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The types of curriculum modifications allowed to be made by California CalFresh Healthy Living Local Implementing Agencies (LIA) are divided into Green and Yellow Light Modifications, identifying the level of caution with which these modifications should be made. Green Light Modifications are those that the California CalFresh Healthy Living State Implementing Agencies (SIA) have determined are appropriate for LIAs to implement with minimal administrative and evaluation burden. Yellow Light Modifications, although sometimes necessary to ensure high quality interventions, should only be implemented with care and require additional administrative and evaluation burden for LIAs that choose to make them. Red Light Modifications are not allowed because they threaten the fidelity of curriculum implementation by altering one or more core components.
Changes that are NOT considered curriculum modifications and can be made without any further guidance include:
- Providing any disclaimers listed in the Integrated Curricula List (e.g., USDA does not promote organic over conventional produce)
- Presenting only core lessons or single lessons from a curriculum when this option is provided in the Integrated Curricula List
LIA staff are strongly encouraged to consult their assigned SIA representatives regarding curriculum modifications specifically those that require contact with the curriculum developer and any yellow light modifications. For each LIA the final decision to make a modification is the responsibility for staff overseeing the nutrition education. Any subcontracting staff/extenders need to consult with their LIA contact about any changes.
NOTE: The following table is not necessarily an exhaustive list of all the circumstances that may arise. For situations not covered in the table, talk with your SIA representative.
| Types of Modifications | Guidance for Modification | Examples | Evaluation Requirements | Suggested Documentation in the Curriculum Fidelity Sharing Site | |
|---|---|---|---|---|---|
| G1. Using a curriculum as is for different age, grade level, setting, lifecycle stage or learning & developmental need of the intended audience |
Contact the curriculum developer to request approval. After receiving a written response, contact your SIA representative to report the outcome. This information will be added to the Integrated Curricula List quarterly. Persons with disabilities - Consult with experts such as special education instructors to identify appropriate learning and developmental need prior to curriculum selection. |
Using a middle school curriculum in a high school Using an adult curriculum with groups such as pregnant or parenting teens Using a youth curriculum with 19 year old high school students Using a high school curriculum with young adults Persons with disabilities - Using a curriculum intended for a lower grade level to meet the learning and developmental needs of the individual. |
TBD based on conversation with curriculum developer and SIA | Strongly encouraged | |
| G2. Enhancing visuals or adding props to make the learning more hands-on | Follow principles for effective visuals. Do not substitute for a core component of the curriculum. Keep costs moderate. (See additional guidance about visuals and props) | Having actual samples of foods, food labels or containers to pass around Using food or anatomy models (e.g., arteries) | No testing or evaluation needed as long as guidance for this modification is followed | Encouraged if the changes may be of interest to other agencies | |
| G3. Adding activities within a class to make it more interactive, or to meet the request of a teacher or site | Added activities must follow the SNAP-Ed Guidance and Dietary Guidelines for Americans, meet curriculum learning objectives, be appropriate for the audience, fit the objectives of the curriculum, and enhance the class’ engagement or relevance. | Adding taste testing, physical activity (PA), food demonstrations, storytelling, small groups, ice breakers, group introductions, review of previous class | No testing or evaluation needed as long as guidance for this modification is followed | Encouraged if the changes may be of interest to other agencies | |
| G4. Updating content for new governmental and/or scientific recommendations | LIAs may update content for new recommendations following the SNAP-Ed Guidance and Dietary Guidelines for Americans. | Incorporating the current Dietary Guidelines for Americans, Physical Activity Guidelines for Americans, Dietary Reference Intakes, new Nutrition Facts label | No testing or evaluation needed as long as guidance for this modification is followed | Strongly encouraged | |
| G5. Making minor adaptations for persons with disabilities, cultural or age appropriateness | Consult with experts, such as special education instructors, cultural representatives, etc. Maintain communication with SIA representatives on contacts with cultural experts. Dietary modifications must meet Dietary Guidelines for Americans. Recipes must be from reliable sources. See Yellow Light Modifications Table for more significant modifications. (See additional guidance for about this topic) | No examples | No testing or evaluation needed as long as guidance for this modification is followed | Consult with experts, such as special education instructors, cultural representatives, etc. Maintain communication with SIA representatives on contacts with cultural experts. Dietary modifications must meet Dietary Guidelines for Americans. Recipes must be from reliable sources. See Yellow Light Modifications Table for more significant modifications. (See additional guidance for about this topic) | |
| G6. Modifying for literacy level of target audience |
|
Substituting familiar phrases for technical terms, shortening sentence length | No testing or evaluation needed as long as guidance for this modification is followed | Encouraged if the changes may be of interest of other agencies | |
| G7. Substituting other handout(s) for handout(s) that are part of curriculum, or adding handout(s) | Handouts must be consistent with Dietary Guidelines for Americans, follow SNAP-Ed Guidance, meet curriculum learning objectives and be appropriate for the audience. |
Substituting NEOPB breakfast brochure for a higher literacy breakfast brochure Adding a MyPlate handout, substituting a simpler garden handout for a special education class |
No testing or evaluation needed as long as guidance for this modification is followed | Not necessary | |
| G8. Adjusting schedule of classes to fit needs of participants or site |
For series-based classes with participants that are likely to return, class sessions may be divided over multiple sessions, or multiple classes combined into a single session as long as the overall curriculum sequence is maintained, and essential content is not omitted. NOTE: If classes are divided, additional introductions, warm-ups, and conclusion may be needed. |
Dividing 90-minute session into two 45-minute classes because school class time is only 50 minutes Combining 10 30-minute sessions of an adult curriculum into 5 one-hour-long sessions to improve participant retention |
No testing or evaluation needed as long as guidance for this modification is followed | Not necessary | |
| G9. Providing supplemental activities for children so that families can attend together (kids and parents together) | Activities may be incorporated to engage children present at an adult class as long as the adult curriculum is only minimally modified to include child participation. Supplemental activities should be age appropriate. |
Providing coloring sheets and crayons to keep children occupied while adults focus on the lesson Inviting children to place items on a poster or participate in a demonstration (as appropriate) Allowing older children to help parents find an item on a food label |
No testing or evaluation needed as long as guidance for this modification is followed | Encouraged if the changes may be of interest to other agencies | |
| G10. Modifying to be flexible with time for each activity | If participants require more time for a specific activity related to an objective, it’s acceptable to adjust time spent on other activities within the designated time for that specific session. LIAs may substitute an activity of shorter duration that meets learning objectives to make more time for other activities; do not omit essential activities. Maintain fidelity to core components and learning objectives. Do not shorten overall class time. |
Making more time for discussion (e.g., for audiences with language limitations, older adults or special education students) Substituting a recipe with shorter preparation time or decreasing the physical activity portion of the lesson |
No testing or evaluation needed as long as guidance for this modification is followed | Strongly encourage to ensure documentation | |
| G11. Substituting recipes, recipe ingredients and/or gardening activities to accommodate seasonality, availability of ingredients, cultural preferences, cost, logistics of classroom, level of previous exposure or abilities of audience | Recipe substitutions must meet the intent of the lesson and meet the same nutritional objectives. Recipes must be obtained from reliable sources and be provided to participants. Substitutions to avoid food allergies or to comply with school rules are allowable. |
Substituting winter squash for carrots in class activity recipe when squash is available in school garden and carrots are not Substituting spinach for chard in food demo recipe when spinach is available at food bank Substituting a recipe that involves stirring, instead of one that requires chopping, for an audience with disabilities Keeping an ingredient raw instead of cooking it Substituting a recipe that does not require cooking for a setting where cooking facilities are not available |
No testing or evaluation needed as long as guidance for this modification is followed | Not necessary | |
| G12. Modifying for specific limitations (e.g., living situation) of the specific target audience | Make minimal changes as appropriate for limitations of target audience. Core components of a curriculum may not be omitted. | Replacing cooking activity for a food demo for individuals who do not prepare their own meals such as residents at a group home or homeless shelter | No testing or evaluation needed as long as guidance for this modification is followed | Encouraged if the changes may be of interest to other agencies | |
| G13. Making minor changes in the order of activities/content within a lesson, or lessons within a curriculum | Sequence should be appropriate to meet learning objectives, activities/content that build should remain in the order specified in the lesson plan, and core components of curriculum should remain intact. | Moving the physical activity segment from the beginning of the session to the middle | No testing or evaluation needed as long as guidance for this modification is followed | Not necessary | |
| G14. Orally interpreting lessons into other languages while teaching a class |
LIA are encouraged to use an interpreter qualified in the language spoken by the learners. For translation of written materials see the Curriculum Modification Table (Y3). Consider notifying SIA representative of curriculum language needs. (See additional guidance for this topic.) |
Teaching a lesson in Vietnamese for which an official Vietnamese translation is not available | No testing or evaluation needed as long as guidance for this modification is followed | Not necessary | |
| G15. Making minor adaptations or adding trauma informed approaches (TIA) or social emotional learning (SEL) activities within a class to adapt activity to meet the needs of target population | Make minimal changes as appropriate for needs of target audience. Core components/objectives of a curriculum may not be omitted. |
Adding trauma informed practices to sessions, e.g., Implementation of self-guided compassion practices and exercises, self-regulation activities, trust building activities, inherently non-clinical relational activities (INCRA) (e.g., games, group mindfulness activities) Adding SEL practices that support SEL Core Competencies, e.g., SEL: Nutrition education self-management techniques such as teaching skills, including how to politely accept or turn down food or how to stop eating voluntarily, according to internal cues. |
No testing or evaluation needed as long as guidance for this modification is followed Consult with SIA evaluation team |
Not necessary |
| Types of Modification | Guidance for Modification | Examples | Evaluation Requirements | Suggested Documentation in the Curriculum Fidelity Sharing Site |
|---|---|---|---|---|
| Y1. Making major changes in the order of activities/content within a lesson, or lessons within a curriculum | Sequence should be appropriate to meet learning objectives, activities/content that build should remain in the order specified in the lesson plan, and core components of curriculum should remain intact. | Changing the lesson order of a sequentially building curriculum | Formative or outcome evaluation is likely to be necessary (and possibly both). TBD based on conversation with SIA | Required |
| Y2. Making major modifications or adapting curriculum for different age, grade level, lifecycle stage, or setting from intended audience | Modifying a high school curriculum for use with middle school students Modifying an adulContact the curriculum developer to request approval. After receiving a written response, contact your SIA representative to report the outcome. This information will be added to the Integrated Curricula List quarterly. curriculum for use with foster youth transitioning out of the foster system | Modifying a high school curriculum for use with middle school students Modifying an adult curriculum for use with foster youth transitioning out of the foster system | Formative or outcome evaluation is likely to be necessary (and possibly both). TBD based on conversation with curriculum developer and SIA | Required |
| Y3. Developing a language translation and/or making other significant adaptations for cultural appropriateness |
Contact the curriculum developer to request written approval and/or to see if this translation has already been made. * After receiving a response, consult your SIA representative regarding translating and/or adapting curriculum (Note: SIAs have varying policies regarding translation). If the curriculum developer has approved translation and/or adaptation then work with cultural representatives from the target audience and certified translator to develop an accurate and culturally appropriate translation or adaptation. Continue to maintain communication with SIA representatives on contacts with cultural experts. |
Translating an approved curriculum from Integrated Curriculum List into a language that meets community needs | Conduct formative testing of new materials or content with intended audience prior to use | Required |
| Y4. Delivering an in-person curriculum via virtual, telephonic or other mode (e.g., Zoom, YouTube, WebEx, telephone, mobile or handheld device or other) |
Contact the curriculum developer to request written approval and/or to see if this approval has already been made. * Given the immediate need for virtual programming during national emergencies (such as COVID-19), if a response is not obtained within 10 business days, LIAs may move forward with adapting lessons for online formats in coordination with their SIA. After receiving a written response, consult your SIA representative regarding virtually adapting the curriculum (Note: SIAs/LIAs may have varying policies regarding use of virtual education formats. Please check with your SIA representative/management to ensure compliance). Work with the developer and SIA representative as requested. Note: The curriculum lessons must continue to meet learning objectives, activities/content that build should remain in the order specified in the lesson plan, and core components of curriculum should remain intact. Participants must be actively engaged in the learning process with an educator and/or interactive media. |
Delivering an in-person curriculum using an online educational format | Formative or outcome evaluation is likely to be necessary (and possibly both). To be determined, if feasible, based on conversation with curriculum developer and/or SIA | Required |
| Types of Modification | Guidance for Modification | Examples | Evaluation Requirements |
|---|---|---|---|
| R1. Deleting content and/or activities that are essential to achieving a learning objective | NOT allowed. |
Deleting a label reading activity that is a core component of a lesson. Omitting essential content to shorten a lesson |
NA |
| R2. Rearranging the order of activities so that the class no longer supports the learning objectives | NOT allowed. | Moving a summative activity from the end of a lesson to earlier in the lesson | NA |
| R3. Modifying an adult curriculum to make it family-oriented | NOT allowed. | Revising activities to allow for children to learn basic age-appropriate skills, such as literacy. This would change the core components | NA |
| R4. Inserting additional lessons into a curriculum that are not from reliable sources or contradict the Dietary Guidelines for Americans | NOT allowed. | Adding lesson plans that encourage learners to consume whole milk products, citing evidence suggests increasing dairy fat may have added health benefits. This contradicts the current DGA recommendations | NA |
Note: If an LIA identifies a curriculum or a resource that could be a useful addition to the Integrated Curricula List or the SIA Approved Materials/Resources List, they may work with their SIA to propose this addition.
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