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.

Summer Cooking: Fresh Foods that Beat the Heat

There are plenty of ways to beat the heat and still maintain a healthy diet in the summer. KSC dietetic
interns are here to share ways to prepare food that won't add extra heat to the house and make dishes
that highlight the abundant local summer produce. Participants will walk away with samples and recipes.

June 22, 3:00-4:30pm, Auditorium A & B

A. PROJECT INFO:

Event: Senior Passport Topic: Summer Cooking: Fresh Foods that Beat the Heat

Event Date: June 22, 2017 Location: CMC

Intern Name(s): Rachel Brown and Sara Hattel

Team Leader: NA Preceptor: Whitney

Person responsible for writing the COP: Rachel Brown and Sara Hattel

B. NEEDS ASSESSMENT:

1. Identify site contact

Sylvie Rice is the site contact and she can be contacted at by email at
srice@cheshiremed.onmicrosoft.com.

2. Identify population
a) Gender - Males and Females
b) Age - 65 and older
c) Education level - various education levels in this population
d) Number of participants - 5 - 18 participants

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 determined by Whitney for the Senior Passport program.
a) Other programs recently presented
They were recently presented on gluten free and nutrition science 101 by other interns. Our last
 presentation at this site was on cooking for small gatherings.
b) What the audience knows
The audience knows some general information about cooking and nutrition from personal
experience and media sources. The knowledge of the audience is variable depending on how much
nutrition education they seek on their own time.
c) What the audience wants to know - what is relevant
The audience wants to know more about summer meals they can make that are refreshing. They also
want to learn more about the local in season produce in the summer and how they can use that in their
cooking.
d) Evaluate health literacy - and other cultural issues
The healthy literacy of this group is variable because of their different education levels and careers.

4. Setting - tour of facility

a) Room size and set up (diagram)

Projector
Screen

Sink

Door

b) Presentation resources
Availability of food prep area - Small counter space in the back and table at the front of
the room. Small sink in the back of the room.
AV resources - space available for visual teaching aids - Laptop in the front of the room
connected to the projection screen.

5. Day of week/ time of day for presentation

June 22, 2017 - 3:00-4:30pm

6. Duration
a) Attention span
The attention span of the audience will depend on their interest in the material and their ability to
 interact/apply their knowledge through activities. In order to help keep their attention, we will put in
multiple discussions and activities to hold their attention.
b) Conflict with other activities for population
This presentation is the in middle of the afternoon, possibly conflicting with family activities or social
events.

7. Marketing potential - whose responsibility - CMC

8. Budget
a) Will there be a charge - no charge
b) Funds to cover supplies - $50 maximum from CMC
c) Cost of marketing - the is no cost for marketing

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

Through email (Sylvie Rice) srice@heshire-med.com during the week.

10. Write a community group focused PES statement based on your assessment.

Insufficient food and nutrition knowledge related to no prior nutrition education as evidenced by signing
up to attend a nutrition focused 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.
Rachel and Sara will meet on:
Sunday, June 11th
Monday, June 12th

7 day meeting - Thursday, June 15th at 4:00pm

Evaluation meeting scheduled for: After the presentation or when Whitney is available

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

We prepared a presentation that teaches the audience about summer produce, recipes that will feel
cooling in the summer, and cooking methods that don't add heat to the house. This presentation will
have interactive discussion, taste tests of various recipes, and time for recipe development.

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

Sara and Rachel worked together to come up with recipes that would fit this topic. We thought of the
content that would be appropriate for summer recipe creation and cooking.

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

We used various websites to find recipes that would be good for the summer.
http://abeautifulmess.com/2013/07/17-non-alcoholic-drinks-for-summer.html
http://www.health.harvard.edu/staying-healthy/the-importance-of-staying-hydrated
http://www.pbs.org/food/fresh-tastes/whats-in-season-during-the-summer/

We chose these because they provided the information we needed for our content.

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

1. Measurable Learning Objectives:

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 outline document.

3. Describe how your presentation addresses different learning styles:

Auditory: Talking about the presentation information, having the participants discuss information.

Visual: Powerpoint presentation with pictures.

Kinesthetic: Allowing the participants to write answers and eat food samples. Get up and organize
statements about local vs conventional produce

List ways that you included multiple intelligences in your planning.

We will be mostly sharing concepts which are already familiar to participants at this point in their lives,
not elaborating on complex scientific topics. Because of this, if we keep the language simple, answer
questions and also have discussions after each major idea, then we will be accommodating to all levels
of learning.

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

Formulate a recipe using summer seasonal produce

Activity giving the participants one seasonal fruit/vegetable to make a recipe with.
Create a recipe that incorporates methods of cooking that produce less heat
Along with the creating the seasonal recipe, the recipe must also use a cooking method
that produces less meat.

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

We encountered the problem of not knowing where to go with this topic. We wanted to make sure the
presentation was less common sense so the participants will feel like they are learning new information.
We also encountered the problem of thinking about activities to have for this presentation that would
interest this population.

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, Sara and Rachel showed up to the site early to set up the power point
and the food. The presentation ran as planned. It was mostly discussion based and allowed the audience
members to share their ideas around summer recipes and fresh produce. There were about 10
participants at the presentation.

2. Did the presentation go as planned? Reflect on what went well?

The presentation went really well, we were a little bit worried because it was a new type of presentation
that we were going to try on the suggestion of Whitney. It was more discussion based as opposed to fact
based. We had a lot of things to discuss and the audience seemed to have a lot of information to talk
about/share. They seemed to really like this format and all of us got a lot out of the discussions which we
prompted. The turnout was also better than last time which was great to see and there were more
people who were able to contribute to the discussions.

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

They really liked the presentation, especially the samples! They all claimed to like the food we served
them, especially making the noodle/grain bowls. We chose unusual recipes to try and get them thinking
more creatively about seasonal produce because they already have many years of experience cooking
and preparing these ingredients. I think they came away from the presentation with some really great
new ideas. They also had some really great questions and comments. Preceptor feedback was generally
very positive and we got a lot of 3s and 4s. We did receive one 2 because Whitney felt that we did not
respond to some questions in a professional manner/let a few teachable moments slip past up. On the
whole, the presentation went well.

4. How well did the audience grasp your objectives?

They grasped them well and asked appropriate questions that demonstrated that they understood the
concepts which we were trying to get across.

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 felt that our presentation, though untraditional, was very effective with this audience. The topic was
less scientific than we were used to presenting and so there was less scientific content than we were
used to. Next time we would have addressed hydration during aging a bit more, as Whitney would have
preferred we go into it more. Additionally we would have addressed the teachable moments which
presented themselves.

6. Recommendations for future Interns:

This type of presentation (discussion/sample based) worked really well with this population. They
seemed to grasp the objectives well, have a lot to say and be satisfied overall with the quality of the
presentation. The topics of the senior passport presentations really lend themselves less to fact based
power point presentations and more towards activities and discussions. Finally, this population really
liked to take notes, so including a section on the handout for note taking makes them really happy.

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): Sara: 17 hrs Rachel: 25 hrs= 42 hrs x $25= $ 1,050
Food: $50

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): 1.5 hr x $25= $37.5
Copies: 38 x $0.04= $1.52
Food: N/A
Other supplies and costs: N/A

Overall costs: $1,139.02