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: Making Community Connections Charter School

Topic: Becoming Nutrition Myth Busters

Event Date: November 17, 2016

Keene NH 03431

Location: 149 Emerald St.,

Intern Name(s): Kristina Cooke, Erin Heidenreich

Team Leader: Kristina

Preceptor: Whitney

Person responsible for writing the COP: Kristina

B. NEEDS ASSESSMENT:
1. Identify site contact: Chris OReilly

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2. Identify population
a) Gender: male and female; approximately equal amounts
b) Age: 14 to 18 years old
c) Education level: high school freshman to senior
d) Number of participants: 40-60 students; however, last presentation was
about 8 in actuality.
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).
a) Other programs recently presented: Label Reading and Making Healthy
Swaps
b) What the audience knows: They know how to read labels, the important
aspects of a label, government guidelines. We can assume they know high
school level health and science, etc.
c) What the audience wants to know - what is relevant: The audience is
interested in general nutrition information including healthy eating, cooking,
wellness and physical activity. This population has general knowledge on
nutrition but would like to get more concrete information on specific topics.
There are many different outlets for nutrition information through social media,
online, and the news. Being able to identify credible information and make the
best educated decisions would be a critical skill.
d) Evaluate health literacy - and other cultural issues: Students at this school
have developed skills in reading, writing, and mathematics. MC2 also has a wellness
policy which includes bringing in guest speakers for student education, as well as
wellness assignments the students are given to improve their knowledge on general
wellbeing.
4. Setting - tour of facility
a) Room size and set up (diagram)

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b) Presentation resources

Availability of food prep area- N/A for this presentation

AV resources - space available for visual teaching aids- Apple TV may

not be usable. There is room for a easel.

5. Day of week/ time of day for presentation: Thursday, November 17th at 9 am.

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6. Duration
a) Attention span: Based on their age they have an attention span of about
15-20 minutes.

b) Conflict with other activities for population: They may not want to do
certain things, like get up and perform a song, skit, or dance. They are easily
embarrassed and coming into themselves. They care about what others think of
them. Something that can bring them together as a group would be great. There
is also other workshops and activities going on which students can attend
7. Marketing potential - whose responsibility: MC2
8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: $20 available from KSC
c) Cost of marketing: None; marketing done fully by MC2
9. Best way/time to reach site contact for future plans: email is best source;
Chris is very responsive and usually replies within hours.
10. Write a community group focused PES statement based on your assessment.
Food and nutrition- related knowledge deficit related to lack of nutrition
information regarding nutrition labels as evidenced by request for nutrition
presentation and approval of debunking nutrition myths topic.

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

Dates scheduled for planning and who will attend.

Kristina and Erin: November 10-16 for 30 minute to 1 hour increments
each day.

7 day meeting Whitney, Kristina, Erin: November 10, Thursday, at 2:15 p.m.

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Evaluation meeting scheduled for:The evaluation meeting is currently in

progress for time to be evaluated, but will most likely be immediately after
the presentation with Chris and through feedback of the students. We will
also be able to meet with Whitney to get feedback.
(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 assessed the knowledge that the students currently have, and made sure
they required information regarding nutrition myths. Chris encouraged this
topic. Furthermore, our last presentation only had about 8 students show up.
Students were not excited to speak/engaged, so we are tailoring our
presentation in such a way that requires them to be engaged and involved.
The screen monitor displaying our presentation did not work, so our approach
is to use an easel and handouts with pros and cons. Our information will be
printed in powerpoint form in order to organize content for ourselves while
presenting.
2. How did you go about the development process? Who was involved?
Erin and Kristina were both involved daily, since we live together. Chris was
contacted for approval, setting up of dates, and any pertinent information.
We decided that since they were interested in disproving topics, we would go
with a similar topic regarding nutrition myths and what to consider when
looking at research.
2. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
Many research articles were found on Pubmed. We chose them from Pubmed
because that is a commonly used source that displays full length articles with
factors that we are including in our presentation, such as funding. The articles
on Pubmed are challenging enough that high school students will feel
encouraged to learn more about nutrition, while still learning a complex task
they have not yet been exposed to.

D. DEVELOPMENT (what the outcome of your planning and

development):

1. Measurable Learning Objectives:

- Identify inaccurate nutrition information related to common nutrition myths

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- Distinguish factors differentiating factual science and media-presented nutrition

claims

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.)
(included in separate link)

3. Describe how your presentation addresses different learning styles:

Auditory: We will be verbally telling the students about the different

factors to consider when analyzing nutrition information. During the
activities the students will work in groups and discuss the aspects of each
case study.

Visual: The easel will be used to write down keywords and terms during
the presentation. The students will be given a handout that goes more
into details about what to consider when looking at nutrition information.
During the activities the students will have reading material with the
different case studies.

Kinesthetic: The activities will be hands on with the paper material case
studies, the students will also be moving around in groups and
collaborating.

List ways that you included multiple intelligences in your planning.

The different articles provided in the examples and activities will be of

different levels, this will allow students the opportunity to dig deeper.
We will be working with each group to help facilitate the material and
activities to help students who may be struggling.

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

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The activities will show the students understanding of the materials

when they present their findings to the class.

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

It was challenging for us to come up with topics that would be interesting to

the students. We also had to consider that the number of students present
could range from 4-60 and our activities and materials needed to be
somewhat flexible.

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 first time that we presented at MC2 we only had 10 students, and the
PowerPoint technology did not work. The second time, after I contacted Chris,
I asked if wed have 10 again. He told us that wed have the full 60 students,
so we made sure that the technology worked in order to keep the large
number of students engaged and interested. We made sure that our activities
were able to be done with so many people. We had activities that included
voting by raising their hands. Also, we were able to split them into 4-5
larger groups and work on group activities where they created their own
research team and wrote it down on a large piece of paper.
The audience was surprisingly more engaged than they were the first time,
and they were more likely to answer questions in this larger setting that was
less intimate than the first time we had a presentation at the site.
2. Did the presentation go as planned? Reflect on what went well?
Yes, it did. It went better than the first time because we were more equipped.
We originally planned on a flip chart or two, because of the technological
issues the first time. But the PowerPoint worked, and we really were able to
keep the environment interactive and interesting. We included auditory,
visual, and kinesthetic much more easily because of the PowerPoint. Our
content, activities, and classroom management went well.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
Preceptor feedback was that our icebreaker was too short. Also, we should
have discussed the handout before breaking them off for activity 1. That
activity needed more background information than a simple handout. Also, it

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lasted a bit long and should have been facilitated better. Just as activity 1,
activity 2 could have been facilitated better in that it was just one large group
answering the questions. Because of that, it wasnt gauged whether or not
individuals grasped the information since many got lost in the group.
4. How well did the audience grasp your objectives?
They were able to understand our objectives and the activities reflected that.
It may have been better to reiterate the information taught before leading
them into the activities. However, having the summaries/transitions/recap of
where we were going next allowed them to follow the presentation and
remain engaged.
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?
The next time wed have a better understanding of how to break up groups to
best allow them to partake in the activities, so nobody gets left behind. Wed
make sure to thoroughly explain expectations for activities and give
transitions throughout to link info. We feel that our material was effective,
because we brought a fairly complicated subject (interpretation of nutrition
research) into an understandable, conceivable topic (deducing accurate
nutrition information from media sources) that they would actually be
interested in using.
6. Recommendations for future Interns:
Definitely be conscious of group size, make sure activities are adequate for all
individuals in the group, not just those who speak up most. Also, make sure
to use linking ideas that reiterate information taught and show them where
youre going next. Break it in parts.
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 ($25/hour): 25$/hour x 22 hours (*2 for Erin and Kristina) = $1,050
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): 1 hour * 2 for Erin and Kristina = $50
Copies: 62 copies * 8 cents for double sided = $4.96

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Food: N/A
Other supplies and costs: N/A

Overall costs: $1,104.96

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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