Grant Proposal

Organization
Name:
Sea Mar Community Health Centers
Program Title:
Sea Mar / Rainier Beach Youth Garden Program
Grant Program:
WK Kellogg Foundation (WKKF)

Proposed Start / End Dates:
January 2015 to December 2016

Funds Requested:
$88,330
Proposal Prepared By:

Sarah Beyler, Rachel Bishop, Nancy Miller, Terese Wallace
TR6133 Contemporary Nutrition: Public Health
Bastyr University
Spring 2014
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Grant Proposal: Sea Mar / Rainier Beach Youth Garden Program
Beyler, Bishop, Miller, Wallace

Table of Contents
Grant Proposal Sections
Page
I. Executive Summary
II. Needs Assessment
a. Mission, Goals & Objectives
b. Methods .
10
c. Program Staffing & Administration
19
d. Evaluation Plan
21
e. Sustainability
23
24
28
III. Program Description
IV. Proposed Budget .
V. Organizational Information & Qualifications

a. Vision and Mission .
28
b. Board of Directors .
28
c. Audience .
28
d. Summary .
29
VI. Conclusion
29
VII. References
20
VIII. Appendices
36
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I.
Executive Summary
Problem: Research has shown that Mexican-American youth are more likely to be overweight or
obese and have limited consumption of fresh fruits and vegetables.
Solution: Sea Mar Community Health Centers is seeking funding for a two-year garden program
that will provide exposure to hands-on gardening experience, nutrition education, and culinary
skills training to 160 Mexican-American youth in South King County, ages 10 to 14. Held at Rainier
Beach Urban Farms and Wetlands, this program will be divided into 11-week programs occurring
quarterly from April 2015 through December 2016 (with the first three months devoted to
program development and staffing, from January 2015 through March 2015).
This program will be developed by a Program Coordinator, Certified Nutritionist, and Master
Gardener. Additional staffing will include three to five volunteers from Bastyr University in
undergraduate and graduate school health- or nutrition-related programs. Quarterly formative
evaluations and process evaluations, along with a final impact evaluation, will determine if goals
and interventions are being achieved.
This program will help combat the growing obesity epidemic that disproportionately affects
Latinos by providing much needed nutrition education detailing nutrient quality, quantity, and
benefits.
Funding Requirement: We are currently asking for $88,330 to finance staffing, education
materials, incentives, garden and kitchen supplies and equipment for the two-year program
period. The $88,330 requested will allow the Youth Garden Program to provide a needed avenue
for Sea Mars outreach to this population and to become a staple of the Rainier Beach Urban
Farms and Wetlands.
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Organization: Sea Mars mission is to provide thorough, affordable health and human services to
underserved populations, chiefly to Latinos. This grant proposal extends the Sea Mar mission by
not only encouraging prevention, which is our main focus, but also by engaging youth in adapting
valuable healthy eating habits. These skills will address the issues of health outcomes related to
being overweight and obese, with the long-term goal of reducing modifiable risk factors related
to weight-issues.
II.
Needs Statement
Introduction/Rationale and Significance
The target population of this Youth Garden Program is Mexican-American youth ages 10-14, a
subset of the Latino population. Early intervention is a key component to establishing healthy
lifestyle choices as a way of positively impacting future health outcomes. These youth are more
likely to face socio-economic disadvantages and barriers to healthy food access (1). For example,
the food insecurity rate for youth in King County is over 18.7%. Almost 20% of Mexican-American
youth are at or below the federal poverty level and are therefore income-eligible for nutrition
programs (2). Moreover, it is estimated that 14,000 Mexican-American youth living in King County
are food-insecure (3): the majority live in South King County.

Childhood obesity and the diseases associated with it are of growing concern in the United States.
According to an article in the American Journal of Preventative Medicine, Health risks associated
with childhood obesity can reverberate into adulthood. Long-term health consequences include
cancer, diabetes, hypertension, sleep apnea, renal failure and even death(4). Obesity is more
prevalent among those with less education, less financial stability and those from immigrant
populations, especially among Latinos. For example, despite the goals of Healthy People 2010,
over 27.9% of Latino boys and 18% of Latino girls are considered obese in the United States (5). In
fact, the Mexican-American youth of King County are about twice as likely than whites to be
overweight or obese (6).
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As we know, obesity is the most potentially modifiable risk factor for Type 2 Diabetes in youth.
An analysis of NHANES data shows that Latino children in the U.S. are more likely to develop
diabetes than non-Latino children. For example, Mexican-American boys in the U.S. have a 45.5%
risk of being diagnosed with diabetes during their lifetimes while Mexican-American girls in the
U.S. have a 52.5% risk (7). (Local statistics are not available for the rate of diabetes in youth.) Of
those in this population who are diagnosed with diabetes, 50% of them are likely to die from
related complications later in life (7).

While in Washington State, 66% (193,685) of Latino children live in low-income families (8), it is
important to note that overweight/obesity is an issue that affects Mexican-American youth
regardless of socioeconomic class (9).

In fact, obesity is only the tip of the iceberg when it comes to addressing these health issues
among Mexican-American youth. Along with alleviating poverty and improving education for this
population, additional needs of these youth include access to fresh, affordable food and cultural
factors:

Firstly, residents in South King County may not have access to affordable food for these reasons:
Food deserts: In a 2012 study published in the American Journal of Public Health, the
researchers found that only 3% of the at-risk population in King County could walk to an
affordable food store, though more had access if they could drive or take the bus to the
store (10).
Few farmers markets: While each year more farmers markets are opening within King
County, there continues to be a disproportionate lack of farmers markets in South King
County. There are 14 markets in the Seattle area, while there are only nine in South King
County, which has 23% of the total King County population (2012 data). And while 100%
of the farmers markets within the Seattle city limits accept EBT debit cards, only 44% of
the farmers markets in South King County do (11).
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Transportation issues: Satisfaction with transportation access among those living in South
King County has decreased 15% in seven years and is currently (2011 data) lower than any
other area (58%) of King County (12).
Secondly, among the many possible cultural factors that likely contribute to this obesity problem,
a few are:
1. Decreasing ingestion of whole foods: A 2012 report analyzed the 1999-2004 NHANES study
for 2,286 Mexican-American children between the ages of 12 and 19. The researchers found
that the second and especially third generation of Mexican-American children were
consuming more sugar-sweetened beverages, more refined grains, and more calories than
the first generation children and eating fewer whole foods. They also found that as the
childrens English language skills improved, they made poorer diet choices and were more
likely to be overweight (13).
2. Increasing intake of high calorie, high carbohydrate meals, while decreasing fat and protein
intake: A study, published in 2012 by the Center for Disease Control, compared nutrient
intakes and chronic health conditions among Mexican-Americans over a 25-year period. The
study noted that the amount of calories from total fat, saturated fat, and protein actually
decreased, while calories from carbohydrates increased as did total calories consumed. And,
at the same time, obesity and diabetes increased in the same population (14).
3. Increasing consumption of fast food: Our key informant, Victor Alvarez, said that he had
idealized eating fast food when he lived in Mexico, but couldnt afford it, even after he first
arrived here. When he was later able to afford fast food, he ate it at every possible
opportunity, only to find out he was rapidly gaining weight. At present, he allows himself to
have fast food only once or twice a month (15). Even so, with the ongoing acculturation of
Mexican-Americans, eating fast food continues to increase in this population, especially with
children having access to it in schools (16).
4. Providing for their families by working two or three jobs: When either or both parents are
busy working several jobs to make ends meet financially, as is often the case with lower-
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income Mexican-American families, there is little time left for making meals from scratch.
There also tends to be limited time available for shopping at stores that contain healthier
food options or that may be farther from home or work. Consequently, there is little time and
inclination for any family-centered food and physical activity opportunities (17).
5. Linguistic barriers: By not being able to speak English, parents can struggle with shopping in
English-based grocery stores and can lack of knowledge of opportunities at their childrens
school or in the community (18).

The 2010 Census results showed that the 91.7% growth of the nations population in the previous
10 years was from racial and ethnic minorities, most of that growth (56%) was from Latino
population growth (19). With 25% of Latino women in the US within childbearing age (19), it is
imperative to address childhood obesity and the health risks associated with it in this population.
Consequently, there is an increasing need for programs that specifically target early prevention
and reduction of obesity in Latino/Mexican-American adolescents.

While the positive benefits of adequate fruit and vegetable intake have been written about in
research regarding obesity, and weight management (20), the higher rates of obesity in minority
youth are reflected in their lower rates of fruit and vegetable consumption (21). The CDCs 2010
Morbidity and Mortality Weekly Report Surveillance Summary reported low rates of fruit and
vegetable intake in minority youth: 66.4% of Mexican-Americans (ages 2-18 years) did not meet
the recommendations for daily fruit consumption, with even higher rates of inadequate daily
vegetable consumption (82.9%) (22, 23, 24). Most school-aged children lack the exposure to fresh
fruits and vegetables to know how they are actually grown and prepared. They further lack the
education for why fruits and vegetables are important parts of a healthy diet. Many may have
never even eaten vegetables freshly harvested to know what those, versus canned vegetables,
taste like.

Garden-based learning programs are being used throughout the country to enhance consumption
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of fruits and vegetables, increase understanding where food comes from, as well as receive
nutrition education (25, 26, 27, 28). While research supports the efficacy of garden-based
learning programs, particularly regarding weight loss (25, 27, 29), proportionally, not many of are
targeted specifically to Mexican-Americans. Therefore, our Youth Garden Program will address
the issues of obesity and low fruits and vegetable consumption in this vulnerable population
with the long-term goal of reducing their risk of diabetes and other diseases related to weight-
issues.

Even though reversing and preventing youth obesity seems daunting, Sea Mar is uniquely suited
to address the obesity problem among the Mexican-American youth in South King County
because almost 40% of our established patients are Latino and because our primary focus is on
preventative health (30).
There are additional risk factors contributing to the overweight and obesity epidemic in the
Mexican-American youth. Sedentary lifestyles and diets high in simple carbohydrates are lifestyle
risk factors beyond the scope of our program plan and description.
III.
Program Description
IIIa. Mission, Goals, & Objectives

Mission:
The mission of the Sea Mar/Rainier Beach Urban Farm and Wetlands Youth Garden Program
(Youth Garden Program) is to increase the nutritional status of Mexican-American youth in South
King County.
Goals & Objectives:
The goals and complementary objectives of the Youth Garden Program are as follows:
1. Promote access to fruits and vegetables for Mexican-American youth.
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By December, 2016, 160 Mexican-American youth, grades 6-8, will participate in

one of seven, eleven-week Garden Programs over two years (averaging 20
youth/session) as measured by attendance records.
By December, 2016, at least 50% of Mexican-American youth will have attended
six of eleven quarterly sessions, as measured by attendance records.
2. Educate Mexican-American youth on the benefits of increased fruit and vegetable
consumption.
By December, 2016, at least 75% of participants who complete the Youth Garden
Program will demonstrate increased knowledge about the health benefits of
increased consumption of fresh fruits and vegetables through pre- and post-
assessment tools such as games and surveys. (No tests are used.)
3. Provide culinary skills training so that youth can prepare healthy snacks and meals based
on fresh produce.
By December, 2016, at least 50% of participants will be able to plan and prepare,
alone or with another participant, a vegetable/fruit-based snack or meal.
4. Make consuming fruits and vegetables more affordable and attractive through gardening.
By December, 2016, at least 60% of participants will increase their consumption of
fruits and vegetables by at least one serving per day, four days/week as measured
by pre- and post-assessment questionnaires.
By December, 2016, at least 50% of participants will each be able to harvest, at a
minimum, 1 pound of fruits, vegetables, or herbs they grew from seeds or
transplants, as measured by a Harvest Log.
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IIIb. Program Methods
Methods: Overview
The Youth Garden Program will be free to participants ages 10-14 and is focused on the needs of
Mexican-American youth. Three approaches are used to increase consumption of fruits and
vegetables by Mexican-American youth, and thus to improve their nutritional health:
Nutrition education
Hands-on gardening experience
Hands-on culinary skills training
Program sessions will take place at Rainier Beach Urban Farm and Wetlands (RBUFW), an 8-acre
community garden in south Seattle. For this program, a community garden construct is chosen
for several reasons; 1) for use of available facilities through Sea Mar, 2) to include all age- and
ethnically-targeted youth in an area rather than limited to one particular school-attendance area,
and 3) to distribute resources of space and curriculum away from already encumbered school
schools that would also require fulfillment of state, county, local curriculum guidelines.
In addition to garden space, an orchard, and a composting center, RBUFW has classroom space
and a community kitchen, each has seating capacity for 30. Four, eleven-week programs will be
offered year-round. Each weekly program session will last two and a half hours and will be
offered on Saturday mornings, rain or shine.
Methods: Nutrition Education
Included in part of each session will be a 30-minute lesson on nutrition and health. Games, art
projects, and group activities will be used to cement concepts. The message of each lesson will be
positive and will not attempt to scare youth about the consequences of being overweight or
obese; instead lessons focus on the positive connections between nutrients in food and the
health of various areas of the body (bones, eyes, heart, etc.)
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A Certified Nutritionist will adapt lesson plans from the Veggiecation curriculum developed by
founder and CEO, Lisa Suriano (http://www.veggiecation.com/). Nutrition and culinary lessons
are in English and Spanish and are centered around a modified USDA MyPlate to emphasize
increased consumption fruits, vegetables, whole grains, and vegetable protein (Appendix A) (31).
Two or three student volunteers from Bastyr Universitys culinary and nutrition programs will
deliver the lessons. Eleven repeatable lesson plans that are culturally relevant to Mexican-
American youth will be reviewed and completed by the Certified Nutritionist by the first session
in March 2015. Lessons will be revised as needed to address problem areas identified in pre- and
post-assessment questionnaires and games.
Methods: Hands-on gardening experience
Approximately an hour of gardening will follow the nutrition education lesson; during this time,
youth will be able to explore the farm-to-table process. Youth will learn which culturally relevant
foods can be grown in the Seattle region, as well as what is in season in the Pacific NW. The
participants will be responsible for a 500 square-foot plot provided by RBUFW where they will
plant seeds, transplant seedlings, water, feed, weed, and harvest fruits, vegetables, and herbs of
their choice. RBUFW will also provide two raised beds in one of their greenhouses for hot house
vegetables and growing vegetables through winter.
Depending on the program season, concepts such as vertical gardening for small spaces in the
summer and how to grow edible mushrooms in the winter will be covered. Upon finishing the
Youth Garden Program, they will have the rudimentary skills needed to grow their own
vegetables at home.
Educators will include Master Gardeners and a student volunteer from Bastyr Universitys
permaculture or herbal science program. Other volunteers supporting Rainier Valley farm can
participate, depending on interest. A Master Gardener will develop or approve one of many pre-
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existing lesson plans (many of which are published on the Internet) on techniques such as how to
use garden tools, how to prepare and use compost, how to grow seedlings, and how to transplant
seedlings. Guidelines, not lesson plans, will be prepared to select varieties of regional and
culturally relevant vegetables and herbs to offer participants depending on the season. (Many
herbs/vegetables grown in the Seattle region have specific varieties that are better suited to a
spring, summer, fall, or winter crop.) As part of the gardening portion of the program, educators
will maintain a spreadsheet that shows the cost of seeds and transplants, an estimated cost for
water used, and an estimated cost of fertilizer so that participants will be able to estimate the
cost of the produce they grew.
Methods: Hands-on culinary skills training
Each week, after an hour of gardening, there will be a hands-on, culinary class, approximately one
hour in length. Participants will prepare their own simple snacks/meals using food harvested from
the garden (or brought in from a local farmer's market, depending on produce availability.) At the
end of each weeks lesson, participants will sit together and share the food they made. At the end
of the 11-week Youth Garden Program, a potluck meal will be prepared by the participants using
produce harvested from the garden to feed their families.
The Certified Nutritionist will develop or approve one of many pre-existing lesson plans on
cooking techniques such as how to properly sharpen and use a knife, how to saut, steam, roast
produce, and how to plan a snack or meal that incorporates fresh fruits and vegetables.
Guidelines and recipes will be provided by the educators that incorporate seasonal produce.
Participants will not be required to follow the recipes offered; creativity will be encouraged. The
same Bastyr student volunteers who provide nutrition education will provide culinary instruction.
Methods: Timeline of Events
We expect to receive grant funding on or before January 1, 2015. Prior to this time, we will be
interviewing potential Certified Nutritionists and Program Coordinators with an intent to hire the
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first month the grant is funded in Q1 (January - March, 2015). Q1 is also the time when our lesson
plans and marketing materials will be developed and these will be revised, as needed throughout
the entire program. We also will recruiting volunteers and participants beginning in Q1 and these
activities will also continue throughout the year. Our first Youth Garden Program session will
begin in April 2015 and last eleven weeks. There will be a total of seven eleven-week sessions.
Activities such as recruiting volunteers and participants will continue through the end of the
second year, as we expect that once the Youth Garden Program is established, it will continue
beyond the two years funded by the grant.
PROPOSED TIMELINE
Year One: 2015
Month
Appoint Program Coordinator
Appoint Certified Nutritionist
Recruit volunteers
Train volunteers
Develop and publish PR and
Marketing materials, including
brochures and a Web site
Develop lesson plans and
education materials
Recruit participants for the
upcoming and following sessions
Obtain/replenish seeds,
transplants, and other garden
needs
Obtain/replenish kitchen needs,
including supplemental produce
Garden Program 1
Update Sea Mar/ WKK on
program to date
Revise learning materials as
needed
Revise PR and Marketing
materials as needed
Garden Program 2
Garden Program 3
Quarter 1
Jan Feb Mar

Quarter 2
Apr May Jun

Quarter 3
Jul Aug Sept

Quarter 4
Oct Nov Dec

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Year Two: 2016

Month
Update Sea Mar/ WKK on
program to date
Recruit volunteers
Train volunteers
Revise PR and Marketing
materials as needed
Revise learning materials as
needed
Recruit participants for the
upcoming and following sessions
Obtain/replenish seeds,
transplants, and other garden
needs
Obtain/replenish kitchen needs,
including supplemental produce
Garden Program 4
Youth Garden Program 5
Prepare final report
Quarter 1
Quarter 2
Quarter 3
Quarter 4
Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec

Methods: Educational Classes

Program overview:
3-month duration - 11 weeks
1 lesson/week ~ 9 lessons
Week 1 - no formal lesson
Orientation, pre-test assessment, getting to know the group, talking about health
and what it means to us
Week 11 - no formal lesson
Celebration, post-test assessment, review what we learned and liked most about
the program
14

Lesson Components:
Part I: Nutrition education - revolving around food theme
Food history, how its grown, uses, sample tastings - engaging multiple senses
Part II: Hands-on Gardening Experience
Planting/maintenance/or harvesting of that days theme food
Learn/practice one new gardening skill
Part III: Hands-on Culinary Skills Training
Prepare one simple recipe using theme food
Learn/practice one new cooking skill

11-week lesson schedule
Week
Nutrition Education/Theme
Cooking Skill
Gardening Concept/Skill
food category
1
Orientation & Pre-assessment
Kitchen safety
Garden safety
Beans
Boiling (beans, rice)
Direct seeding
Herbs (cilantro)
Mince
Transplanting
Tomatoes/tomatillos
Blanching
Trelusing
Squashes
Roasting
Mulching
Roots/Tubers: carrot, potato...
Dice
Thinning, weeding
Greens/leaves
Chopping
Harvesting greens
Flowers: cauliflower, broccoli...
Steaming
Choosing the right flower
Peppers
Sauteing
Irrigating
15
10
Bulbs: onions, garlic
Mince/chop
Crop rotation
11
Celebration & Post-assessment
Celebration meal
Final harvest

Sample lesson plan: See Appendix B
Methods: Behavior Change Models
Increasingly, garden-based learning programs are being used to enhance nutrition knowledge,
behavior change for increasing vegetable and fruit consumption, and garden awareness
(including local foods, culturally relevant foods, and crop production) (25). While a wealth of
research supports school-based garden learning programs, research also shows similar behavior
change outcomes, such as increased vegetable and fruit consumption, from community gardens
and nutrition education facilitated through after-school or summer sessions (25,27,29).
Based on research by Franko et al., we have defined our program with the assumption that
middle school-aged students are entering the program at a pre-contemplative stage of behavior
change (24). Research literature shows that confidence in goal setting and decision making for
healthy eating are lower in youth of ethnic minority (24). Our goal is to improve self efficacy for
fruit and vegetable consumption by moving students through the Transtheoretical Model of
Change from Precontemplation to Action. This will be accomplished through nutrition education
emphasizing positive health outcomes from increasing vegetable and fruit consumption that
outweigh students barriers. Additionally, recipes chosen will be age-appropriate and culturally-
relevant.
Methods: Location
The location for the Youth Garden Program will be at Rainier Beach Urban Farm and Wetlands.
RBUFW is Seattles largest urban farm. At eight-acres, it is the size of about six football fields.
There are five greenhouses, office space and a kitchen, as well as garden beds and an orchard.
16
The facilities are being upgraded to include both indoor and outdoor classroom space and a
redesigned kitchen, which will be finished in time for the beginning of our program (32, 33, 34).
While our program will not include other activities on the farm such as raising chickens and ducks
or keeping bees, the children involved in our program will be in that space and have the
opportunity to meet others who are working and volunteering on the farm and find out about
other opportunities for involvement on the farm.
Methods: Characteristics of Participants
As detailed in the Needs Statement, the Youth Garden Program will be focused on enhancing the
consumption of fruits and vegetables in Mexican-Americans aged 10 to 14 due to the prevalence
of overweight and obesity in this age group and due to their low fruit and vegetable consumption.
Since early intervention is key to establishing healthy lifestyle choices, the program will be
designed to target prevention and reduction of obesity in Mexican-American adolescents.

Youth will be recruited in a variety of ways. The primary way is the parents of youth of this age
group will be informed of this program throughout the Sea Mar Community Health Centers by
brochures in Spanish and English. Additionally, parents will be told about this program as they
meet with various healthcare providers, particularly those related to their childrens care. Also,
quarterly presentations will be given at the two closest middle schools to energize the youth
about the program. They will be given brochures in Spanish and English that will detail the
program to their parents.

The two closest middle schools are Dimmitt Middle School and Aki Kurose Middle School. Twenty
percent of the students at Dimmitt Middle School are Mexican-American (35). On a Saturday
morning, Dimmitt Middle School is a 20-minute bus ride away from the garden (36). Aki Kurose
Middle School is the school closest to the garden. At Aki Kurose Middle School, 12% of the
students are Mexican-American (37). On a Saturday morning, Aki Kurose Middle School is a four-
minute bus trip away from the garden (36).
17
Methods: Limitations
While it is hoped that the program will be of value and interest to participants in and of itself, we
recognize that lack of interest in attending the program and low attendance/high attrition might
be a problem. We will mainly overcome these limitations through two main incentives designed
to help raise interest and prevent attrition. One will be the free meal included at every weekly
garden session attended. The second will be an opportunity to win prizes and vouchers at the end
of an 11-week session. Participants who attend at least seven of the eleven sessions will be able
to participate in a nutrition-related game modeled after Jeopardy. Four to five teams will will
compete for first place prizes valued at $50 for each participant on the winning team, $25 for
participants on the second place team, and $15 each for other participants (38).
Another limitation is the possibility of a lack understanding among the children of the programs
benefits. Even though from the first session, designed for orientation, to the last, our goal is
engagement with the children in every element we plan, we have program evaluations in place
that will help us often assess how the program is running and re-address issues like this that
might arise. And to directly evaluate this understanding, or lack thereof, we will use specific
questions in our post program survey in order to adjust the lessons to address any discrepancies.
A final perceived limitation is how we will manage volunteers or volunteer drop off rates. Most of
our volunteers will be recruited from Bastyr University, which has been a reliable resource for Sea
Mar for many year. Since students in Bastyr's programs are required to complete 200 volunteer
hours in community and food service projects prior to graduation, they will have incentives to
work with Sea Mar. Volunteers also will include Master Gardeners who also are required to
complete yearly volunteer hours, less they lose their certification.
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IIIc. Program Staffing & Administration
Volunteers:
Volunteers will be recruited from Bastyr University and its undergraduate and graduate Nutrition,
Culinary Arts, Permaculture, and Herbal Sciences programs. Sea Mar has a 10 year history of
working Bastyr students through both volunteer opportunities and by providing Dietetic
Internship programs. In addition to Bastyr students, Master Gardeners will be recruited from The
Seattle Master Gardeners Foundation with the help of Seattle Tilth, who operates RBUFW. Three
volunteers are required and five are desired for each 11-week program.
Potential volunteers will complete a phone interview with the Program Coordinator to determine
the best fit with Youth Garden Program needs which will include

Delivering nutrition education and overseeing nutrition-related games and activities
Providing culinary instruction and helping youth participants prepare snacks and meals
Preparing soil, composting, planting, harvesting, and watering their assigned garden
spaces.
Volunteers will commit to no fewer than 4 hours per week for 12 consecutive weeks to provide a
consistent education experience for participants. Hours will be recorded and tracked through a
Sea Mar Community Health Center volunteer sheet managed by the Program Coordinator.
Volunteer requirements are as follows:
Enrollment in a specified undergraduate or graduate program at Bastyr University (see the
first paragraph of this section) or be a Master Gardener.
Completion and documentation of a negative tuberculosis test (within one year)

Completions of a criminal background check prior to contact with youth participants (paid
for by Sea Mar).
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Paid staff
Paid staff members will consist of part-time and contract employees. The contract positions are
for a translator for marketing materials distributed to parents and for a Web designer to create
an information/recruitment for the Youth Garden Program to be hosted on the existing Sea Mar
Web site. Contractor fees will be covered by grant funding.
Part-time staff will include a Certified Nutritionist (0.25 FTE) who will start in Q1. The Certified
Nutritionist will be responsible for developing the participant materials and lesson plans for
nutrition education and culinary instruction. (Lessons will be taught by student volunteers from
Bastyr University). The Certified Nutritionist also will be responsible for reviewing and updating
lesson plans and participant education materials on a quarterly basis based on feedback from
class instructors. The salary for this individuals will be covered by grant funding.
Part-time staff also will include a Program Coordinator (0.5 FTE ) who will be involved in the day-
to-day operations of the Youth Garden Program, overseeing both volunteer staff and participants.
The Program Coordinator also will update information on the the web site as needed. The salary
for this individual will be covered by grant funding.
Qualifications
Program Coordinator
Educational Background: Bachelors Degree in Business, Social Services, or Nutrition

Work Experience: 1 year experience working within a not-for-profit organization.
Skills: Excellent organizational skills. Strong office management, and computer skills. Must be
able to coordinate volunteers activities and manage a weekly schedule. Must be able to manage
spreadsheets logging participant attendance and garden harvests. Must be proficient in website
maintenance. Public relations and customer service skills are helpful. Proficiency in Spanish is
desired.
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Certified Nutritionist
Educational Background: Masters Degree in Nutrition
Work Experience: 1 years experience working within a not-for-profit organization. Experience
working with youth, preferably aged 10 14, either in a volunteer or paid job. Experience working
with a Latino population is highly desired.
Skills: Excellent communication skills and ability to interact with persons of all socioeconomic and
education levels. Must be able to create new or customize existing lesson plans that comprise
culinary skills training, gardening skills training, and nutrition education. Proficiency is Spanish is
an added bonus.
IIId. Evaluation Plan
To ensure program objectives and goals are met, the Program Coordinator will be in charge of the
evaluation process. The appraisals prior to the implementation of this program will allow for the
tailoring of project goals and timelines. We will be able to better identify barriers and the
resources needed to overcome these barriers as well as tailor the intervention to better facilitate
learning within this population. Additionally, assessments will allow us to determine the types of
volunteers needed for each portion of the program and will allow for the tailoring of training for
these individuals.
In order to evaluate the effectiveness of the Youth Garden Program the three main elements that
will be measured are implementation, retention of information and overall outcomes. The data
collected will be analyzed and given to the Sea Mar Board of Directors and the grant funder after
each quarter, along with an outcome report to support the effectiveness of our program in young
Mexican-Americans increasing their fruit and vegetable intake in our program.
The questions that will be asked in evaluation of our project will include:
Do we have enough volunteers? Do they have appropriate levels of education or training?
Is the program engaging to age group?
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Is the program culturally relevant?

Is the lesson plan appropriate?
Have the participants reached the education goals?
Has the program met its objectives?
Formative Evaluations (39)
The formative evaluations will be done through focus groups, conducted at the multiple
elementary and secondary schools in South King County, and questionnaires will be sent home
with the students for parental participation. There will be Food Frequency Questionnaires
provided to parents to evaluate cultural barriers and culturally relevant foods. The information
collected will then be provided to the program manager for use in tailoring the lesson plans and
evaluating what is planted in the garden.
Process Evaluations
This will be used to measure the extent to which the intervention was implemented as intended
in the proposal and will be done using mean attendance and a 5-point Likert scale (39).
Attendance Records
Attendance records will monitor whether our intervention was implemented appropriately and
implemented as intended. These records will be used to assess our first objective of enrolling 160
Mexican-American youths, ages 10-14 to participate in our Youth Garden Program. This objective
data will be collected and then used to appropriately customize the promotion of the program at
the Sea Mar clinics and local community centers. At the end of our 11-week program, the data
collected regarding attendance as well as overall participation and interest will allow us to
determine the success of the programs implementation and indicate how it may be improved in
the future.
Mean attendance will be compiled, placed in quarterly outcome report, as was stated above, and
22
given to the Sea Mar Board of Directors and the grant funder after each quarter to demonstrate
the effectiveness of our program (39).
Likert Scale
A 5-point Likert scale will be given to students in order to evaluate what parts of the lesson plan
are effective and which parts need adjusting for the next session. This will utilized at the end of
each session. We will then use the descriptive statistics of mode to create a visual representation
of the scale using a bar graph. We will use inferential statistics, specifically ANOVA (Kruskal Wallis,
Mann Whitney) for the remaining data analysis.
Impact Evaluation
The most important part of the evaluation is to determine whether this program will help us to
achieve our goal of increasing consumption of fruits and vegetables in this population (40). These
evaluations will determine the effectiveness of the program and measure the overall
interventions and whether or not the goals have been achieved as well as allow us to assess the
specific effect on the target population.

IIIe. Sustainability
Grant funds will support employee salaries, volunteer training, garden materials, seeds and plant
starters, and supplemental and replacement kitchen and garden equipment not provided by
RBUFW. Lesson plan development will be completed before the first program year, requiring
minimal extra funds for editing and revising by the Certified Nutritionist.
The Youth Garden Program is capacity-building; it will effectively contribute to its future self-
sufficiency by maintaining low administrative costs and generating revenue through fundraising
and donations. Fundraising strategies will include sales of cookbooks (compiling students favorite
recipes from the program), plant starts, and excess garden produce. Funds will be used toward
seed and plant starts for a third program year. The Youth Garden Program will hold plant sales at
23
their schools and sell produce at the Columbia City Farmers Market. Program graduates will
have the opportunity to become volunteers in future seasons or hold paid, part-time positions as
co-facilitators for nutrition education, culinary training, or gardening sections of the program.
Toward the end of the second program year, Sea Mar will begin a more purposeful partnership
with RBUFW/Seattle Tilth, with the intention of the Youth Garden Program being absorbed into
their organization, with Sea Mar providing needed volunteer and cultural support. Currently,
RBUFW does not provide outreach to either Mexican-Americans nor to this age group (ages 10-
14).
IV.
Proposed Budget
The two-year proposed budget for the Youth Garden Program has been set up to ensure long-
term success and financial viability. It is expected that the Youth Garden Program will gain a
strong foothold in the Mexican-American youth community within the first year, and that a
continuation of programs and cultivation of new participants will be reliable and ongoing.
The proposed budget has been divided into the following sections: Income, Personnel Expenses,
Material Expenses, Marketing and PR Expenses, Other Expenses, and Indirect Expenses.
RBUFW will be providing, free of charge, 500 square feet of tilled, amended, and edged garden
space. They will also be providing a pre-equipped classroom space for 30, a pre-equipped kitchen
with items such as cutting boards, colanders, and propane burners for a class size of 30, and
gardening resources, including water, garden hoses, compost bins, hoes, rakes, trowels, and
adequate greenhouse space from November through February. Resources provided by RBUFW
are not included in the budget. In addition, there are no participant charges and no books
required, so these items are excluded from the budget as well.
24
Similarly, Sea Mar has a longstanding relationship of more than 10 years with Bastyr University
providing both internship and volunteer opportunities. Some programs, such as the Nutrition
program, require volunteer hours in public service and food service as graduation criteria for its
undergraduate and graduate programs. The RBUFW is associated with Seattle Tilth who has
pledged to provide Master Gardeners to oversee garden lessons. The Master Gardener will also
be assisted by volunteers from the Permaculture, Herbal Science, and Nutrition programs at
Bastyr. As a result, most program instructor hours will be provided at no cost.
Grant funding will cover the Youth Garden Program for two years. (Sustainability beyond two
years is addressed in the preceding section.) The two-year funding plan will make it possible for
the Youth Garden Program to establish roots in the community, demonstrate its need, and foster
improved short-term health outcomes. With these successes, the long-term feasibility of the
Youth Garden Program will become apparent and fundraising opportunities will be possible.
The anticipated total expenses for years one and two combined will be $88,330 with personnel
costs the largest expense at around $65,000. A Program Coordinator will be expected to work 20
hours/week 48 weeks/year and a Certified Nutritionist will be expected to work 10 hours/week
48 weeks/year. Hourly rates for these positions were determined by performing a salary survey at
PayScale.com. This included entering the following details: Seattle; Non-For Profit organization; 3-
years experience; either Certified Nutritionist with a Masters degree or Program Coordinator
with a Bachelors degree. The median yearly salary range provided by PayScale was then divided
by 2000 (the numbers of hours typically worked by full time employees each year). This
determined the hourly rate of $25/hour for a part-time Certified Nutritionist and $20/hour for a
Program Coordinator. Both would receive no other benefits. Other personnel will include a web
designer and translator for marketing material; these two short-term contractors will be
reimbursed at a rate of $40/hour.
Material costs will be the second largest expense and include materials used to
25

Purchase instructor license for lesson plans
Photocopy, and in some cases laminate, materials to train volunteers
Print handouts, provide games, and provide incentives to retain and educate participants
Provide for additional and replacement kitchen equipment such as cutting boards and
aprons
Provide for additional and replacement kitchen supplies, such as supplemental produce,
olive oil, and seasonings. (It is expected that $40 in supplemental fruits and vegetables will
be needed during the sessions in early spring, late fall, and winter.)
Provide for additional and replacement garden equipment, such as trowels and small
hoop houses for cool season gardening
Provide for additional and replacement garden supplies, such as seeds, transplants, and
fertilizer
Print evaluation materials, including surveys and questionnaires, and provide postage for
materials sent to participants and their parents after their Youth Garden Program has
ended.
Material costs are based on an average material costs for similar items that currently are incurred
by Sea Mar. We expect material costs to be $12,500.
Marketing and PR expenses will be minimal because Sea Mar is deeply entrenched in the
Mexican-American community and already has in place many avenues to recruit program
participants. PR and marketing materials will be bilingual, but translation costs are included in the
Personnel expenses for a contract translator. Marketing and PR materials to recruit volunteers
from Bastyr University are already established and will be modified to include requirements for
the Youth Garden Program volunteers. Overall, Marketing and PR expenses for two years will be
$2,000.
26
One thousand dollars ($500 each year) will be allocated to other expenses such as faxing,
unexpected printing costs, and voice mail. Indirect expenses are estimated at 10% of total yearly
costs and will cover expenses including liability insurance, taxes, maintenance, and background
checks for volunteers. They are estimated to be around $8,000 for both years.
For simplicity, the budgets for years one and two were calculated using the same cost basis. Year
One expenses will be $43,835 and Year Two expenses will be $44,495. Year Two expenses are
higher because four programs will be offered the second year of the program while only three
programs are offered the first year.
Initial Funding
Income Total
Personnel
Paid Staff:
Program Coordinator ($20/hr,
20 hrs/week, 48 weeks/year)
Certified Nutritionist ($25/hr,
10 hrs/week, 48 weeks/year)
Contractors (web designer, translator)
$40/hour
Subtotal Personnel Expenses
Materials
Volunteer Education Materials
Participant Education Materials and
Incentives
Kitchen Supplies and Equipment
Garden Supplies and Equipment
Subtotal Materials Expenses
Marketing and PR Expenses
Subtotal Marketing and PR
Expenses Costs
Other Expenses
Subtotal Other Expenses
Indirect Expenses (10%)
Subtotal Indirect Expenses
Subtotal Expenses each year39850, 38050
Total Expenses

$19,200

$19,200
$88,090
$88,090

$12,000
$12,000
$1,600
$800

$300
$1,450

$400
$1,950
-$64,800

$1,800
$1,800

$1,200

$2,400
$2,400

$800

-$12,500

-$2,000
$500

$3,985
$43,835

$500

$4,045
$44,495

-$1000

-$88,330
27
The average cost per participant, assuming 160 are enrolled, is <$600 per child.
V.
Organizational/Agency Information and Qualification
Va. Vision and Mission
The mission of Sea Mar is to provide thorough, affordable health and human services to
underserved populations, chiefly to Latinos. This grant proposal extends the Sea Mar mission by
not only encouraging prevention, which is our main focus, but also by engaging youth in healthy
eating skills that will address the issues of health outcomes related to being overweight and
obese, with the long-term goal of reducing potentially modifiable risk factors related to weight-
issues. This program will help combat the growing obesity epidemic that disproportionately
affects Latinos by providing much needed nutrition education detailing nutrient quality, quantity,
and benefits.
The Youth Garden Program funded through this grant will focus on the pleasure of fresh fruits
and vegetables, placing an emphasis on whole foods nutrition, as well as encouraging hands-on
learning to middle school students. This grant proposal will target a specific segment of the
Mexican-American population, middle-school children, who are not targeted by other Sea Mar
programs.
Vb. Board of Directors (41)
Currently, we have twelve members on our Board of Directors. These members represent the
diverse communities in which we serve both in their ethnicity as well as their expertise. They are
located throughout the Puget Sound region of Washington ranging from Ocean Shores to
Burlington since Sea Mar Community Health Clinics are located throughout Western Washington.
While we have strong administrative oversight, including Rogelio Riojas, who has been President
and CEO since Sea Mar opened its doors in 1978, the Board of Directors are the ones who review
and approve our annual budget, making sure all decisions align with our mission. With our
mission foremost in their mind, and the pressing need of addressing the obesity concerns among
our youth, they have wholeheartedly approved this plan to collaborate with Rainier Beach Urban
Farm and Wetlands.
Vc. Audience
As was stated in the mission, Sea Mar is committed to providing accessible, low cost health care
and diverse range of services, primarily to Latinos. In the late-1970s, due to a concern over health
care inequality for the Spanish-speaking population, a group of community leaders in Western
28
Washington began a free clinic in the Rainier Valley neighborhood of Seattle. In 1978, after
being incorporated as a non-profit, a clinic was bought in the South Park area of Seattle, where
we began offering medical care those in the community. This clinic was called Sea Mar
Community Health Center. Through the years, we have added additional social services and
health education programs. And now we are expanding in some non-traditional services that will
serve our community, such as ESL classes, low-income housing, education and youth leadership
(42). Additional information is available in our 2012 annual report (30).

In 2012, more than 73 percent of Sea Mar Community Health Centers clients had incomes below
the federal poverty level and 212,599 individuals were served (totaling to more than 912,000
encounters). Additionally, 38 percent of our clients are Latinos. The remaining clientele is a
mixture of ethnicities and income, which is detailed in our 2012 annual report (41, 42, 43).
Vd. Summary
Sea Mar is uniquely suited to address the obesity problem among the Mexican-American youth in
South King County because a large proportion of our clientele are Latino and because our primary
focus is on preventative health.
VI.
Conclusion
If you were to do a quick search of the research literature, you would easily find over 30 articles
detailing how a gardening program encourages participants to increase their fruit and vegetable
consumption and how participants tend to lose weight as a result. However, you would also find
that not many of those programs are targeted specifically to Mexican-Americans. Sea Mars Youth
Garden Program will continue to address the combined issues of obesity and low fruits and
vegetable consumption in this vulnerable population, with the long-term goal of reducing their
risk of diabetes and other diseases related to weight-issues.
An analysis of NHANES data shows that Latino children in the U.S. are more likely to develop
diabetes than non-Latino children. The mission of the Sea Mar/Rainier Beach Urban Farm and
Wetlands Youth Garden Program is to increase the nutritional status of Mexican-American youth
in South King County. Our goal is to observe a measurable increase in consumption of fruits and
vegetables due to their being more affordable and attractive through gardening, culinary skills
training, and culturally relevant nutrition education. The need is urgent and there is no better
time than now.
29
VII.
References
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Accessed March 14, 2014.
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3. Food insecurity in your county. Feeding America Web site. http://feedingamerica.org/hunger-
in-america/hunger-studies/map-the-meal-gap.aspx. Published 2013. Accessed March 14.

2014.
4. Ramirez A, Ayala G. An introduction to Salud America! a research network to prevent obesity
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Disease Control and Prevention Website. http://www.cdc.gov/nchs/data/hus/2012/069.pdf.
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7. Hispanic population trends: a statistical portrait of U.S. Hispanics. Pew Research Center
website. February 13, 2013. http://www.pewhispanic.org/2013/02/15/hispanic-population-

trends/ph_13-01-23_ss_hispanics1. Accessed March 4, 2014.
8. Washington: Demographics of Low-Income Children. National Center for Children in Poverty
Website. http://www.nccp.org/profiles/WA_profile_6.html. Accessed June 14, 2014.

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9. Bishop J, Middendorf R, Babin T, Tilson W. ASPE Research Brief: Childhood Obesity. Office of
the Assistant Secretary for Planning and Evaluation Web site.

Published August 2005. http://aspe.hhs.gov/health/reports/child_obesity/index.cfm.
Accessed May 29, 2014.
10. Jiao J, Moudon AV, Ulmer J, et al. How to Identify Food Deserts: Measuring Physical and
Economic Access to Supermarkets in King County, Washington. Am J Pub Health.

2012;102(10):E32-E39. http://www.ncbi.nlm.nih.gov/pubmed/22897554. Accessed June 9,
2014.
11. While farmers markets increase access to healthy food in all King County regions, most
markets are in Seattle. Communities Count Web site.

http://www.communitiescount.org/index.php?page=farmers-market-map. Accessed March
18, 2014.
12. Neighborhood Connections: Summary & Data Highlights. Communities Count Web site.
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March 17, 2014.
13. Liu JH, Chu YH, Frongillo EA, et. al. Generation and Acculturation Status Are Associated with
Dietary Intake and Body Weight in Mexican American Adolescents. J. Nutr. 2012;142:298
305. doi:10.3945/jn.111.145516.
14. National Health Statistics Reports: Trends in Nutrient Intakes and Chronic Health Conditions
Among Mexican-American Adults, a 25-year Profile: United States, 1982-2006. Number 50.
March 28, 2012. http://www.cdc.gov/nchs/data/nhsr/nhsr050.pdf. Accessed March 19, 2014.
15. Victor Alvarez. Personal Interview. February 10, 2014.
16. Delva J, OMalley PM, Johnston LD. Availability of more-healthy and less-healthy food Choices
in American Schools: A National Study of Grade, Racial/Ethnic, and Socioeconomic

Differences. Am J Prev Med 2008;33(4S). doi:10.1016/j.amepre.2007.07.018.
17. Boudreau ADA, Kurowski DS, Gonzalez WI, et al. Latino Families, Primary Care, and Childhood
Obesity: A Randomized Controlled Trial. Am J Prev Med 2013;44(3S3):S247S257. doi:

10.1016/j.amepre.2012.11.026. Accessed March 19, 2014.
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18. Torres ME, Meetze EG, Smithwick-Leone J. Latina Voices in Childhood Obesity A Pilot Study
Using Photovoice in South Carolina. Am J Prev Med. 2013;44(3S3):S225S231.

doi.org/10.1016/j.amepre.2012.11.020. Accessed March 18, 2014.
19. Passel J, Livingston G, Cohn D. Explaining Why Minority Births Now Outnumber White Births
Pew Research: Social and Demographic Trends Web site. Published May 17, 2012.
http://www.pewsocialtrends.org/2012/05/17/explaining-why-minority-births-now-
outnumber-white-births/. Accessed June 14, 2014.
20. Research Brief: Addressing Nutrition, Overweight and Obesity Among Latino Youth. Salud
America! Robert Woods Johnson Foundation Research Network to Prevent Obesity Among
Latino Children. Published December 2011. http://salud-
america.org/sites/saludamerica/files/NutritonBrief.pdf. Accessed March 18, 2014.
21. Washington: Demographics of Low-Income Children. National Center for children in Poverty
Website. http://www.nccp.org/profiles/WA_profile_6.html. Accessed March 19, 2014.

22. Robinson T. Applying the socio-ecological model to improving fruit and vegetable intake
among low-income African Americans. J Community Health. 2008;33:395406.

http://www.cdc.gov/mmwr/pdf/wk/mm6046.pdf. Accessed June 10, 2014.
23. Fruit and Vegetable Consumption Among High School Students United States, 2010.
Morbidity and Mortality Weekly Report. Centers for Disease Control and Prevention.
2011:60(45)1583-1604. Published November 23, 2011.
http://www.cdc.gov/mmwr/pdf/wk/mm6046.pdf. Accessed June 10, 2014.
24. Franko DL, Cousineau TM, Rodgers RF, Roehrig JP, Hoffman JA. Social-Cognitive Correlates of
Fruit and Vegetable Consumption in Minority and Non-Minority Youth. Journal of Nutrition
Education and Behavior. 2013:45(2):96-101. http://dx.doi.org/10.1016/j.jneb.2011.11.006
http://www.ncbi.nlm.nih.gov/pubmed/22929007
25. Heim S, Stang J, Ireland M. A garden pilot project enhances fruit and vegetable consumption
among children. J Am Diet Assoc. 2009;109:1220-1226.

http://www.ncbi.nlm.nih.gov/pubmed/19559139. Accessed May 29, 2014.
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26. Lautenschlager L, Smith C. Understanding gardening and dietary habits among youth garden
program participants using the Theory of Planned Behavior. Appetite. 2007:49;122130.

http://healthinfo.montana.edu/Gardenpilot.pdf. Accessed June 14, 2014.
27. McAleese JD, Rankin LL. Garden-based nutrition education affects fruit and vegetable
consumption in sixth-grade adolescents. J Am Diet Assoc. 2007;107(4):662-5.

http://www.ncbi.nlm.nih.gov/pubmed/17383272. Accessed June 14, 2014.
28. Gibbs L, Staiger PK, Johnson B, et al. Expanding childrens food experiences: the impact of a
school-based kitchen garden program. J Nutr Educ Behav. 2013 Mar;45(2):137-46. doi:
10.1016/j.jneb.2012.09.004.
http://www.sciencedirect.com/science/article/pii/S1499404612005763. Accessed June 14,
2014.
29. Robinson-OBrien R, Story M, Heim S. Impact of garden-based youth nutrition intervention
programs: a review. J Am Diet Assoc. 2009;109:273-280.

http://www.ncbi.nlm.nih.gov/pubmed/19167954. Accessed May 29, 2014.
30. Sea Mar Community Health Centers: Annual Report 2011-2012.
http://www.seamar.org/static_pages/webdownloads/FY2012SeaMarAnnualReport.pdf.
Accessed May 10, 2014.
31. Welcome to Veggiecation: The Concept. Veggiecation Web site.
http://www.veggiecation.com/about-us/welcome/. Accessed June 14, 2014.

32. Dolan, M. On the Urban Farm: Seattles biggest urban farm is taking root in Rainier Valley.
Seattle Magazine Web site. Published August 2013.

http://www.seattlemag.com/article/urban-farm. Accessed June 14, 2014.
33. Rainier Beach Urban Farm Improvements. Seattle Tilth Web site.
http://seattletilth.org/about/rbufwsiteplan. Accessed June 14, 2014.

34. Current Projects: Rainier Beach Urban Farm. Seattle Parks Foundation Website.
http://seattleparksfoundation.org/current-projects-rainier-beach-urban-farm-and-wetlands/.
Accessed June 14, 2014.
33
35. School Directory Information: Dimmit Middle School, 2011-2012 school year. National Center
for Education Statistics Web site.

http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&InstName=Dimmit+Middle
+school&State=53&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4&SpecificSch
lTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=-1&ID=530723002564. Accessed May 29,
2014.
36. Plan a Trip. King County Metro Web site. http://tripplanner.kingcounty.gov/. Accessed June
13, 2014.
37. School Directory Information: Aki Kurose Middle School, 2011-2012 school year. National
Center for Education Statistics Web site.

http://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&InstName=Aki+Kurose+Mi
ddle+School&State=53&SchoolType=1&SchoolType=2&SchoolType=3&SchoolType=4&Specifi
cSchlTypes=all&IncGrade=-1&LoGrade=-1&HiGrade=-1&ID=530771001249. Accessed May 29,
2014.
38. Cost of Quality: Out-of-School Time Cost Calculator After School Program Resources. The
Wallace Foundation Web site. Last updated January 2009.

http://www.wallacefoundation.org/cost-of-quality/resources-index/Pages/default.aspx.
Accessed June 14, 2014.
39. Macdougall E. Financial Management, Evaluation & Sustainability. [PowerPoint Slides 5-6]
Retrieved from https://elearning.bastyr.edu/mod/resource/view.php?id=128612 June 16,

2014.
40. Social Marketing, Nutrition and Physical Activity. Center for Disease Control Website.
http://www.cdc.gov/nccdphp/dnpa/socialmarketing/training/phase5/index.htm. Accessed
June 5, 2014.
41. Sea Mar CHC - About Us: Board of Directors. Sea Mar Community Health Centers Web site.
http://www.seamar.org/static_pages/boardmembers.php. Accessed May 12, 2014.

42. Sea Mar CHC - About Us: History. Sea Mar Community Health Centers Web site.
http://www.seamar.org/static_pages/history.php. Accessed May 10, 2014.

34
43. Sea Mar CHC - About Us: Patient Profile. Sea Mar Community Health Centers Web site.
http://www.seamar.org/static_pages/patient_profile.php. Accessed May 10, 2014.

44. Bischoff S. Gut health: a new objective in medicine? BMC Medicine. 2011;9(24):1-14. doi:
10.1186/1741-7015-9-24.
35

VIII.
Appendices
Page
Appendix A
Veggiecation Plate Model
37
Appendix B
Sample Lesson Plan .
38
36

Appendix A: Veggiecation Plate Model
37
Appendix B: Sample Lesson Plan

Session 1: Beans, beans, good for your...heart!
Part I. Nutrition Education: 30 min
Objectives
Participants will:
Learn traditional uses for beans in Mexican-American culture
Learn three nutrients beans contain and how these benefit health
Successfully harvest a variety of fresh beans from garden plot
Materials
Drawing board (white board, paper easel, chalk board, etc.)
Drawing markers (chalk or dry erase)
Clear plastic or glass cups/jars
Dry beans (1-2 pounds)
1/4 cup measuring cups (1 for each student or every 2 students)
Introduction: Frijoles (beans) come in many sizes and colors. Pinto and black beans are the most
popular and are widely used in many Mexican dishes, like tacos, tostadas, enchiladas, or
quesadillas. You can even add them to salads and soups. Fresh beans can be boiled in water in for
about 45 minutes. Dried beans need to be soaked first, then boiled for about one hour.
Ask: Who can guess why we soak dried beans first?
Draw: outline of bean shape on drawing board
Ask: Whats in a bean?
Share: Beans contain many useful nutrients, three of them include, folate, fiber, and protein.
Folate for healthy brains
38
The nerves in your brain use folate to stay healthy so they can send messages to
each other. Without enough folate you might feel irritable, forgetful, fatigued,
confused, or have trouble sleeping (insomnia).
Fiber (soluble) for healthy digestion
1 cup of pinto beans, like those well be harvesting in the garden today, has half of
all the fiber your body needs in a day.
Fiber is the bodys scrub brush, it keeps your digestive tract clean and digestion
moving smoothly
Scientists are learning that maintaining good digestion, by eating fruits, vegetables,
whole grains, and beans may help reduce many health conditions like asthma,
overweight/obesity, skin conditions (like eczema or acne), arthritis, and some
allergies (44).
Protein for healthy skin, hair, muscles...and everything in between
Beans have protein, are low in fat and cholesterol, making them a perfect food for
a healthy heart.
Draw/write: Words folate, fiber, protein on inside of bean shape as theyre talked about in the
lesson.

Activity: How do your beans stack up?
Lead students in an activity showing them how easy it is to eat beans every day. Students
may work individually or in pairs; each using a 1/4-cup measuring cup and a clear jar. As a
group, and facilitated by the lead educator, they will brainstorm meals and snacks where
they could add 1/4 of beans, while adding 1/4 of dry beans to their jar as they move along,
quickly filling the jar.
Examples: Beans and rice, beans in a taco, burrito, bean dips with vegetable sticks, bean/lentil
burger, tomato and bean salsas, etc.
Part II. Hands-on Gardening Experience: 1.0 hours

39
Tasks:
Garden facilitator discusses direct seeding and seed beans or peas for a later season
Notice where flowers are and realize a bean will grow at each flowering part of the plant
Learn what a ripe bean pod looks like to be ready for harvest
Harvest fresh black beans to be used in todays recipe
Part III. Hands-on Culinary Skills Training: 1.0 hours

Gather youth in community kitchen for collaborative snack preparation using some of days
harvest.
Todays recipe: Strawberry Black Bean Salsa with tortilla chips
(Adapted from Jenna Weber, PBS.org)
Ingredients
1 pint strawberries
1 cup cooked black beans
cup chopped fresh cilantro (one small bunch)
red onion, minced
1 whole jalapeno, minced (seeds removed if you prefer less heat)
juice of 2 limes
1 tbsp honey
Tortilla chips (corn, unsalted)
Directions
1. Chop up the strawberries and mango into very small bits.
2. Place in a bowl with the cilantro, minced red onion and minced jalapeno.
3. Add honey and lime juice and stir well.
Yield: yields about 2 cups
40

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Organization

Sea Mar Community Health Centers

Sea Mar / Rainier Beach Youth Garden Program

WK Kellogg Foundation (WKKF)

January 2015 to December 2016

Proposal Prepared By:

Beyler, Bishop, Miller, Wallace

II. Needs Assessment

a. Mission, Goals & Objectives

c. Program Staffing & Administration

III. Program Description

IV. Proposed Budget .

V. Organizational Information & Qualifications

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

By December, 2016, 160 Mexican-American youth, grades 6-8, will participate in

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Year Two: 2016

Methods: Educational Classes

Beyler, Bishop, Miller, Wallace

Orientation & Pre-assessment

Boiling (beans, rice)

Roots/Tubers: carrot, potato...

Flowers: cauliflower, broccoli...

Choosing the right flower

Beyler, Bishop, Miller, Wallace

Bulbs: onions, garlic

Celebration & Post-assessment

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Completion and documentation of a negative tuberculosis test (within one year)

Beyler, Bishop, Miller, Wallace

Educational Background: Bachelors Degree in Business, Social Services, or Nutrition

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Is the program culturally relevant?

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

Beyler, Bishop, Miller, Wallace

http://uthscsa.edu/hscnews/singleformat.asp?newID=4277. Published October 2, 2012.

in-america/hunger-studies/map-the-meal-gap.aspx. Published 2013. Accessed March 14.

among Latino children. American Journal of Preventive Medicine, 2013:44(353), S175S177.

website. February 13, 2013. http://www.pewhispanic.org/2013/02/15/hispanic-population-

Website. http://www.nccp.org/profiles/WA_profile_6.html. Accessed June 14, 2014.