COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E

implementation. Use this outline as a guide for developing all programs and
presentations. The questions in each section are designed to help you in the
development process. You must answer all of the questions listed, but if you
feel there is other important information please include that as well.
A. PROJECT INFO:
Event:
Marlborough Teen Presentation
Topic:
Lets Cook! (Preparing healthy snacks)
Event Date: 03/23/2016
Location:
Marlborough School
Intern Name(s): Katie Glynn, Zile Jones
Team Leader:
Katie Glynn
Preceptor: Cindy Knipe
Person responsible for writing the COP: Katie Glynn
B. NEEDS ASSESSMENT:
1. Identify site contact: Melanie Seavey, Middle School Science Teacher
2. Identify population
a) Gender: Mixed
b) Age: 12-13 years old
c) Education level: 7th grade
d) Number of participants: 21 students
3. How was topic determined (Did you speak with anyone about the group? Did
you get to observe the setting and participants beforehand? If so, describe the
participants and any other pertinent information (i.e. if in a classroom, observe
classroom management techniques).
The topic had been predetermined by the site in conjunction with Cindy Knipe.
We were able to communicate via email with Cindy to learn about what we were
expected to cover. We visited the site on 3/8 to observe Brooke and Emily and
then taught our own class on 3/16.
a) Other programs recently presented:
Brooke and Emilys class on bones and muscles and our previous class on
immunity, energy, and how to build a healthy snack.
b) What the audience knows:
The students are covering force and motion in this years curriculum. They
are familiar with MyPlate, the food groups, and have a good amount of
knowledge of food from life experience. From our recent presentations,

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they now know about bones and muscles as well as energy and immunity
and the nutrients and foods that are important for those topics. These will
be reviewed in the beginning of our class in order to build on their
knowledge and put it to long-term memory.
c) What the audience wants to know - what is relevant
The students would enjoy learning how to make new healthy and delicious
snacks that are easy enough for them to prepare and affordable (so that
they would likely have the ingredients at home). By learning how to do
this, they can potentially teach their younger siblings or other friends and
students later on.
d) Evaluate health literacy - and other cultural issues
Health literacy is low simply due to a 7th grade education level and not
much previous health education. Most students are white. There is one
student with multiple learning disabilities who requires a one-to-one aid,
while others students are noticeably more academically advanced.
4. Setting - tour of facility
a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area: There are sinks in the room and counter
space is available
AV resources - space available for visual teaching aids: White board,
overhead projector
5. Day of week/ time of day for presentation; Wednesday, March 23 rd at 9:34 am.

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6. Duration: 50 minute class period

a) Attention span: No longer than 20 minutes of lecture
b) Conflict with other activities for population: The presentation is taking
place of wellness class
7. Marketing potential - whose responsibility: N/A
8. Budget
a) Will there be a charge: No
b) Funds to cover supplies:

$30.00

c) Cost of marketing:

N/A

9. Best way/time to reach site contact for future plans: emailmseavey@sau29.org

10. Write a community group focused PES statement based on your assessment.
Food- and nutrition-related knowledge deficit related to lack of prior nutritionrelated education as evidenced by request for class showing teens how to
prepare healthy snacks.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend
o 3/10 & 3/11: Zile and Katie initial planning and task distribution
o 3/13: Zile and Katie check in, finishing tasks
o 3/21: Zile and Katie food shopping
o 3/22: Zile and Katie rehearse presentation and food prep

7 day meeting 3/16/16 at 4:30 pm

Evaluation meeting scheduled for: 3/23 following the presentation

2. Based on the results of the needs assessment, what did you do to prepare?
To prepare for this class, we compiled some review questions for them from
the past few classes and planned to relate those nutrients to snack foods.
We planned on doing some content covering basic cooking skills and then
planned for the majority of the time being the students preparing their snack
recipes in teams. We included a competitive game for our icebreaker in this
class because we have seen that this engages them.
3. How did you go about the development process? Who was involved?
Zile and I began by using the template from our previous class to provide
continuity for the students. We purposely used the same powerpoint coloring,
the same quest theme and basic class structure, but editing the content

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sections as appropriate. We worked a lot independently as usual but we were

both involved in all major decisions.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
Being that this class is not as content-heavy as the last one was, we used our
own knowledge for much of the cooking skills and food safety information. We
of course needed to find recipes for the snacks, however, and those are listed
below. We found them through Google and Pinterest.
http://chocolatecoveredkatie.com/2011/05/23/want-to-eat-an-entire-bowl-ofcookie-dough/
http://allrecipes.com/recipe/25540/dill-and-cheese-dip/
http://www.recipe.com/cottage-cheese-dill-dip/
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:
1) By the end of the class students will have four different healthy snack
ideas that are easy for them to prepare
2) By the end of the class students will demonstrate being able to prepare
one healthy snack
2. Outline of presentation:
Describe all components of the program or material, and the team member
responsible for them. Include descriptions of the content, learning activities,
food activities, visuals, education materials and evaluation
methods/materials. (May attach as separate document.)
See attached.
3. Describe how your presentation addresses different learning styles:

Auditory: spoken presentation, listening to classmates present their

snack, verbal discussion of snack reviews

Visual: power point, handout

Kinesthetic: Heads Up icebreaker, preparing snacks, rotating around the

room to try all the different snacks, and writing comments on the taste
test sheet

List ways that you included multiple intelligences in your planning.

4. Explain how your planned evaluation method will show whether your learning
objectives were met.

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The students abilities to utilize the cooking skills we reviewed and prepare
the snacks successfully will evaluate our second objective. While this is more
subjective, it suits the cooking class model of our presentation. We will not
consider our learning objectives met if more than one group fails to prepare
their recipe correctly or if they ask for an inappropriate amount of help with
the cooking skills we discussed.
5. What problems did you encounter in the development process?
Zile and I had fewer issues in development for this second presentation
because we already established an effective work flow despite both of our
busy schedules. With this class being a cooking class, we had less content to
worry about but our biggest difficulty was coming up with ideas for snacks for
the students to make. We are limited with equipment to one food processor
and one blender, so nothing can be actually cooked with heat or refrigerated
or frozen. In addition to being nutritious and feasible to prepare in a
classroom, we wanted our snack to be quick/easy to make, affordable (for our
budget and the students), unique yet just familiar enough so that theyll try
it, and we wanted two savory recipes and two sweet ones.
Complete sections E after the presentation/event is complete.
E. IMPLEMENTATION and EVALUATION:
1. For a program or presentation, describe objectively what happened the day of
the presentation, using examples. Include any last minute changes to the
planned setting, audience, number of participants.
The day of the presentation, Zile and I took all of our pre-packed bags of
station equipment to the school. We were able to get into the room early and
clean off the desks and set up, allowing us to start right at 9:34. One student
moved, leaving a group with only 3 members, but this didnt prove to be a
problem. We were nervous about running out of time like we did with our
presentation the week before, but our pacing fit the time perfectly!
2. Did the presentation go as planned? Reflect on what went well?
Yes, fortunately the presentation went exactly as planned. We were able to
acquire all the necessary equipment, got into the room early to set-up, and
thankfully had no major incidents while preparing the snacks. All the recipes
came out great and most of the students at least tried them, even if they
were skeptical. We got through all of the material that we wanted to in
exactly 50 minutes.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The kids LOVED the opportunity to prepare and eat snacks in the classroom.
They were all very excited and willing to contribute to their team. We were
able to directly see them learning measuring and math skills. Some of them

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even took initiative to put garnishes on their finished products. There were
many comments made that some of the snacks tasted better than it looked
(which could be taken the wrong way, but it means they tried it and liked it
even though they were skeptical!). All of them were surprised how good the
chick-pea cookie dough tasted. There were a few students who were trying
guacamole for the first time and said they were surprised that they liked it!
Overall it was a very fulfilling and encouraging presentation for Zile and I
we were proud that we were able to give them these positive new
experiences around food.
Cindy was thrilled by the lesson she loved that we encouraged trying new
foods and that we allowed for team-building and social affirmations. She
loved the recipes we chose and how they varied in colors, textures, and
balanced sweet and savory, but also how we worked in the exact foods we
have been talking about for bones, muscles, immunity, and energy. Cindy did
say that she wasnt sure if we helped the kids make the connection between
the foods in the recipes we chose and the vitamins and minerals they learned
about throughout the series as well as the different groups to combine to
make a healthy snack.
4. How well did the audience grasp your objectives?
The audience met the objectives by experiencing four different healthy and
easy-to-make snack ideas, and by each successfully contributing to the
preparation of their assigned snack. Based on the review in the beginning of
the class, one student was able to recall the different categories (healthy
fat/protein + fruit/vegetable/whole grain) that make up a healthy snack, and
many were able to name foods that improve immunity and energy.
5. What would you do differently/the same the next time - or what would you
change if you had more time? How effective do you feel your
program/material was for the target audience?
We feel our program was perfectly appropriate for our target audience. The
students relied on teamwork to prepare the recipes some students were
more experienced than others, and they were able to help the others. It was
just the right level of challenging.
If we had more time, we could have talked more about the different cooking
skills, with demos. We had other ideas about working together with them to
come up with healthy swaps for snack foods they like that might not be the
most healthy, but realized we didnt have enough time to fit that in. We would
also have liked to give them more time for the tasting/discussion because it
felt a little rushed.
6. Recommendations for future Interns:
Get the students involved in food activities whenever possible. One student
remarked that he really liked that they got to do something different, because
its always PowerPoints and worksheets.

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7. Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost
for testing the food activity; please note that labor costs include hours
worked by ALL team members)
Labor ($25/hour): $950
Food: -

Cost of Presenting: (Includes: labor, food, flip charts ($28), see following
link for cost of copies http://www.keene.edu/mailsvs/printfees.cfm, and
other supplies)
Labor ($25/hour): $50.00
Copies: $0.00
Food: $29.53
Other supplies and costs: Overall costs: $1,029.53

Within one week of the presentation, provide internship preceptor with a completed
COP, Presentation Evaluation form, Handout(s), a Team Leader Report, and PDE if
completed by an outside supervisor. (PDE required for sites with 2 presentations or
>32 hours). Attach a copy of the materials, PowerPoint, and any handouts/resources
used for the presentation.

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