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Table 3 Protocol description and mean implementation fidelity scoresa for treatment school lines, Smarter Lunchroom Makeovers RCT, New York State, 2013–2014

From: Implementing Smarter Lunchrooms Makeovers in New York state middle schools: an initial process evaluation

Protocol category Protocol items Pre-intervention During intervention Post-intervention
Unflavoured Milk Treatment Urban
(1 school, 3 lines)
Rural
(1 school, 4 lines)
Total
(2 schools, 7 lines)
Urban
(1 school, 3 lines)
Rural
(1 school, 4 lines)
Total
(2 schools, 7 lines)
Urban
(1 school, 3 lines)
Rural
(1 school, 4 lines)
Total
(2 schools, 7 lines)
Placement & Display 1. Unflavored milk displayed in front of sugar added beverages
2. Unflavored milk makes up 1/3 of all visible milk
3. Unflavored milk within students’ reach
0.4 0.9 0.7 1.6 0.8 1.2 - - -
Creative Naming 4. Display “Ice Cold White Milk” sign near milk cooler
5. “Ice Cold White Milk” written on daily menu board
6. “Ice Cold White Milk” written on weekly menu
0.0 0.0 0.0 0.7 0.3 0.5 - - -
Nutrition Messaging 7. Additional signage
8. Display dry erase board
9. Include nutrition messaging on dry erase board
0.0 0.0 0.0 1.7 0.5 1.1 - - -
Column mean 0.1 0.3 0.2 1.3 0.6 0.9 - - -
Vegetable Treatment Urban
(1 school, 4 lines)
Rural
(2 schools, 7 lines)
Total
(3 schools, 11 lines)
Urban
(1 school, 4 lines)
Rural
(2 schools, 7 lines)
Total
(3 schools, 11 lines)
Urban
(1 school, 4 lines)
Rural
(2 schools, 7 lines)
Total
(3 schools, 11 lines)
Placement & Display 1. Hot vegetable placed right after hot entrée
2. Vegetables displayed in at least 2 locations on a given lineb
3. Use cups provided by intervention to hold raw vegetables/salads
4. All vegetable bowls/cups easy to see on lineb
1.0 0.9 1.0 1.3 1.1 1.1 1.0 1.2 1.1
Creative Naming 5. Cards with creative vegetable names next to all vegetable displays and easy to see
6. Creative vegetable names appear on monthly menu
7. Creative vegetable names appear on daily menu board
8. Small dry erase boards have hand-written, colorful creative vegetable names
9. Small dry erase boards easy to see
0.0 0.0 0.0 1.2 0.3 0.6 0.0 0.2 0.2
Nutrition Messaging 10. Large dry erase boards with vegetable factoids easy to see
11. New vegetable factoid on board each week
12. Small dry erase boards with vegetable messages easy to see
0.0 0.0 0.0 1.0 0.8 0.9 1.3 0.2 0.6
Variety 13. At least two kinds of vegetables on lineb 2.0 1.4 1.6 2.0 0.9 1.3 2.0 1.3 1.5
Column mean 0.8 0.6 0.6 1.4 0.8 1.0 1.1 0.7 0.8
Fruit Treatment Urban
(2 schools, 5 lines)
Rural
(2 schools, 4 lines)
Total
(4 schools, 9 lines)
Urban
(2 schools, 5 lines)
Rural
(2 schools, 4 lines)
Total
(4 schools, 9 lines)
Urban
(2 schools, 5 lines)
Rural
(2 schools, 4 lines)
Total
(4 schools, 9 lines)
Placement & Display 1. Fruit placed first on line
2. Fruit displayed in at least 2 locations on line
3. Use cups provided by intervention to hold fruit
4. All fruit bowls/cups easy to see on lineb
5. Fruit bowls/cups are within reachb
6. Separate fruit primer bowl visible
0.9 0.9 0.9 1.6 1.4 1.5 0.7 1.3 1.0
Creative Naming 7. Cards with creative fruit names next to all fruit displays and easy to see
8. Creative fruit names appear on monthly menu
9. Creative fruit names appear on daily menu board
10. Small dry erase boards have hand written, colorful creative fruit names
11. Small dry erase boards easy to see
0.0 0.0 0.0 0.3 0.9 0.6 0.2 0.1 0.2
Nutrition messaging 12. Large dry erase boards with fruit factoids easy to see
13. New fruit factoid on board each week
14. Small dry erase boards with fruit messages easy to see
0.0 0.0 0.0 1.9 1.4 1..7 1.0 0.0 0.5
Variety 15. At least two kinds of fruit on lineb 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0 2.0
Column mean 0.7 0.7 0.7 1.5 1.4 1.4 1.0 0.8 0.9
  1. a2 points for full complicance, 1 point for partial compliance, 0 points for non-compliance
  2. bProtocol elements already in place prior to study