrition approach include:
•

The Story of Team Nutrition http://www.fns.usda.gov/story-team-nutritionexecutive-summary-pilot-study; and

•

The Team Nutrition Pilot Study: Lessons Learned From Implementing a
Comprehensive School-based Intervention
https://pubmed.ncbi.nlm.nih.gov/12047818/

The development process for Team Nutrition materials includes the following:
•

Review of peer-reviewed nutrition education literature

•

Application of Social Cognitive Theory and development of behaviorally focused
objectives

•

Formative research with the target audience to test concepts, nutrition education
messages, and images

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Appendix D: Guidelines for Nutrition Education Materials
•

Alignment with educational standards, such as math, science, English, and
health

•

Formative research of draft materials with the target audience (e.g., piloting of
materials in classrooms, focus group testing of parent materials, teacher
interviews, etc.)

•

Review by Child Nutrition experts and stakeholders

•

Review by U.S. Department of Agriculture and the Department of Health and
Human Services via a Dietary Guidelines Work Group for consistency with the
Dietary Guidelines for American and technical accuracy

Examples of Team Nutrition materials (https://www.fns.usda.gov/tn) include:
•

Grow It, Try It, Like It! (Pre-K)

•

Discover MyPlate: Nutrition Education for Kindergarten

•

Serving Up MyPlate: A Yummy Curriculum (Grades 1-6)

•

The Great Garden Detective Adventure (Grades 3-4)

•

Dig In! Nutrition Education from the Ground Up (Grades 5-6)

•

Fueling My Healthy Life (Grades 6-8)

Start Simple with MyPlate
CNPP’s Start Simple with MyPlate campaign was developed to
promote healthy eating and physical activity. No matter your
age, healthy eating is important. Small changes matter, so let’s
help Americans make every bite count. Start Simple with
MyPlate today!
•

S TART S IMPLE WITH M Y P LATE (www.MyPlate.gov)
provides tips and recipe ideas from the five MyPlate food
groups (Fruits, Vegetables, Grains, Protein Foods, Dairy) that Americans can
easily incorporate into their busy lives no matter their food preferences, cultural
traditions, health status, or budget.

•

The goal of Start Simple is to help consumers meet their food group targets and
eat healthy.

•

Start by taking the MyPlate Quiz to find out what food group recommendations
you are meeting and where you might need more help.

•

Download the Start Simple with MyPlate App to set daily, achievable goals to
help you eat healthy throughout the day and week.

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Appendix D: Guidelines for Nutrition Education Materials

Food and Drug Administration (FDA) Nutrition Label Educational
Materials
FDA's Center for Food Safety and Applied Nutrition (CFSAN) has a wealth of
educational materials that make it easy to understand and use the Nutrition Facts label,
Menu Labeling, and other nutrition and food safety topics. Consumers, educators,
teachers, dietitians, and health professionals are invited to check out CFSAN's many
online resources, and downloadable and printable materials in the CFSAN Education
Resource Library (https://epublication.fda.gov/) and on CFSAN’s Nutrition Education
Page (https://www.fda.gov/food/food-labeling-nutrition/nutrition-education-resourcesmaterials).

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Appendix E: Definitions of Terms

Appendix E: Definitions of Terms
Activity refers to actual work performed by program personnel to implement objectives.
Administrative Costs refers to the financial costs characterized by the following types
of activities:
•

Dollar value of salaries and benefits associated with staff time dedicated towards
the administration of SNAP-Ed

•

Cost of training for performing administrative functions like record keeping and
accounting, etc.

•

Cost of reporting SNAP-Ed activities

•

Operating costs

•

Indirect costs for those administrative staff not covered above

•

Other overhead charges associated with administrative expenses (i.e. space,
human resource services, etc.)

Allowable Cost refers to costs that are reimbursable from Federal program funds
because they support SNAP-Ed and conform to Government-wide and SNAP-specific
cost policy.
Applicant refers to person/households who have actually applied for the SNAP.
New: Approaches are types of intervention strategies. There are three SNAP-Ed
approaches. Plans must include approach 1. Plans also must include approach 2 or 3;
both may be included.
1. Individual or group-based direct nutrition education, health promotion, and
intervention strategies
2. Comprehensive, multi-level interventions at multiple complementary
organizational and institutional levels
3. Community and public health approaches to improve nutrition and obesity
prevention End of new material
Behavior indicates action rather than knowledge or attitudes.
Behaviorally Focused Nutrition Messages are those that are (a) related to healthy
food choices, for example, eating lower fat foods, adding one fruit each day, and
switching to whole grain breads; (b) related to other nutrition or physical activity issues,
for example encouraging breast feeding practices; (c) related to the environmental
impact of dietary practices, including safe food handling, promoting community walking
groups; (d) related to food shopping practices that increase purchasing power and
availability of food including using store coupons, joining store clubs for added
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Appendix E: Definitions of Terms

discounts, and purchasing in bulk; and (e) food security such as applying for nutrition
assistance programs (i.e. WIC, SNAP, Child Nutrition Programs, Food Distribution
Programs, etc.).
Budget Projection: FNS-366A is a budget report submitted by State agencies to FNS
to request the amount of annual funds needed to operate SNAP. It is the form used to
support the annual funding request. Any need for additional funds require a revised
366A.
Capital Equipment is non-expendable property having a value of $5000 or more per
item at the time of acquisition. Capital equipment shall (7CFR 277 (OMB Circular A87)) be inventoried and accounted for every 2 years by a physical inventory process.
Capital equipment shall be disposed of in accordance with Federal property
management requirements.
Census Tracts are small, relatively permanent geographic entities within counties (or
the statistical equivalent of counties) delineated by a committee of local data users.
Generally, census tracts have between 2,500 and 8,000 residents and boundaries that
follow visible features. Census tract data may be used in targeting audiences for
delivery of SNAP-Ed.
Child Nutrition Programs include the National School Lunch Program, the School
Breakfast Program, the Child and Adult Care Food Program, the Fresh Fruit and
Vegetable Program, the Summer Food Service Program, the Special Milk Program, and
the Seamless Summer and the Afternoon Snacks Program.
Cognizant Federal Agency refers to the Federal agency that has been identified by
OMB that is responsible for establishing indirect cost rates. For more information see
item A PPENDIX E, I NDIRECT C OSTS .
Organization

Cognizant Federal Agency

State Public
Assistance Agencies

Dept. of Health and Human Services (DHHS)

All Other State
agencies

Federal agency identified by OMB

Educational
Institution

Department of Education, Department of Defense-Naval
Research or DHHS, depending on which provided more
Federal funds over the last 3 years

Nonprofit
Organization

Normally the Federal agency with the largest dollar value of
award with the organization

Collective Impact is the commitment by a group of actors from different sectors to a
common agenda to solve complex social problems such as healthy eating or obesity
prevention. Collective impact requires five conditions for success: a common agenda,
shared measurement, mutually reinforcing activities based on a common action plan,
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Appendix E: Definitions of Terms

continuous communication, and backbone support to guide the group’s actions, provide
technical support, and mobilize resources.
Commodity Supplemental Food Program (CSFP) is the program that works to
improve the health of low-income persons at least 60 years of ages by supplementing
their diets with nutritious USDA foods.
Corrective Action or Required Corrective Action: actions proposed or taken by an
operating organization (State or implementing agency) to respond to a finding of
noncompliance with Federal regulations, Agency Instructions, and Policy Memos.
Data Mining: the search for relationships and global patterns that exist in large
databases, but are `hidden' among the vast amounts of data.
Desk Review: activity performed by FNS staff while not on-site – examples include
review of printed files, electronic media, etc. Desk reviews are completed like an on-site
review except that staff does not travel to the location whose operations are under
review.
New: Direct education is an evidence-based, behavior-focused nutrition education and
physical activity intervention conducted at the individual and interpersonal levels with an
intensity and duration that supports behavior change and allows for active engagement
in-person or through interactive media. End of new material
Education and Administrative Reporting System (EARS): an annual data and
information collection process completed by SNAP State agencies. It collects uniform
data and information on nutrition education activities funded by SNAP during the prior
fiscal year. New: This reporting system for SNAP-Ed will be phased out after FY 2022
reporting. End of new material.
Effectiveness is the extent to which pre-established objectives are attained as a result
of program activity, as indicated by performance measures.
EFNEP is the Expanded Food and Nutrition Education Program of the National
Institute of Food and Agriculture, U.S. Department of Agriculture. EFNEP is conducted
by Cooperative Extension, through a Federal, State, and local (community-based)
partnership. It serves youth and families with limited financial resources in all States and
U.S. Territories. 1862 and 1890 Land-Grant Universities provide State-level leadership
for local programming. EFNEP employs paraprofessionals to deliver evidence-based,
hands-on, interactive lessons to participants. State and local EFNEP leadership also
contribute to policy, systems, and environmental change efforts through their Extension
and University connections. EFNEP staff work collaboratively with SNAP-Ed staff to
increase reach and facilitate improved nutritional well-being among low-income
populations nationwide. For more information on EFNEP and supporting resources, see
https://nifa.usda.gov/program/about-efnep.
Emerging Strategies or Interventions are community- or practitioner-driven activities
that have the potential for obesity prevention, but have not yet been formally evaluated
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Appendix E: Definitions of Terms

for obesity prevention outcomes. Emerging strategies or interventions in SNAP-Ed
require a justification for a novel approach and must be evaluated for effectiveness.
Evidence-Based Approach for nutrition education and obesity prevention is defined as
the integration of the best research evidence with the best available practice-based
evidence. The best research evidence refers to relevant rigorous nutrition and public
health nutrition research including systematically reviewed scientific evidence. Practicebased evidence refers to case studies, pilot studies, and evidence from the field on
nutrition education interventions that demonstrate obesity prevention potential.
Evidence may be related to obesity prevention target areas, intervention strategies,
and/or specific interventions. The target areas are identified in the 2020-2025
D IETARY G UIDELINES FOR A MERICANS (see
https://www.dietaryguidelines.gov/resources/2020-2025-dietary-guidelines-onlinematerials). SNAP-Ed services may also include emerging strategies or
interventions, which are community- or practitioner-driven activities that have the
potential for obesity prevention, but have not yet been formally evaluated for obesity
prevention outcomes. Emerging strategies or interventions require a justification for
a novel approach and must be evaluated for effectiveness. Intervention strategies
are broad approaches to intervening on specific target areas. Interventions are a
specific set of evidence-based, behaviorally–focused activities and/or actions to
promote healthy eating and active lifestyles. Evidence-based allowable use of funds
for SNAP-Ed include conducting and evaluating intervention programs, and
implementing and measuring the effects of policy, systems, and environmental
changes in accordance with SNAP-Ed Guidance.
Finding: identification of non-compliance with program regulations, FNS Instructions
and Policy Memos. Each finding is associated with a required corrective action.
Fiscal Year is the Federal Fiscal Year that runs from October 1 of one year through
September 30 of the following year.
Food Bank means a public or charitable institution that maintains an established
operation involving the provision of food or edible commodities, or the products of food
or edible commodities, to food pantries, soup kitchens, hunger relief centers, or other
food or feeding centers that, as an integral part of their normal activities, provide meals
or food to feed needy persons on a regular basis.
Food Distribution Program on Indian Reservations (FDPIR) provides USDA foods to
income-eligible households living on Indian reservations, and to Native American
households residing in approved areas near reservations or in Oklahoma.
Food Pantry/Food Shelf: a public or private nonprofit organization that distributes food
to low-income and unemployed households, including food from sources other than the
Department of Agriculture, to relieve situations of emergency and distress.
Full-Time Equivalent (FTE) employment, as defined by the Federal government,
means the total number of straight-time hours (i.e., not including overtime pay or holiday
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Appendix E: Definitions of Terms

hours) worked by employees divided by the number of compensable hours (2,080
hours) in the fiscal year. According to this definition, annual leave, sick leave,
compensatory time off, and other approved leave categories are considered “hours
worked” for purposes of defining FTE employment. States may define FTEs differently
than the Federal standard. States may use their own definition of FTEs in their SNAPEd Plan, but shall clearly state the definition and the basis for the calculation.
Functional Areas: program activities performed by the State agency that are examined
and measured in an management evaluation (ME).
GIS is Geographic Information System Mapping and refers to a system for storing,
editing, and displaying geographical information on a computer.
Grantee means the agency of the State responsible for administering SNAP. Federal
funds are paid to this agency for all food costs, and for 100 percent of all non-food
expenditures, including program administration and nutrition education. The grantee in
turn takes agreements with local agencies (sub grantees) to conduct SNAP-Ed
activities. Federal funds are made available to pay for 100 percent of all allowable
nutrition education costs on a payment basis.
Implementing Agencies contract with State agencies to provide SNAP-Ed and include
Cooperative Extension offices, universities, State departments of health or education,
State level nutrition networks, food banks, and other organizations.
Indirect Cost Rate is a rate typically computed by summing all indirect costs then
dividing the total by the Modified Total Direct Costs. The resulting percentage is applied
to each grant to determine its share of the indirect or overhead costs. Indirect cost rates
applied in the SNAP-Ed plan shall be documented through an indirect cost plan that is
approved by a cognizant agency. If the rate is not approved, the computation of the rate
shall be acceptable to FNS.
New: Indirect Education Channel or Indirect Channel is the distribution or display of
information and resources, including any mass communications, public events (such as
health fairs), and materials distribution, which involve no participant interaction with an
instructor or multimedia. End of new material
Interventions are a specific set of evidence-based, behaviorally–focused activities
and/or actions to promote healthy eating and active lifestyles.
Lobbying is any activity or material to influence Federal, State, or local officials to pass,
or sign legislation or to influence the outcomes of an election, referendum, or initiative.
Low-Income Persons are people participating in or applying for SNAP, as well as
people with low financial resources defined as gross household incomes at or below
185 percent of poverty. National School Lunch Program data on the number of children
eligible for free and reduced-price meals, which represents children in families with
incomes at or below 185 percent of poverty, or Census data identifying areas where
low-income persons reside, are examples of available data sources that can be used to
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Appendix E: Definitions of Terms

identify low-income populations. Participation in other means-tested Federal assistance
programs may also be used as a proxy for low-income since these individuals have
gross family incomes below 185 percent of poverty.
Management Evaluation (ME): periodic assessment of the accomplishment of
program objectives and compliance assessment of State agency and local program
operations including compliance efficiency, effectiveness and quality of service that
results in a report that indicates ME findings, observations, and noteworthy initiatives.
Marketing Orders generally refer to USDA or State programs that support prices and
consumption of various fruits, vegetables, milk, eggs, and meat. Funds are collected
from the producers and used to publicize the item in question. Limits to production are
also enforced (for example both Florida and California have orange marketing order
boards). With some constraints, money and services provided by marketing boards can
comprise an allowable component of a State Plan. However, the promotion of a specific
item (for example, only oranges) is not an allowable expense.
Means-tested programs are those that require the income and/or assets of an
individual or family to fall below specified thresholds in order to qualify for benefits.
There may be additional eligibility requirements to receive these programs, which
provide cash and noncash assistance to eligible individuals and families. For SNAP-Ed
the threshold is at or below 185 percent of the Federal Poverty Level.
Medical Nutrition Therapy Services means the assessment of the nutritional status of
patients with a condition, illness, or injury (such as diabetes, hypertension, gout, etc.)
that puts them at risk. This includes review and analysis of medical and diet history,
laboratory values, and anthropometric measurements. Based on the assessment,
nutrition modalities most appropriate to manage the condition or treat the illness or
injury are chosen and include the following:
•

Diet modification and counseling leading to the development of a personal diet
plan to achieve nutritional goals and desired health outcomes.

•

Specialized nutrition therapies including supplementation with medical foods for
those unable to obtain adequate nutrients through food intake only; parenteral
nutrition delivered via tube feeding into the gastrointestinal tract for those unable
to ingest or digest food; and parenteral nutrition delivered via intravenous
infusion for those unable to absorb nutrients.

Medical nutrition therapy services are outside the scope of SNAP-Ed, and their cost
is unallowable. Allowable SNAP-Ed activities focus on primary prevention of
disease. Accordingly, they include activities to help the SNAP-Ed population to
prevent or to postpone the onset of chronic disease by establishing more physically
active lifestyles and healthier eating habits. By contrast, medical nutrition therapy is
a secondary intervention that focuses on helping people already afflicted with the
disease and its effects and to prevent additional disability. Medical nutrition therapy
services are not allowable SNAP-Ed costs.
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Appendix E: Definitions of Terms

Multi-level interventions reach the target audience at more than one level of the SEM
and mutually reinforce each other. Multi-level interventions generally are thought of as
having three or more levels of influence.
Needs Assessment is the process of identifying and describing the extent and type of
health and nutrition problems and needs of individuals and/or target populations in the
community.
Non-capital Equipment is property having a value of less than $5,000 per item at the
time of acquisition. This equipment is generally treated as supplies and is not required
to be included in any property management system. Treatment and disposition of nonexpendable equipment should be done in accordance with State or local property
management requirements.
Non-Federal Public Agency is a State or local government agency or entity, including
State universities and colleges, and instrumentalities of the State, such as organizations
that are chartered by State or local governments for public purpose.
New: Nonproject activities are all efforts funded by SNAP-Ed other than projects that
are designed to accomplish State priority goals and objectives. Examples include
comprehensive needs assessments, general staff training (e.g., civil rights training),
technical assistance, and peer-to-peer learning that benefit staff across multiple
projects. Other examples include convening of coalitions, contracted services such as
evaluation and formative research, and other activities not tied to a specific project.
Note that administrative activities, such as procurement, are neither projects nor
nonproject activities. End of new material
Noteworthy Initiatives: projects and practices worthy of recognition that can be shared
with other State agencies for replication and in an effort to improve program operations.
New: Nutrition Security is defined as the consistent access, availability, and
affordability of foods and beverages that promote well-being and prevent (and if
needed, treat) disease, particularly among racial/ethnic minority populations,
populations living under the Federal poverty line, and rural and remote populations. End
of new material.
Observation: identification of a program weakness or area needing improvement which
may involve management practices or an unregulated activity. This is associated with a
suggestion.
On-Site: FNS activity performed at a State agency’s office, local office, or program
operating site/location, for example any activity not performed in FNS offices. This may
include local agency visits, store visits, interviewing staff, review of computer systems,
participant files, reports, forms, and records.
Open Finding: A finding in which the corrective action has not been implemented by
the SA and/or validated by FNS.

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Appendix E: Definitions of Terms

New: Outreach: “SNAP Outreach” is a the SNAP functional area which provides
information or assistance to individuals who might be eligible for SNAP
(https://www.fns.usda.gov/snap/supplemental-nutrition-assistance-program-snap) in
order to help them make an informed decision whether to apply for the Program. State
SNAP agencies seeking Federal funding for outreach activities may annually submit an
Outreach plan to FNS for approval. “SNAP Outreach” is not an allowable SNAP-Ed
expense. SNAP-Ed may conduct outreach activities to inform potential participants or
community partners of SNAP-Ed nutrition education, PSE, and social marketing
interventions. “SNAP-Ed outreach” is not the same as “SNAP Outreach.” End of new
material.
Period of Performance means the total estimated time interval between the start of an
initial Federal award and the planned end date, which may include one or more funded
portions, or budget periods. (2 CFR 200.77).
Plan Confirmation means a time and effort reporting process that is an acceptable
alternative to time studies or time records for universities and colleges only. The use of
plan confirmation is allowable only for those schools that have submitted a request to
the Division of Cost Allocation, DHHS, and have had an audit completed which supports
the use of plan confirmation. Universities which have pending requests, and for whom
audit approval has not been received, will be required to continue to use time records to
account for charges to FNS (normally this will not be an issue since audits normally
occur at least every 2 years). For further information refer to 2 CFR 220 (OMB Circular
A-21). If approval through the audit process has not occurred, the Division of Cost
Allocation, DHHS, should be contacted as follows:
The U.S. Department of Health and Human Services
Office of the Secretary
Division of Cost Allocation
200 Independence Ave, S.W.
Washington, D.C. 20201
Telephone: 202-401-2808
Toll Free: 1-877-696-6775
New: Policy, systems, and environmental (PSE) change initiatives for SNAP-Ed are
interventions that have the potential to improve a community's health by making healthy
food and physical activity choices more accessible, easier, and the default option. For
more information, see https://psechange.org/,
https://snapedtoolkit.org/framework/index/environmental-settings/, and
https://snaped.fns.usda.gov/snap-ed-works/policy-systems-and-environmental-change.
End of new material
Poverty Guidelines are an administrative version of the Federal poverty measure and
are issued annually by the Department of Health and Human Services in the Federal
Register. Sometimes referred to as the Federal Poverty Level, these guidelines are
often used to set eligibility for certain programs. https://aspe.hhs.gov/poverty-research.

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Appendix E: Definitions of Terms

Poverty Thresholds are the statistical version of the Federal poverty measure and are
released annually by the Census Bureau. They are used to estimate the number of
persons in poverty in the United States or in States and regions.
https://www.census.gov/data/tables/time-series/demo/income-poverty/historical-povertythresholds.html
Practice-Based Evidence refers to case studies, pilot studies, and evidence from the
field on nutrition education interventions that demonstrate obesity prevention potential.
Evidence from the field includes evidence from emerging strategies and interventions.
New: Project is defined as an intervention or a cluster of interventions or activities
executed by a single agency (State agency, implementing agency, or subcontractor)
with common goals, intended outcomes, target audiences (e.g., youth), and
implementation setting types (e.g., school). Project activities include planning and
reporting. End of new material
New: Project monitoring is required for all SNAP-Ed projects. It includes the collection
and analysis of data on how the project was implemented (e.g., attendance at nutrition
education sessions) and the outcomes the project was anticipated to affect (e.g., fruit
and vegetable consumption). Project monitoring data are used to complete the SNAPEd Annual Report. End of new materials
Public health approach as defined by CDC is a four-step process that is rooted in the
scientific method. It can be applied to violence and other health problems that affect
populations. The public health approach steps are: define and monitor the problem;
identify risk and protective factors; develop and test prevention strategies; and assure
widespread adoption. These efforts affect a large segment of the population rather than
targeting the individual or small group. Learn more about the public health approach
here: http://www.cdc.gov/violenceprevention/pdf/ph_app_violence-a.pdf .
Public health interventions are community-focused, population-based interventions
aimed at preventing a disease or condition, or limiting death or disability from a disease
or condition, according to the CDC.
Public Housing, defined by the U.S. Department of Housing and Urban Development,
public housing was established to provide decent and safe rental housing for eligible
low-income families, the elderly, and persons with disabilities. Public housing comes in
all sizes and types, from scattered single family houses to high-rise apartments for
elderly families. There are approximately 1.2 million households living in public housing
unites managed by some 3,300 housing authorities.
https://www.hud.gov/topics/rental_assistance/phprog
Random Moment Time Studies are time studies conducted through the use of a
sampling methodology rather than through a log of each time period worked by the
employee. The studies are used to determine the percentage of time worked by activity
or program. The purpose of the study is to allocate the cost of time worked among the
various activities and funding sources.
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Appendix E: Definitions of Terms

RE-AIM is a framework designed to enhance the quality, speed, and public health
impact of efforts to translate research into practice in five steps:
•

Reach your intended target population

•

Efficacy or effectiveness

•

Adoption by target staff, settings, or institutions

•

Implementation consistency, costs and adaptations made during delivery

•

Maintenance of intervention effects in individuals and settings over time

To learn more about RE-AIM and how it can be used to evaluate SNAP-Ed
programs, please visit: https://snapedtoolkit.org/training/online-training/
Repeat Finding: A finding that is identical to a previously cited, closed finding that is
discovered at the same SA in at least one of the reviews conducted within the
continuous six-year period immediately preceding the ME.
Required Corrective Action: statement of actions needed to correct non-compliance
with regulations and established policies and procedures. These actions may be
prescribed or the State agency may be required to determine the action(s) to be taken
to correct a finding.
Review Coordinator: FNS employee who is designated as the primary contact or lead
team official for a particular ME.
Review Cycle: recurring time interval, measured in years, during which all agencies
within a program are to be reviewed across functional areas. FNS SNAP-Ed MEs are
conducted on at “at-risk” basis. All State agencies must be reviewed at a minimum
based on the review cycles listed in the annual target memo; FNSRO staff should
review State agency risk criteria annually to decide which MEs will be conducted.
Single Audit: an audit of a State agency’s financial statements and Federal funds
received performed by a State agency audit entity or State agency contractor and
conducted in accordance with the requirements of 2 CFR 200 Subpart F “Audits
Requirements”.
SNAP-Ed eligible individuals is a label that refers to the target audience for SNAP-Ed,
specifically SNAP participants and other low-income individuals who qualify to receive
SNAP benefits or other means-tested Federal assistance programs, such as Medicaid
or Temporary Assistance for Needy Families. It also includes individuals residing in
communities with a significant low-income population.
SNAP-Ed Plan is an official written document that describes SNAP-Ed services States
may provide. It should clearly describe goals, priorities, objectives, activities, procedures
used, and resources including staff and budget, and evaluation method.

173 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix E: Definitions of Terms

SNAP-Ed Target Audience includes SNAP participants, low-income individuals eligible
to receive benefits under SNAP or other means-tested Federal assistance programs,
and individuals residing in communities with a significant (50 percent or greater) lowincome population.
SNAP-Ed Toolkit is an obesity prevention toolkit of evidence-based policy, systems,
and environmental change (PSE) strategies & interventions that are appropriate for the
SNAP-Ed population. The Toolkit was developed by FNS in collaboration with NCCOR
and CenterTRT and lists strategies and interventions for child care, school, community,
and family settings and how to evaluate them.
SNAP Nutrition Education and Obesity Prevention Services are a combination of
educational strategies, accompanied by supporting policy, systems, and environmental
interventions, demonstrated to facilitate adoption of food and physical activity choices
and other nutrition-related behaviors conducive to the health and well-being of SNAP
participants, and low-income individuals eligible to receive benefits under SNAP or other
means-tested Federal assistance programs, and individuals residing in communities
with a significant low-income population. Nutrition education and obesity prevention
services are delivered through multiple venues, often through partnerships, and involve
activities at the individual, interpersonal, community, and societal levels. Acceptable
policy level interventions are activities that encourage healthier choices based on the
current D IETARY G UIDELINES FOR A MERICANS (DGA). Intervention strategies may
focus on increasing consumption of certain foods, beverages, or nutrients as well as
limiting consumption of certain foods, beverages, or nutrients consistent with the DGA.
Social-Ecological Framework for Nutrition and Physical Activity Decisions
illustrates how all elements of society, including individual factors (demographic factors,
psychosocial, knowledge, and skills, etc.), environmental settings (schools, workplaces,
faith-based organizations, food retail establishments, etc.), sectors of influence
(government, industry, media, public health and health care systems, etc.), and social
and cultural norms and values (belief systems, religion, heritage, body image, etc.)
combine to shape an individual’s food and physical activity choices, and ultimately one’s
calorie balance and chronic disease risk.
Social Marketing, as described by CDC is "the application of commercial marketing
technologies to the analysis, planning, execution, and evaluation of programs designed
to influence voluntary behavior of target audiences in order to improve their personal
welfare and that of society."
New: Social Marketing Campaign is defined as a coordinated set of communications
delivered to one or more SNAP-Ed market segments to a particular population across a
large geographic area. It is typically branded, communicates a common call to action, is
delivered in multiple complementary settings and channels, and focuses on one or more
priority behavior changes. Please visit the social marketing page on SNAP-Ed
Connection (https://snaped.fns.usda.gov/snap-ed-works/social-marketing) for additional
information and examples of SNAP-Ed social marketing. End of new material

174 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix E: Definitions of Terms

Soup Kitchen: a public or charitable institution that, as an integral part of the normal
activities of the institution, maintains an established feeding operation to provide food to
needy homeless persons on a regular basis.
State Agency means the agency of State government, including the local offices
thereof, which is responsible for the administration of the Federally aided public
assistance programs within the State, and in those States where such assistance
programs are operated on a decentralized basis; it includes the counterpart local
agencies, which administer such assistance programs for the State agency.
State SNAP-Ed Plan: an official written document that describes SNAP-Ed services to
be provided. It should clearly describe goals, objectives, priorities, specific
activities/interventions, resources needed including staffing and budget information as
well as evaluation methods.
Strategies: broad approaches to intervening on nutrition education and obesity
prevention target areas.
Sub-grantee means the organization or person to which a State agency, as grantee,
takes an agreement to conduct nutrition education and obesity prevention activities.
Federal funds pay the grantee for 100 percent its allowable administrative costs. The
grantee in turn generally will pay sub grantees for 100 percent of their allowable costs.
The subgrantee is accountable to the grantee for the use of funds provided, and the
grantee is accountable to the Food and Nutrition Service for the use of all Federal funds
provided.
Suggestion: statement of actions that address observations made in the ME. These
actions may or may not be required. Each suggestion is associated with an observation.
Supplemental Nutrition Assistance Program (SNAP) Eligible: SNAP participants
and low-income individuals eligible to receive SNAP benefits or other means-tested
Federal assistance.
Target Audience: SNAP participants and low-income individuals eligible to receive
SNAP benefits or other means-tested Federal assistance.
Team Nutrition is an initiative of the Food and Nutrition Service to support the Child
Nutrition Programs through training and technical assistance for foodservice, nutrition
education for children and their caregivers, and school and community support for
healthy eating and physical activity. Team Nutrition makes resources available to
schools and childcare at https://www.fns.usda.gov/tn.
Technical Assistance: guidance and support to State agencies to achieve regulatory
compliance and program improvement.
Work Papers: all papers, notes and documents prepared in completing an ME;
includes all individual worksheets.

175 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix F: Acronyms

Appendix F. Acronyms
APD - Advance Planning Document
CFR - Code of Federal Regulations
CACFP - Child and Adult Care Food Program
CFR - Code of Federal Regulations
CDC - Centers for Disease Control and Prevention
CNP - Child Nutrition Programs
CNPP - Center for Nutrition Policy and Promotion
DGA - Dietary Guidelines for America
DNPAO - Division of Nutrition, Physical Activity, and Obesity
EARS - Education and Administrative Reporting System
EFNEP - Expanded Food and Nutrition Education Program
FDPIR - Food Distribution Program on Indian Reservations
FFY - Federal Fiscal Year
FM - Financial Management
FNS - Food and Nutrition Service
FNSRO - Food and Nutrition Service Regional Office
FPRS - Food Program Reporting System
FY - Fiscal Year
HHS - U.S. Department of Health and Human Services
IA - Implementing Agency
ITO - Indian Tribal Organization
ME - Management Evaluation
MOU - Memorandum of Understanding
NAL - National Agricultural Library
NCCOR - National Collaborative on Childhood Obesity Research
NEOP – Nutrition education and obesity prevention

176 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix F: Acronyms

NIFA - National Institute of Food and Agriculture
OMB - Office of Management and Budget
PAG - Physical Activity Guidelines
PDF - Portable Document Format
PHA - Public health approaches
PSA - Public Service Announcement
PSE - Policy, systems, and environment
SA - State Agency
SEM - Social-Ecological Model
SNAP - Supplemental Nutrition Assistance Program
SNAP-Ed - Supplemental Nutrition Assistance Program Education
TA - Technical Assistance
TANF - Temporary Assistance for Needy Families
WIC - Special Supplemental Nutrition Program for Women, Infants and Children
USDA - Department of Agriculture

177 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Appendix G. SNAP-Ed Management Evaluation Guide
SNAP-ED Management Evaluation Guide for State Agencies
This checklist is used to review SNAP-Ed Programs during Management Evaluations of
a State agency (SA) and may be helpful to States during the Plan development process.
Citations

Questions for Determining Compliance

Yes

No

Empty cell

Empty cell

§272.1(c)(1)

Has disclosure of information obtained from
SNAP applicant households been restricted
to persons directly connected with the
administration or enforcement of the Food
Stamp Act or regulations?
• Do any data sharing agreements
specify the data to be exchanged, the
procedures used to exchange the data,
how the data will be stored and who will
have access, steps to be taken in case
of a data breach, and how data will be
securely destroyed?
• Is participant information protected
through the use of encrypted servers?

Empty cell

Empty cell

§272.2(d)(2)(ii)

Does the SA notify applicants, participants,
and eligible individuals to the maximum
extent possible of the availability of SNAPEd activities in local communities?

Empty cell

Empty cell

§272.2(d)(2)(iii)

Does the SA describe methods used to
identify its target audience that follow
approved targeting strategies and
supporting data sources included in the
SNAP-Ed Plan Guidance and alternate
targeting strategies approved by FNS?

Empty cell

Empty cell

Has the State agency (SA) identified clear
population health-related nutrition and
physical activity goals for its SNAP-Ed
Per SNAP-Ed Guidance target population such as percent
reductions in childhood obesity rates, and
in prevalence of diet-related diseases such
as diabetes?

178 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(iv)

Does the SA have a valid, data-driven
needs assessment on the nutrition,
physical activity, and obesity prevention
needs of the target population and the
barriers to accessing healthy foods and
physical activity?
Does the needs assessment consider the
diverse characteristics of the target
population, including race/ethnicity, gender,
employment status, housing, language,
and transportation/mobility needs?

Empty cell

Empty cell

§272.2(d)(2)(v)

Does the SA ensure that interventions are
appropriate for low-income individuals
eligible to receive SNAP benefits? Do
interventions recognize the population’s
constrained resources and potential
eligibility for Federal food assistance?

Empty cell

Empty cell

§272.2(d)(2)(vi)

Does the SA provide evidence-based
nutrition education and obesity prevention
services either directly or through
agreements with IAs and community
organizations?

Empty cell

Empty cell

§272.2(d)(2)(vii)(A)

Does the SA use the SNAP-Ed grant to
fund the administrative costs of planning,
implementing, and operating its program in
accordance with its approved SNAP-Ed
plan?
Does the SA provide oversight to ensure
integrity of funds and demonstrate program
effectiveness regarding SNAP-Ed
outcomes and impacts?
• Are costs allowable, necessary, and
reasonable?
• Are costs in accordance with 2 CFR
200 Subpart E “Cost Principles"

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Does the SA’s SNAP nutrition education
and obesity prevention services include a
combination of educational strategies
accompanied by environmental supports?

Empty cell

Empty cell

179 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(vii)(B)

Are the activities designed to facilitate
voluntary adoption of food and physical
activity choices and other nutrition-related
behaviors?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are the nutrition education and obesity
prevention services delivered through
multiple venues?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are activities delivered at the individual,
community, and appropriate policy levels?
Note, acceptable policy level interventions
are activities that encourage healthier
choices based on the current Dietary
Guidelines for Americans

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are all strategies and interventions
evidence-based?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are there research-based strategies and
interventions that reflect relevant rigorous
nutrition and public health nutrition
research including systematically reviewed
scientific evidence?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are there practice-based strategies and
interventions that reflect case studies, pilot
studies, and evidence from the field on
nutrition education interventions that
demonstrate obesity prevention potential?
Is the State providing sufficient justification
for the use of emerging strategies and
evaluating all emerging strategies for
effectiveness?

Empty cell

Empty cell

§272.2(d)(2)(vii)(C)

Do the SA’s SNAP-Ed activities promote
healthy food and physical activity choices
based on the most recent Dietary
Guidelines for Americans and Physical
Activity Guidelines?

Empty cell

Empty cell

180 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

Empty cell

Empty cell

§272.1(c)(1)

Has disclosure of information obtained from
SNAP applicant households been restricted
to persons directly connected with the
administration or enforcement of the Food
Stamp Act or regulations?
• Do any data sharing agreements
specify the data to be exchanged, the
procedures used to exchange the data,
how the data will be stored and who will
have access, steps to be taken in case
of a data breach, and how data will be
securely destroyed?
• Is participant information protected
through the use of encrypted servers?

Empty cell

Empty cell

§272.2(d)(2)(ii)

Does the SA notify applicants, participants,
and eligible individuals to the maximum
extent possible of the availability of SNAPEd activities in local communities?

Empty cell

Empty cell

§272.2(d)(2)(iii)

Does the SA describe methods used to
identify its target audience that follow
approved targeting strategies and
supporting data sources included in the
SNAP-Ed Plan Guidance and alternate
targeting strategies approved by FNS?

Empty cell

Empty cell

Has the State agency (SA) identified clear
population health-related nutrition and
physical activity goals for its SNAP-Ed
Per SNAP-Ed Guidance target population such as percent
reductions in childhood obesity rates, and
in prevalence of diet-related diseases such
as diabetes?

181 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(iv)

Does the SA have a valid, data-driven
needs assessment on the nutrition,
physical activity, and obesity prevention
needs of the target population and the
barriers to accessing healthy foods and
physical activity?
Does the needs assessment consider the
diverse characteristics of the target
population, including race/ethnicity, gender,
employment status, housing, language,
and transportation/mobility needs?

Empty cell

Empty cell

§272.2(d)(2)(v)

Does the SA ensure that interventions are
appropriate for low-income individuals
eligible to receive SNAP benefits? Do
interventions recognize the population’s
constrained resources and potential
eligibility for Federal food assistance?

Empty cell

Empty cell

§272.2(d)(2)(vi)

Does the SA provide evidence-based
nutrition education and obesity prevention
services either directly or through
agreements with IAs and community
organizations?

Empty cell

Empty cell

§272.2(d)(2)(vii)(A)

Does the SA use the SNAP-Ed grant to
fund the administrative costs of planning,
implementing, and operating its program in
accordance with its approved SNAP-Ed
plan?
Does the SA provide oversight to ensure
integrity of funds and demonstrate program
effectiveness regarding SNAP-Ed
outcomes and impacts?
• Are costs allowable, necessary, and
reasonable?
• Are costs in accordance with 2 CFR
200 Subpart E “Cost Principles"

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Does the SA’s SNAP nutrition education
and obesity prevention services include a
combination of educational strategies
accompanied by environmental supports?

Empty cell

Empty cell

182 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(vii)(B)

Are the activities designed to facilitate
voluntary adoption of food and physical
activity choices and other nutrition-related
behaviors?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are the nutrition education and obesity
prevention services delivered through
multiple venues?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are activities delivered at the individual,
community, and appropriate policy levels?
Note, acceptable policy level interventions
are activities that encourage healthier
choices based on the current Dietary
Guidelines for Americans

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are all strategies and interventions
evidence-based?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are there research-based strategies and
interventions that reflect relevant rigorous
nutrition and public health nutrition
research including systematically reviewed
scientific evidence?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are there practice-based strategies and
interventions that reflect case studies, pilot
studies, and evidence from the field on
nutrition education interventions that
demonstrate obesity prevention potential?
Is the State providing sufficient justification
for the use of emerging strategies and
evaluating all emerging strategies for
effectiveness?

Empty cell

Empty cell

§272.2(d)(2)(vii)(C)

Do the SA’s SNAP-Ed activities promote
healthy food and physical activity choices
based on the most recent Dietary
Guidelines for Americans and Physical
Activity Guidelines?

Empty cell

Empty cell

183 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

Does the SA provide annual civil rights
training for all SNAP-Ed agencies?
• Civil Rights training is current and
accurate?
FNS Instruction 113-1
• Civil Rights training is documented
including lesson plan/topics covered, date
of presentation(s), and staff in
attendance?

Empty cell

Empty cell

Is annual civil rights training provided for all
front-line personnel?
• Civil Rights training is current and
accurate?
• Civil Rights training is documented
including lesson plan/topics covered, date
of presentation(s), and staff in
attendance?
FNS Instruction 113-1 Civil Rights training includes the nine
mandatory topics (Collection and use of data;
effective public notification systems; complain
procedures; compliance review techniques;
resolution of non-compliance; requirements
for reasonable accommodation for persons
with disabilities; requirements for language
assistance; conflict resolution; and customer
service)?

Empty cell

Empty cell

Does the SA monitor IA civil rights
compliance as part of SNAP-Ed reviews?
FNS Instruction 113-1 • Civil Rights review questions or prompts
are included on SA standard review
forms?

Empty cell

Empty cell

184 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

Empty cell

Empty cell

Yes

No

Materials contain the required USDA nondiscrimination statement in accordance with
FNS Instruction 113-1 SNAP-Ed Guidance. If other statements are
also used, they are listed separately, and the
USDA statement is listed first?

Empty cell

Empty cell

Nondiscrimination (“And Justice for All”)
posters are posted whenever and wherever
FNS Instruction 113-1
SNAP-Ed services/education/interventions
are provided?

Empty cell

Empty cell

•

•
•
FNS Instruction 113-1 •

•

Citations

Nutrition education and related
services/benefits are provided free from
discrimination?
Materials developed and used are
appropriate for audience
The education provided and materials
used are culturally appropriate
In-person education is provided at
accessible locations (convenient to public
transportation, free parking, etc.) and on
days/times that are convenient for
audience participation
Bilingual staff are provided as needed;
minimally, the presenter/educator has a
way to communicate with all participants

Questions for Determining Compliance

185 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

SNAP-ED Management Evaluation Guide for Implementing Agencies
This checklist is used to review SNAP-Ed implementing agency programming during
Management Evaluations. This may be helpful to States and implementing agencies
during planning, or for State agencies during their monitoring of implementing agency
programming.
Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(ii)

Does the Implementing Agency (IA) notify
applicants, participants, and eligible individuals to
the maximum extent possible of the availability of
SNAP-Ed activities in local communities?

Empty cell

Empty cell

Does the IA describe methods used to identify its
§272.2(d)(2)(iii) target audience that follow approved targeting
strategies?

Empty cell

Empty cell

Does the IA use the State’s valid and data-driven
needs assessment on the nutrition, physical activity,
and obesity prevention meet the needs of the target
population and the barriers to accessing healthy
§272.2(d)(2)(iv) foods and physical activity?
Does the needs assessment consider the diverse
characteristics of the target population, including
race/ethnicity, gender, employment status, housing,
language, and transportation/mobility needs?

Empty cell

Empty cell

Empty cell

Empty cell

Empty cell

Empty cell

§272.2(d)(2)(v)

Does the IA ensure that interventions are
appropriate for low-income individuals eligible to
receive SNAP benefits?
Does the intervention recognize the population
constrained resources and potential eligibility for
Federal food assistance?

Does the IA provide evidence-based nutrition
education and obesity prevention services and does
§272.2(d)(2)(vi) the IA deliver services either directly or through
agreements with other local IA and community
organizations?

186 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(vii)(A)

Does the IA use the SNAP-Ed grant to fund
the administrative costs of planning,
implementing, and operating its program in
accordance with its approved SNAP-Ed plan?
Does the SA provide oversight to ensure
integrity of funds and demonstrate program
effectiveness regarding SNAP-Ed outcomes
and impacts?
Are costs allowable, necessary, and
reasonable?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Does the IA’s SNAP nutrition education and
obesity prevention services include a
combination of educational strategies
accompanied by environmental supports?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are the activities designed to facilitate
voluntary adoption of food and physical activity
choices and other nutrition-related behaviors?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are the nutrition education and obesity
prevention services delivered through multiple
venues?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are activities delivered at the individual,
community, and appropriate policy levels?
Note, acceptable policy level interventions are
activities that encourage healthier choices
based on the current Dietary Guidelines for
Americans

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are all strategies and interventions evidencebased?

Empty cell

Empty cell

§272.2(d)(2)(vii)(B)

Are there research-based strategies and
interventions that reflect relevant rigorous
nutrition and public health nutrition research
including systematically reviewed scientific
evidence?

Empty cell

Empty cell

§272.2(d)(2)(ix)

Does the IA include an operating budget for
the Federal fiscal year with an estimate of the
cost of operation to the State’s approved
SNAP-Ed Plan?

Empty cell

Empty cell

187 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

§272.2(d)(2)(xi)

Does the IA meet FNS fiscal recordkeeping
and reporting requirements, including:
• All SNAP-Ed expenditures are reported on
the Financial Status Report SF-425
SA collects and reports State and private
contributions to the SNAP-Ed activities
through the EARS via FNS-759

Empty cell

Empty cell

§272.2(d)(2)(xii)

Does the IA seek additional information
regarding the type of nutrition education and
obesity prevention activities offered and the
characteristics of the target population served
to determine whether nutrition education goals
are being met?
Does the IA periodically evaluate whether or
not its meeting nutrition education goals?

Empty cell

Empty cell

188 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023

Appendix G: SNAP-Ed Management Evaluation Guide

Citations

Questions for Determining Compliance

Yes

No

FNS Instruction
113-1

IA provides annual civil rights training for all frontline personnel?
• Civil Rights training is current and accurate?
• Civil Rights training is documented including
lesson plan/topics covered, date of
presentation(s), and staff in attendance?
Civil Rights training includes the nine mandatory
topics (Collection and use of data; effective public
notification systems; complain procedures;
compliance review techniques; resolution of noncompliance; requirements for reasonable
accommodation for persons with disabilities;
requirements for language assistance; conflict
resolution; and customer service)?

Empty
cell

Empty
cell

FNS Instruction
113-1

Nutrition education and related services/benefits
are provided free from discrimination?
• Materials developed and used are appropriate
for audience
• The education provided and materials used
are culturally appropriate
• In-person education is provided at accessible
locations (convenient to public transportation,
free parking, etc.) and on days/times that are
convenient for audience participation
• Bilingual staff are provided as needed;
minimally, the presenter/educator has a way to
communicate with all participants

Empty
cell

Empty
cell

FNS Instruction
113-1

Materials contain the required USDA nondiscrimination statement in accordance with the
SNAP-Ed Guidance. If other statements are also
used, they are listed separately, and the USDA
statement is listed first?

Empty
cell

Empty
cell

FNS Instruction
113-1

Nondiscrimination (“And Justice for All”) posters
are posted whenever and wherever SNAP-Ed
services/education/interventions are provided?

Empty
cell

Empty
cell

189 | SNAP-Ed Plan Guidance Federal Fiscal Year 2023