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.
Demonstrate healthy nutrition choices by evaluating nutrition information and products,
analyzing the factors that influence food choices,
and balancing food intake with physical activity.

A. PROJECT INFO:

Event: Kids presentation Topic: Social influences on food choices

Event Date: Tuesday, May 2, 2017 & Thurs May 4, 2017 Location: MC2 149 Emerald St,
Suite UP3, Keene, NH 03431

Intern Name(s): Stephanie Bush, Sara Hettel, Taelin Lanier

Team Leader: Sara Hettel Preceptor: Whitney Hightower

School Contact: Christopher OReilly chris.oreilly@mc2school.org

Person responsible for writing the COP: All

B. NEEDS ASSESSMENT:

1. Identify site contact: Chris OReilly

2. Identify population
a) Gender: Male and female
b) Age: 14-19
c) Education level: High School Students
d) Number of participants: 50

3. How was topic determined (Did you speak with anyone about the group?)
We were given free reign on picking the topic, as long as it fit within the list of learning
competencies the school adheres to. We brainstormed at our first meeting, examined
previous COPS to determine which topics have been recently covered and decided that
Social influences on food choices was a topic which provided ample material for the
creation of two presentations. We also emailed Chris in order to make sure this subject
was appropriate.

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).
 No we were not able to observe an MC2 class. We did read previous COPS and talked to
interns who presented prior to us in order to get a good feel for what the class was like,
the layout of the classroom and what type of content would be appropriate to present.
There is one classroom with audio/visual technology available for teaching purposes,
and all the kids will be sitting in chairs lining the classroom walls (no desks) with an open
space in the middle. Group work/problem solving/application of knowledge are the
ways these kids are used to being taught, and so these elements need to be included in
our presentation.
a) Other programs recently presented
Homeostasis and nutrition
Becoming nutrition mythbusters
Genetics and Nutrition
b) What the audience knows- Because this class is a mixture of ages, the level of knowledge
they possess will be varied. However, it can be assumed that they have a basic
understanding of nutrition/health at this point based upon their level of schooling and
attendance of previous nutrition presentations given by other interns. Previous interns have
also included a glossary of terms along with their presentations in case some students have
a different level of health knowledge than their peers, we will also be utilizing this strategy.

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

Since the kids in the school are able to choose whether or not to attend the presentation
being given, it can be assumed that they want to be learning about the material being
presented. We are going to make sure that the information is relatable to them/that age
group so that they can walk away having learned something which is relevant to
them/they can use in their daily lives. The link provided below is a link to the school site
and provides information on how the students learn, what they are trying to teach and
how they are taught.
http://www.mc2school.org/mc2-monadnock-home/
d) Evaluate health literacy - and other cultural issues
Since we did not have an opportunity to observe the classroom or a previous
presentation, the class literacy and cultural composition is unknown to us. However
through previous COPS and interns we learned that most of the students have at least a
basic health literacy level and are a relatively homogenous group as far as culture is
concerned. However, we will be sensitive to all cultures during our presentation so there
should be no problems in that respent. Questions will also be encouraged, allowing
those with limited health literacy to fully grasp/understand the presentation being given.

4. Setting - tour of facility

a) Room size and set up (diagram)
149 Emerald St UP3, Keene, NH 03431. On the third floor.
Press the intercom to get buzzed in. Sign in with the office assistant, Sara. Wait in the lobby and
once ready for us, they will let us in. you will set up in the common area.
There is one large room with chairs set up around the perimeter in a semi-circle fashion.
Students are sitting on the floor. They do not use desks.
AV equipment is available. They use an Apple TV that streams your slide. There will not be a
clicker. Be sure to inquire about the needed cords or laptop so that it can connect to the
technology they have available. Chris is busy the day of and may not be able to help with
 technology set up.
There is a large space in the middle of the room for presenting. For this reason, sound dies so it
is important to project.
b) Presentation resources
Availability of food prep area and AV resources
There is no food prep are available, however there are AV resources including a
projector/computer for powerpoint and a TV.

5. Day of week/ time of day for presentations

Tuesday, May 2nd 2017 @ 9 am-10 am
Thursday May 4th 2017 @ 9 am-10 am

6. Duration- 45 minutes
a) Attention span
Approximately 20 minutes
b) Conflict with other activities for population
Internships. The students are required to take this class as it is at the required
9am hour. They have time allotted and set aside for this presentation. However
their initial presence on a tuesday/thursday depends on their internship
schedule.

7. Marketing potential - whose responsibility

N/A- the students are already at school

8. Budget
a) Will there be a charge
N/A
b) Funds to cover supplies
N/A
e) Cost of marketing
N/A

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

Chris O-Reilly, Email: chris.oreilly@mc2school.org

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

Behavioral-Environmental: Related to knowledge, attitudes, beliefs, physical environment, access to food,

or food safety

Food and nutrition-related knowledge deficit related to lack of nutrition-related

education as evidenced by interest in nutrition education classes.

C. RESEARCH AND PLANNING (how, who, and when the process of your work):
1. Meeting Dates
a. Dates scheduled for planning and who will attend:
 April 19th- Stephanie, Taelin and Sara- planning/development
April 21st- Stephanie Taelin and Sara- planning/development
b. 7 day meeting Wednesday April 26th @ 5 pm
c. Evaluation meeting scheduled for (Usually held directly after presentation but may be
scheduled for later):
Toadstool Cafe- 10:15 am
2. Based on the results of the needs assessment, what did you do to prepare? How did you go
about the development process?
We used information gathered from the MC2 site book, MC2 website, previous interns,
previous COPS and the list of school competencies provided for us. We used this
information to determine what subjects have already been covered, determine a subject
which is relevant and engaging for the audience we are presenting to and also
determine what strategies have worked/not worked in the past. This allowed us to
develop a presentation which incorporates strategies of learning this class is used to
using so that the presentation is the most effective.

Who was involved?

Previous interns- Kayleigh Hill, Zach Neveu and Aubrey Stuekler
Site contact- Chris OReilly
Presentation preceptor- Whitney Hightower, Cindy Knipe

3. What resources did you use?

http://www.mc2school.org/mc2-monadnock-home/
https://www.scribd.com/document/343468268/neveu-mc2-cop-1-2#fullscreen&from_embed
http://keenestatediteens2016.weebly.com/making-community-connections-charter-school.html

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

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

1. Measurable Learning Objectives:

- Students will be able to distinguish the different factors that influence their personal food
choices.
- locate the nutrients recommended to limit on nutrition labels of processed foods
- Students will be able to utilize the ASAP (additives, substitutions, alterations, portions) tool given
in the presentation to navigate food choices in their daily life.

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 Attachment.

3. Describe how your presentation addresses different learning styles:

 Auditory: Our presentation was given using powerpoint as a platform to speak to the
audience, so any auditory learners could just listen to our lesson.
Visual: The powerpoint that we developed for the presentation contained bullet points that
summed up our major points during the lesson, visual learners could read those.
Kinesthetic: Our presentation contained a case study which required the teens to get up and
move around to get in groups and discuss the problem in the case study set before them.
List ways that you included multiple intelligences in your planning.
a. Concrete Experience: Will be talking to other people around them to do the activities
and icebreaker, while being sensitive to others feelings and ideas.
b. Reflective Observation: Will listen to us and watch us presenting our PowerPoint.
c. Abstract Conceptualization: Thinking about how this information is relevant to them
and how they can eat healthier breakfasts.
d. Active Experimentation: They will be taste-testing smoothies and granola bars.
4. Explain how your planned evaluation method will show whether your learning objectives were
met.
By asking the class what sphere of influence they think most commonly affects their food choices, we
are evaluating whether or not they have absorbed the different factors which influence their daily food
selection. During the brief overview of the nutrition label reading slide, we will ask the class to
independently identify the nutrient recommended to limit on the label which will therefore illustrate
whether or not they are aware of which nutrients these are and how to identify the quantity of each in a
packaged product. Finally, the case study at the end of the presentation will test/evaluate the students
ability to use the ASAP toolbox and when they share the ideas they have come up with out loud we will
be able to evaluate them.
-
5. What problems did you encounter in the development process?
We had a bit of trouble coming up with a cohesive presentation that flowed well and addressed both
the key concepts of the presentation that we wanted to include but also addressed the why do we
care aspect of the presentation. It was difficult to come up with ways to present the information in a
way that spoke to the goals and aspirations of a younger audience, because we are slightly older.

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, both Taelin and I arrived on time, the place wasnt as hard to find as
I had anticipated. There was a person on hand to help hook the laptop we brought to the smart
TV and so there was no need to use a flashdrive or anything, all of the AV equipment worked
without incident. The setting did not change and there were approximately 50 kids, just as we
had been promised there would be, so that was not a surprise. The student were courteous and
answered questions, participated, helped to hand out the things we had brought to them and
very respectful in general, which made the presentation go smoothly.
2. Did the presentation go as planned? Reflect on what went well?
 We did go over our presentation time limit by around ten minutes so that did not go as planned,
and as a result we had to cut short our final evaluation tool as a few groups did not have time to share.
We also had a few times where the person who was scrolling through the slides for the presenter got
ahead and revealed points on the slides which hadnt been talked about yet. That was due to a lack of
planning and was not expected. Other than that the presentation proceeded without incident and the
students really liked the case study activity. Working together was something they greatly enjoyed and
we got some pretty fantastic answers from the different groups. Additionally, the students liked the
icebreaker activity because it incorporated a few different foods and snacks which are popular right now
on social media (i.e. the unicorn frappuccino).

3. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.
- The audience was very engaged in the presentation for the most part (it was pretty long so
during the middle some students started to get a bit antsy). Our preceptor liked the presentation
a lot for the most part, she did mention that it was difficult to see the font on some of our slides
and so making that bigger would be helpful in the future. Additionally she liked how we pulled
together our content to support the main theme, influence on food choices but also expanded
on other aspects which were relevant to the audience. That was great to hear as this was a
difficult thing that we struggled with when developing our presentation. Finally she added that
we should have cut some things out of our presentation because it went over.
4. How well did the audience grasp your objectives?
- They grasped our objectives very well.
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 have cut out some of the content/accompanying slides so that the
presentation was shorter. Additionally we would have added in more activities in the middle of the
presentation to keep the students more engaged as they were getting restless near the middle of the
presentation.
6. Recommendations for future Interns:
Definitely come up with activities that require group work and problem solving, and have them
frequently throughout the presentation. The students frequently engage in group activities and like to
problem solve together. Something else to keep in mind is not going over the time limit. The staff got
very irritated with us for going over our time limit and made that clear to the preceptor.

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): 70 hrs X $25/hr= 1750

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 people x 1 hour x $25= $50
Copies: $19 (color copies) + $1.75 (B&W)= $20.75
Food: N/A
Other supplies and costs: none
 Overall costs: $1770.75