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:
Eating

Centennial Senior Center Presentation

Topic: Local/Seasonal

Event Date: May 4th, 2016

Location: Concord, NH

Intern Name(s): Katie Glynn, Carol Anne Simpson

Team Leader: Katie Glynn
Chmielecki, MS, RD

Preceptor: Stephanie

Person responsible for writing the COP: Katie Glynn

B. NEEDS ASSESSMENT:
1. Identify site contact: Emily Whalen (Program Coordinator)
2. Identify population:
a)
Gender: Mixed, majority women
b)
Age: 60+
c)
Education level: Open to individuals over age 60, mixed levels of
education
d)
Number of participants: 12-18
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 was suggested by Stephanie in December when we were asked to
provide a topic for the May presentation. She recognized this as an area of
interest for the population and we agreed, knowing this was the perfect time
of year to provide education on local eating as farmers markets begin popping
up again.
Carol Anne and I gave our first presentation on Wednesday April 6 th. The group
was highly engaged, enthusiastic, asked a lot of good questions, and gave us
positive feedback. The room is pretty tight which makes it near impossible to
plan kinesthetic activities.

323439481

page 1

a) Other programs recently presented:

3/2/2016: Sip a Smart Smoothie Brooke Robinson & Hope Seggelink

4/6/2016: Bona Fide Nutrition: Healthy Eating for Strong Bones

Carol Anne and myself

b) What the audience knows:

The audience has likely heard that eating locally/seasonally is better, but
may not be familiar with all the reasons why. They may have grown up
on or around farms and naturally ate this way. The audience is probably
also aware that local produce tastes better. They are familiar with
general nutrition, the roles of common vitamins and minerals, as well as
nutrition pertaining to their own specific chronic conditions.

c) What the audience wants to know - what is relevant:

It is relevant for the audience to know the exact reasons why eating
locally/seasonally is better for their health, the local economy, and the
environment. They will want to know specific ways to eat locally more
often how, where, and when.

d) Evaluate health literacy - and other cultural issues:

The population has varying levels of health. Based on the group from our
last presentation, some participants have very high health literacy, for
example one had a Chemistry degree and one had a past career in the
health science department of a college. Others have less experience in
health and nutrition and thus a lower health literacy. All come with a
genuine desire to learn.

The audience is predominately Caucasian adults who have resided in

New England for much, if not all, of their lives, so there are no cultural
issues that would affect our presentation.

4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources

323439481

page 2

Availability of food prep area:

There is a kitchen across the hall that could be used for food prep
before the presentation begins. A table can be moved to the front of
the room to use for a demo.
AV resources & space available for visual teaching aids:
There is a small amount of floor space in the front right corner of the
room for a flip chart.
A projector and screen are available for presentations, but you must
bring your own laptop. Internet access is available and you can play
audio.

5. Day of week/ time of day for presentation

Wednesday morning - May 4th , 2016 from 10:00-11:00am (60 minutes)
6. Duration
a) Attention span: Older adults have an attention span of about 20 minutes,
although it can vary individually. This population can fatigue easily, so it is
important to take periodic breaks to move/ stretch or switch the topic to
something less dense.
b) Conflict with other activities for population: None.
7. Marketing potential - whose responsibility:
Marketing is done by Goodlife participants have access to the monthly
events which lists the title/short description of the presentation
Carol Anne and I advertised our upcoming topic at our last presentation,
so interns are able to market in this way
8. Budget
a) Will there be a charge:

No

b) Funds to cover supplies:

$10 budget provided by KSC DI

c) Cost of marketing:

$0

9. Best way/time to reach site contact for future plans:

Contact the
site contact Emily Whalen - via phone as needed (603)-228-6630
10.
Write a community group focused PES statement based on
your assessment.
Food- and nutrition-related knowledge deficit related to lack of prior food and
nutrition education as evidenced by request for session on the benefits of
local and seasonal eating.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend.
Wednesday 4/20/2016: Initial planning Katie & Carol Anne

323439481

page 3

Tuesday 4/26/2016: Follow-up planning Katie & Carol Anne

Tuesday 5/3/2016: Food prep and rehearsing Katie & Carol Anne
7 day meeting
Friday 4/29/2016 9:30 AM (Carol Anne, Katie, Stephanie)
Evaluation meeting scheduled for:
Wednesday 5/4/2016, directly following presentation.

2. Based on the results of the needs assessment, what did you do to

prepare?
Again, our aim with these presentations is for the participants to take away
one key message that they know how to immediately apply to their life. We
want to give them practical tips that are appropriate after taking into
consideration their abilities and financial limitations, which we assessed at
both the observation and our last presentation. We researched seasonal
produce in New Hampshire and farmers markets in the Concord area to
compile a sort of guide. We prepared a slideshow presentation, a brochure,
planned an easy-to-chew food activity, a Wheel of Fortune type evaluation
activity given their demographic.
3. How did you go about the development process? Who was involved?
Carol Anne and I were equally involved in the development process. At our
initial meeting we developed a basic outline, pinpointing the most important
topics to cover in each section. We decided upon activities for the icebreaker,
evaluation, and food. Then we split up the topics that needed research to
divide and conquer and thus use our time during the week most efficiently.
We agreed to meet again once we gathered our information to address any
issues that came up and finalize our materials to send in for our 7-day
meeting.
4. What resources did you use? Why did you choose them and how did
you find them? Relate back to your assessment section.
This topic is not as focused on pathophysiology as our last one on bone
health, so our sources were a little different. Many were non-profit and
government websites that discuss the various benefits of local eating and
statistics surrounding that: Environmental Working Group, Sustainable Table,
Harvard School of Public Health, the Academy of Nutrition and Dietetics,
University of Vermont, Columbia University. These were found through Google
and we feel they are reliable sources of data. Other sources were research
studies accessed through PubMed and Google Scholar to confirm the
nutritional content.
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:

a. Participants will be able to recall three benefits of eating

locally/seasonally

323439481

page 4

b. Participants will choose one new way to incorporate local

produce as part of their routine
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: Oral presentation given by Carol Anne and I, class comments,

questions, and discussion, audio portion of game

Visual: Slideshow presentation, balloon representation for icebreaker,

brochure handout

Kinesthetic: Balloon representation, food tasting.

List ways that you included multiple intelligences in your planning.

Linguistic - Participants are encouraged to share their experiences and

questions with the group throughout the presentation, the Wheel of
Fortune activity relies on spoken answers, and goals will be shared for
new ways into incorporate local produce into their lives.

Spatial/Logical/Mathematical - Suggesting a local radius of 100 miles

and the logical challenge of solving the Wheel of Fortune word puzzles
both tap into this intelligence.

Interpersonal: Participants are encouraged to share their experiences

with local and seasonal eating with each other and hopefully will learn
from this type of discussion. The participants will also work together in
teams for the Wheel of Fortune game at the end.

Intrapersonal: Encouraging the audience to pick one new way they will
personally incorporate local produce into their routine. Audience
members will be provided a space on the handout to write down this
goal.

4. Explain how your planned evaluation method will show whether your
learning objectives were met.
The Wheel of Fortune game at the end of the presentation is designed to help
participants recall the different benefits of eating locally/seasonally in various
categories. The audience will be able to work in teams, which will boost
confidence. They will solve the puzzle easily if they use their memory to
recall the benefits from the presentation, so by observing the level of ease

323439481

page 5

they show in solving the phrases we will be able to evaluate whether they
met the first objective. Additionally, we plan on having audience members
share the ways they plan to personally include more local food in their
routine, evaluating our second objective.
5. What problems did you encounter in the development process?
Our original idea for our icebreaker did not work out during the test run so we
had to come up with a new one. We also had some trouble finding a food to
demo that was seasonal in New Hampshire in late April, easy for seniors to
make and chew, inexpensive, and low in Vitamin K since there have been
several participants refuse to eat any green vegetables with the explanation
that they are on blood thinning medication and we wanted to avoid this
argument.

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.
On the day of the presentation we arrived just after 9 am and found out we
only had 11 people registered for our presentation which was a bit surprising.
This was a requested topic, and the audiences have been in the mid-twenties
for most other interns programs this year. We set up the room accordingly,
as roomy as possible. We learned that the center typically likes to keep the
participants in the lobby until 5 minutes before, so they all came in right
before 10:00. We paced our presentation along with the timing we practiced
and had enough time for all the activities, including all the rounds of the
game. We had only one minor last-minute decision in how we wanted to wrap
up the icebreaker rope activity, which wasnt a problem.
2. Did the presentation go as planned? Reflect on what went well?
The presentation unfolded largely as planned with no major mishaps. We both
did a great job speaking clearly and enthusiastically, without looking too
much at our notes. We were spot on with our timing at exactly an hour. The
participants enjoyed the potato salad we served as did Stephanie, Hannah,
and Becca, commenting that the potatoes were cooked perfectly.
3. How did the audience react to the presentation? Summarize and
comment on preceptor feedback.
The audience reacted well to the presentation. We had less enthusiastic
participation in the stretching activity than we had hoped, though. There

323439481

page 6

were some great comments from a few audience members about agriculture,
eating locally, and what they grow at home. We had one particularly vocal
audience member who challenged many statements we made, went on long
tangents, made racial comments, and refused to be interrupted when we
tried to end the discussion and bring the focus back. This ended up
annoying other audience members and dissuading them from contributing. It
was frustrating for Carol Anne and I because we were trying and failing to
gain control of the conversation.
Stephanie thought the presentation was decent, but did not feel we really
excelled at anything. She helped us think of ways that we could effectively
address chattier audience members and prevent those kinds of situations
from detracting from the presentation. She did love our colorful and
informative brochure handout!
4. How well did the audience grasp your objectives?
It was hard to tell how well the audience grasped the objectives. In hindsight,
the Wheel of Fortune game might have been too difficult. It was hard to
determine whether they were struggling because the game was too hard or
because they didnt remember the points we talked about. For the second
objective, we did have a few of them share great goals to incorporate more
local foods in their diet.
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?
Next time I would really try extra hard to find local produce for the food
tasting, and if I could only find vitamin-K containing produce than I would
have just let participants decline tasting if they were concerned about intake.
Choosing and then trying to find a local item was difficult because all the Pcard holders are in clinical and have very limited availability to shop and the
farmers markets dont have much to offer yet.
I think the material was moderately effective for the audience. I think the
information was easy enough to understand (not too science-y) and built on
prior knowledge (or hearsay) that many of them already had from past life
experience. I think the aspect we helped the most with was making them
realize all the practical ways they can incorporate eating locally into their life.
6. Recommendations for future Interns:
Know that the room is pretty tight and it usually takes a good amount of time
to rearrange the tables and chairs when you arrive. It can also take some
time to connect your laptop, so we recommend getting there at 9:15.
Be prepared that some adults may dominate the conversation and go on
long tangents with their comments, so think about kind ways to effectively
interrupt them and regroup/get back on topic.

323439481

page 7

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): (20 hours x 2 interns): $1000
Food: N/A

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 (1 hour presentation x 2 interns)
Copies: $2.40 (30 copies 2 sided)
Food: $9.47
Other supplies and costs:
Overall costs: $1061.87

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.

323439481

page 8