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: Centennial Seniors

Topic: Gluten Free

Event Date: October 7, 2015

Location: Centennial Senior Center

Intern Name(s): Gabriela Espinoza and Andrea Cropley

Team Leader: Andrea Cropley

Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Andrea Cropley

B. NEEDS ASSESSMENT:
1. Identify site contact
Emily Whalen- Program Coordinator 603-228-6630
2. Identify population
a) Gender: Male and Female
b) Age: 50+
c) Education level: Some level of higher education
d) Number of participants: 10
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:

Eating seasonally, Farmers Market, Healthy eating on a budget.

b) What the audience knows:

We were not able to observe the setting and participants beforehand. Based on
previous COPs of the Centennial Senior Center, the audience has a good working
knowledge of nutrition and physical activity.
c) What the audience wants to know

The audience has shown interest in learning about the gluten free diet. What the
pros and cons are by following this diet as well as healthy options.

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d) Evaluate health literacy - and other cultural issues:

Based on previous COPs, the audience appears to be well spoken and actively
engaged in being healthy.

4. Setting - tour of facility

a) Room size and set up (diagram):

The presentation takes place in a conference room with chairs and tables that are
easy to move around.
PowerPoint Set Up
Table

Table

Table

Table

Table
Table
Door

b) Presentation resources

Availability of food prep area: A kitchen is available

for food prep.

AV resources - space available for visual teaching

aids: Resources available for a PowerPoint presentation.
5. Day of week/ time of day for presentation
Wednesday October 7, 2015 10am-11am
6. Duration: 1 hour
a) Attention span:

The attention span of the participants should be good due to the time of the
presentation in the morning. Having discussions and participant engagement will
also improve the attention span of the target audience.
b) Conflict with other activities for population:

During the presentation there is a chance of additional distractions with other

classes going on at the senior center.

7. Marketing potential - whose responsibility: Senior Center

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8. Budget
a) Will there be a charge: N\A
b) Funds to cover supplies: $10
c) Cost of marketing:N/A
9. Best way/time to reach site contact for future plans:

Through email.

10. Write a community group focused PES statement based on your assessment.
Food & Nutrition related knowledge deficit r/t lack of nutrition-related education AEB
request for a gluten free 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.

9/22/15-Library, Gabriela and Andrea
9/24/15-Library, Gabriela and Andrea
9/29/15-Library, Gabriela and Andrea

7 day meeting - Wednesday September 30, 2015

Evaluation meeting scheduled for: 10/7/15 11am

(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?
Based on previous COPs, we were able to read what techniques presenters beforehand found to
be effective. Successful presentation strategies involve the content to be interactive, engaging to
the audience, include various teaching styles and visuals. A typical audience at these sessions are
educated, have some background knowledge about nutrition and are mostly women. From
gathering background information on the target audience and the specific outline on our
presentation, we created a google document to share resources and ideas. We also discussed
different activities that would engage our audience in the topic.
3. How did you go about the development process? Who was involved?
Andrea and Gaby were involved in the development process of this presentation. Once the topic
was assigned, a google document was created to share ideas.
4. What resources did you use? Why did you choose them and how did you
find them? Relate back to your assessment section.

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http://www.nutrition411.com/content/gluten-free-diet-who-benefits
http://www.todaysdietitian.com/newarchives/100713p16.shtml
https://celiac.org/celiac-disease/diagnosing-celiac-disease/
http://www.diabetes.org/food-and-fitness/food/planningmeals/gluten-free-diets/what-foods-have-gluten.html
Book: Nutrition Concepts and Controversies by Sizer and
Whitney

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

1. Measurable Learning Objectives:
Define Gluten
Participants will understand who should follow a gluten free diet and how it relates to Celiac
Disease
Participants will identify three naturally occurring foods on the gluten free 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.)
Gluten Free Outline

Introduction
Introduction of the interns and the topic.
Objectives
Define gluten.
Participants will understand who should follow a gluten free diet and how it relates to Celiac
Disease.
Participants will identify three naturally occurring foods on the gluten free diet.
IceBreaker
Ask the participants their opinion on the gluten free diet. Is anyone currently on the diet?
What pros and cons have you heard?
Lecture - Via Powerpoint
Define Gluten
Discuss who benefits from a gluten free diet
Celiac Disease
Definition
Signs and Symptoms

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Show video of what Celiac Disease does to the body

How to diagnose Celiac Disease
Identify foods that contain gluten.
Address the issue of contamination
Identify food items that are gluten free
Reading Nutrition Facts Label
Nutrition Facts label activity: pass around 2 food labels and have the participants identify which
item is gluten free
Pros and Cons of a Gluten Free diet
Healthy vs unhealthy options of a gluten free diet
Evaluation tool- Show images of foods that are either gluten free or contain gluten and ask the
audience which food option is gluten free
Closing Gluten free apple crisp food tasting activity.
Handout
At the end of the presentation give the participants a handout summarizing gluten free with a
recipe.

3. Describe how your presentation addresses different learning styles:

Auditory: Auditory learning will be met through lecture.
Visual: Visual learning will be met through PowerPoint, nutrition
facts label activity, and the handout given at the end of the presentation.
Kinesthetic: Kinesthetic learning will be met through the food
activity.
List ways that you included multiple intelligences in your
planning. : Through our presentation we are able to use many different types of
learning styles. Our nutrition fact label activity will allow the participants to take
what we presented and apply it in searching for ingredients to determine if the
product is gluten free or not.
4. Explain how your planned evaluation method will show whether your learning objectives were
met.
A portion of the lecture will give the participants the tools to identify ingredients that contain
gluten and gluten free through the nutrition fact label activity. The participants will have
examples of nutrition fact labels and will be directed to pick out which one is in fact gluten free.
Towards the end of the presentation, the participants will pick which food shown on the
PowerPoint is the gluten free option. This will test how clear the presentation material was by
identifying which food item is gluten free without an ingredients list in front of them. This will
bring out key points mentioned earlier in the lecture about gluten free foods.
5. What problems did you encounter in the development process?

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 Tailoring gluten free to the senior population and developing appropriate activities to incorporate
into the presentation. We were also not able to observe a previous presentation to gather
information about the population we were presenting to.
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.

Prior to the presentation, we were unable to observe the Centennial Senior

Center. When we arrived we were taken back by the set-up of the room. The
room was a bit smaller than we had imagined and the tables were not set up
for a presentation. Before the participants arrived, we moved the tables to fit
the direction we would be presenting in. Twelve participants were expected
and about five minutes to the start of our presentation we had four. We
decided to wait an additional five minutes to allow for more participants to
arrive. In total we had six which worked out perfectly in the end.

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

Overall the presentation went as planned. The ingredient list activity was the
only activity that would have been an issue depending on the amount of
participants. As stated before, we had a total of six participants making it no
problem with our activity. Looking back at the presentation, having a smaller
group created great discussions and questions about the topic. One topic that
generated a lot of discussion was gluten cross contamination. From the
reaction about this topic, it appeared the audience was not aware of this
aspect of the gluten free diet. There was a specific participant whose
daughter had Celiac Disease and commented how difficult it was to separate
the gluten produces from the gluten free products. Before starting the
presentation it appeared the audience already had a good background
knowledge of gluten and the gluten free diet. Throughout the presentation
and through discussion, I believe the audience left our presentation learning
something new about the gluten free diet.

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

Gluten Free COP

The audience had such a positive reaction to the presentation on the gluten
free diet. As the participants arrived and before the start of the presentation,
there were great discussion about the topic. All of the points the participants
were talking about ended up being points we would address during the
presentation. By the sounds of the discussions occurring before, Gaby and I
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quickly realized the participants had a background knowledge of the gluten

free diet. Overall, Gaby and I received positive feedback from our preceptor
evaluation. Our presentation was audience appropriate and answered
nutrition questions well. A few items to improve on include; incorporating a
discussion on food safety during the food tasting, clarity on evaluation tools,
and to specify a call to action plan.
4. How well did the audience grasp your objectives?

Throughout the presentation we defined gluten and what items contained

gluten. By the end of the presentation, the audience appeared to have a better
understanding of what gluten was and specific food items that gluten could
be found in. This was measured through our evaluation at the end of the
presentation. Moving to our second objective, the audience had heard about
Celiac Disease and questioned what happens and how to diagnose. In place
of describing what happens inside the body with Celiac Disease, we
provided a video. This video offered a great visual of what goes on when a
person who cannot tolerate gluten consumes gluten. By the end of our Celiac
Disease section, the audience had a clear perception of who should be
following the gluten free diet and the difference between a gluten sensitivity
and gluten allergy. Lastly, Gaby and I went over naturally occurring gluten
free foods as well as gluten free grains. Through our evaluation tool at the
end of the presentation, the audience showed understanding of which foods
are on the gluten free 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?

Gaby and I were very pleased with how our presentation went. I believe we
had the right amount of slides on our PowerPoint, a good amount of
audience participation, and questions about the topic. Before the
presentation, both Gaby and I researched in preparation for possible
questions. Throughout the presentation we received a large number of
questions and were able to answer most of them. I believe our material was
very effective for our target audience. Next presentation we need to improve
on our food safety and call to action plan.

6. Recommendations for future Interns:

This age group is very talkative and open for discussion. Presenting to this
group a lot of fun.

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)

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Labor ($25/hour): 24.5 hours X 25 = $612.50

10 hours X 25 = $250
Total hours of both interns = $862.50
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): 2.5 hours X 25 = 62.5 X 2 = $125
Copies: 15 X 0.4 = $6.00
Food: Gluten Free Apple Crisp = $16.00
Overall costs: 862.50 + 125 + 6.00 + 16.00 = $1.009

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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