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: PH Key presentation Topic: Fruits & Vegetables

Event Date: 1/31/17 Location: Phoenix House

Intern Name(s): Erin & Zach

Team Leader: Erin Preceptor: Cindy

Person responsible for writing the COP: Erin

B. NEEDS ASSESSMENT:

1. Identify site contact: Cindy Knipe

2. Identify population
a) Gender: males and females
b) Age: all adults (18 and older)
c) Education level: High school and college
d) Number of participants: Between 15-18

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).

- Cindy previously decided the topics which rotate in a cyclical order. This topic was assigned to
be our Key presentation.
a) Other programs recently presented: Added sugars and hydration were most recently
presented. However, everyone attending the F&V presentation may not have been present for
previous presentations.
b) What the audience knows: Audience is a mixed group with ranges of previous knowledge
and experience of nutrition. Some audience members may have backgrounds in food, health, or have
had previous nutrition education while others may have no previous experience.
 c) What the audience wants to know - what is relevant: Audience would be interested in why
it is important for them to eat F&V and how it can positively impact their health. Since these
participants are recovering addicts information on how nutrient dense foods can support the
functions of the body and prevent chronic diseases.
d) Evaluate health literacy - and other cultural issues: The health literacy of this population is
unknown, but since most are at least high school educated it is most likely average.

4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area: none

AV resources - space available for visual teaching aids: space for a flip chart and a side table to
hold some materials

5. Day of week/ time of day for presentation: Tuesday from 2:30-3:20

6. Duration - 50 minutes
a) Attention span: The presentation is right after the participant's normal break time, so they
should be focused especially during the beginning. Some participants might be detoxing and seem
withdrawn while others could be very engaged and asking questions.
b) Conflict with other activities for population: Participants may be pulled out for other
meetings. They also have many different meetings and presentations throughout the day which might
make them tired and less focused.

7. Marketing potential - whose responsibility: N/A

8. Budget
 a) Will there be a charge- none
b) Funds to cover supplies- about $10
c) Cost of marketing- none

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

10. Write a community group focused PES statement based on your assessment.
Food and knowledge related deficit related to lack of prior nutrition related education covering the
benefits and necessity of fruits and vegetables as evidenced by desire for nutrition education
presentation.

C. RESEARCH AND PLANNING (how, who, and when the process of your work):

1. Meeting Dates
Dates scheduled for planning and who will attend.

- Jan 21: Erin and Zach

- Jan 23rd: Erin and Zach
- Jan 24th: Erin, Zach, Cindy

7 day meeting - Jan 24th at 4pm

Evaluation meeting scheduled for: Right after the presentation.

(Usually held directly after presentation but may be scheduled for later).

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

- We looked at previous PH presentations on F&V and their COPs to see what worked and what
did not. We then brainstormed together what we thought would be most effective and useful
information for the group.

3. How did you go about the development process? Who was involved?

- We began by talking about the different areas of F&V that we wanted to cover, and
brainstorming ideas we could do for activities and evaluations. We then made a Google Slides
where we put the information we wanted on the flip chart and then supporting information
we could visually provide. We divided up different sections for each of us to focus on, and
then came together at the end to finalize and discuss everything.

4. What resources did you use? Why did you choose them and how did you find them? Relate
back to your assessment section.

https://www.choosemyplate.gov/vegetables-nutrients-health

https://www.hsph.harvard.edu/nutritionsource/what-should-you-eat/vegetables-and-fruits/
http://www.mayoclinic.org/healthy-lifestyle/nutrition-and-healthy-eating/expert-answers/bpa/faq-20
058331

http://www.sciencedirect.com/science/article/pii/S0160412015000197

D. DEVELOPMENT (what the outcome of your planning and development):

1. Measurable Learning Objectives:

- Participants will be able to rank the functions of F&V in importance to their health.
- Participants will be able to state the pros and cons of buying canned, fresh, frozen or dried
fruits and vegetables.
- Participants will be able to list 2 cheap/fun ways to add fruits & veggies to their diet.

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 powerpoint for details
- INTRO
- ICEBREAKER: guess the veggies
- OBJECTIVES
- FUNCTIONS OF FRUITS AND VEGGIES
- ACTIVITY 1: participants will arrange the reasons fruits and veggies are important for
their health in the order they find of most importance
- TYPES: frozen, canned, fresh, dried
- ACTIVITY 2: tasting the different types and commenting on pros and cons (will have a
worksheet)
- QUICK SNACKS W/ FRUITS & VEGGIES
- HOW TO REDUCE COSTS- buying seasonal and locally

3. Describe how your presentation addresses different learning styles:

Auditory: We will talk though the details of our presentation and information we are covering on
the flip chart. During the activities we will ask the participants to share their answers and then discuss
as a group the findings. In the beginning of the presentation we will inform the audience that they are
welcome to contribute and ask questions throughout the presentation for clarification.

Visual: The flip chart with written information and pictures. The activities will have pictures for a
picture visual. There will be a handout given at the end.
 Kinesthetic: The activities involve the participants rearranging the slips of paper into the functions
of F&V that is most important to them. The tasting test between the different F&V will reinforce the
different kinds (frozen, fresh, canned, dried) and provide a hands on experience.

List ways that you included multiple intelligences in your planning: The information regarding the
nutrition of F&V ranges from simple to complex so it can be understanded by everyone but also
provides some details to teach people who might understand the basics already. The activities are
applicable to all intelligences and more hands on learning experiences. We are teaching this group
skills they can apply to their lives which includes all intelligences and educational backgrounds.

4. Explain how your planned evaluation method will show whether your learning objectives were
met.
- Activity 1 will evaluate how they understand the functions of F&V and how they would rank
each in importance to them.
- Activity 2/the handout will provide the participants the ability to pro & con the different kinds
of foods after sampling the options and comparing.

5. hat problems did you encounter in the development process?

W
- When planning we really wanted the information to be informative and fun. We know they
have been told to eat their veggies many times before, so something new and informative
would be most useful to them. We struggled with finding a good way to evaluate them
without just using a worksheet.

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 Zach, Aubrey, and Erin got there 15 minutes early to prep the fruit
and veggie samples. There was a group already in the room so we used the kitchen to place
the different fruits and veggies on paper plates for the tasting activity. There was only 12
participants which was less than we expected, but this did not cause a problem for us. At 2:30
we took role and than began with the presentation. The group was really engaged and
interactive during the activities and asked lots of questions. There was more discussion than
we planned for so we had to cut the last activity about snacks with F&V, but since we had
previous good (and natural) discussion about snack ideas we were still able to meet our
objectives.
2. Did the presentation go as planned? Reflect on what went well?

- The presentation went really well and we thought it was one of our best presentations. It did
not go totally as planned since we were not able to get to our last activity or topic. However,
the reason we ran low on time was because the audience had other questions and opinions to
share so the lesson and other activities took longer. We both felt that having a natural
conversation between us and the audience was better than getting through the presentation
as planned anyways.

3. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.

- The audience really enjoyed the information we shared and seemed to learn something from
it. We learned through our ice breaker that the audience already liked most fruits and veggies,
so we were able to share some more information about the importance of eating them and
how to properly purchase them as well. Cindy enjoyed our presentation and felt that as
presenters we worked well together and had a good flow.

4. How well did the audience grasp your objectives?

- We did not get to our third objective, so it was hard to assess how much they grasped from
that throughout the rest of the presentation. But, we could tell they definitely got the first
two objectives and were able to demonstrate their understanding through the activities.

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 we would still keep the last activity, but know that we might not get to it. So,
including more comments about snacks throughout the presentation would help to meet this
objective even if we didnt do the activity for it. Talking about how fruits and vegetables have
a lot of benefits and eating a variety is important for all health was really impactful, so we
would make sure to include this information again.

6. Recommendations for future Interns:

- For the last few presentations we included a food sampling, which was a big hit. Even
something simple and inexpensive really made a difference and was really enjoyed by the
audience.

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): 15 hours- $375
Food: $0
 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): 2 hours - $50
Copies: (0.10 each): 40 pages - $4
Food: $16
Other supplies and costs: none

Overall costs: $445

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.