Final Program Plan

Survival Olympics
Program Plan
Eric Cotter, Seamus Clune, Chris Tarney, and Ben Davis

Program Plan: Survival Olympics
Acknowledgements
Eric, Seamus, Chris, and Ben would like to thank everyone that
contributed to the success of our Survival Olympics program.
We would like to extend a big thank you to Western Carolina

Universitys Parks and Recreation Management professors, Ben Tholkes
and Andrew Bobilya, for helping us obtain all the equipment, and
materials we needed for our program.
We want to thank WCUs Parks and Recreation Management program

for donating funds toward obtaining the materials we needed to conduct
our program.
We want to thank Landmark Learning for donating items to help us put

together personal first-aid kits to the Catamount School students that
participated in our program.
We want to extend a huge thank you to the Catamount School, and Katy
Elders for being so cooperative, and patient through the program
planning process.
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Table of Contents
Section I: Page 4
Section II: Page 12
Section III: Page 16
Section IV: Page 30
Section V: Page 35
Appendix A: Page 41
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Program Plan Section I

Western Carolina University
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I) Overview of the Agency
The Catamount School is a learning facility for 6th, 7th, and 8th graders that is an
alternative from the conventional middle school setting. Instead of the traditional teaching and
learning paradigm, the Catamount School encourages hands on, experiential education and
learning. This provides students who do not learn well in a traditional classroom setting the
opportunity to excel in a different environment that is tailored to reach more than just one
learning style. According to their website, each area of the curriculum will emphasize a
problem-centered approach that develops critical reasoning abilities and promotes a deeper
understanding of the subject material ( The Catamount School. (n.d.). Retrieved September 22,
2017). The school opened its doors to the inaugural class of students this year on August 21,
2017. It located on the campus of Smoky Mountain High School, which is their primary base of
operation. All of the students who attend the Catamount School are technically Western Carolina
University (WCU) students, as in they are given a 920 number. This allows for a number of
stellar opportunities. The Catamount School is in a partnership with WCU that allows the
students to have access to all of the campus facilities such as the library, performing arts center,
and recreation center.
Many of the children that attend the Catamount School do not thrive in the middle school
setting that the public schools provide. Here, theyre encouraged to branch out and participate in
a setting where they feel they can be more open, and true to themselves. Located in the center of
the Smoky Mountain High School campus, the leaders of the Catamount School attempt to keep
the students from coming in contact with the high school students as much as possible. This
separation is in effect because they strive to create an environment of togetherness within the
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middle school student body to encourage growth and cooperation. These factors all play a part in
the way were designing our program plan.
II) Agency Culture
The participants we will be working with are between the ages of 11 and 14. The school
focuses upon students that may not be reaching their full academic potential. Since weve got a
set group to work with, we will be working with a mixture of 20 6th, 7th, and 8th graders.
Knowing the population we will be working with equips us with a decent understanding of how
we need to tailor our program.
Some strengths that the Catamount School has in regards to our program planning, would
be that they are very open to many of the ideas that we have laid out for them. Katy Elders, our
contact at the school, has been very responsive and helpful with all the questions, and ideas
weve thrown her way. Another strength is that they set non-traditional students up for success in
secondary education. With the Catamount School being located on Smoky Mountains campus,
there will be access to the fields and areas around the school.
A weakness this agency has to begin with would have to be that they just opened their
doors this year. With the school being this young, there isnt a great deal of establishment within
the agency yet. Another limiting factor this agency has is the limited amount of time weve been
given to conduct our program. This has caused us to make our plan more concise, and has made
many of our plans unfeasible. Another constraint that has been put upon us by the structure of
our agency, is the fact that were going to be unable to conduct our program off the schools
campus.
From the information that has been gathered through our meetings with Katy, we can tell
that the students havent really had any sort of outdoor learning experiences that expose them to
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wilderness living skills. With teamwork and togetherness being two of the big goals of the
Catamount School, it is clear that our program should emphasize and promote these qualities.
The school also puts a great deal of emphasis upon experiential learning which will be a large
focus in the forming of our program.
III) Mission Statement
The Catamount Schools mission statement is as follows: The Catamount School is a
learning community where all students are valued and care for themselves and others. We
promote health and wellness and a commitment to learning through experience in a caring,
collaborative, and socially just environment. (The Catamount School. (n.d.). Retrieved
September 27, 2017). Their mission statement clearly lays out what they value and what their
organization strives to accomplish through the way they conduct themselves. The agency has
stated what they intend to provide for their students within their agency philosophy. At the
Catamount School each area of the curriculum will emphasize a problem-centered approach that
develops critical reasoning abilities and promotes a deeper understanding of the subject material.
Teachers will personalize instruction and guide students in processing what they are learning
through discussion and reflection. Access to a wide range of digital learning opportunities will
enhance engagement and enable students to demonstrate academic progress in a variety of
ways. (The Catamount School. (n.d.). Retrieved September 22, 2017).
IV) Program Purpose Statement
Our program is designed to prepare Catamount middle school students for the great
outdoors which is on their doorstep here in Western North Carolina. Our Survival skills based
program will help these student to enhance their communication skills, confidence level and help
them work together as a team. Fun and exciting activities like blind dodgeball, tent building and
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first aid is just a sample of the skills and fun games our group will be experiencing. In this
program, we want to engage these students outdoor senses. We want to introduce survival skills
in the outdoors as an action packed, exciting hobby in which boys and girls of all ages can all
participate in. We want this program to reinvigorate the outdoor setting in a generation which has
been heavily influenced by technology. Modern technology and a rise in social media has had a
big impact on this generation of middle school students as they are submerged in computers,
phones and so on. This has taken away from the opportunity these students have to learn about
basic survival skills in the outdoors. We understand the importance of technology but our
program does not include any technological aspects. This way we hope the students will become
more self-sufficient being in the outdoors, absent of any help from technology. This is why we
are running this survival skills program to give these students the opportunity to learn about the
field which we are so passionate about.
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V) Catamount School Survey / Needs Assessment
The Catamount students have a time at the end of every school day that they call
enrichment time. This is a time when theyre able to express themselves in many different ways.
Depending on what their plan for this time is, they can go out and have a bit of physical activity,
they can express their artistic side, and they can just over all enjoy themselves. This is an
important and necessary time for the students to get their energy out, and end the day on a high
note. This is all done with the hands on educational model standard in mind that the Catamount
School strives to provide for their students.
Survey:
Please answer this survey to the best of your ability to help us determine what type of
program you would like us to put together for you. Please circle your answer.
1. Would you like this program to take place outside?
Yes No
2. How many sessions would you like this program to consist of?
1 2 3 4 5
3. Would you like this program to contain physical activities?
Yes No
4. Would you be happy to stay after school hours to participate in this program?
Yes No
5. Do you have any medical history you think we should know about?
Yes No
If so can you please specify here: _________________________
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6. Do you have any additional suggestions you would like to make?
________________________________________________________________
________________________________________________________________
_______________________________________________________________
Thank you for participating in our survey
VI) Competitors
Working to create a program that is not competing or conflicting with those already
provided at the school is key to bringing about the best possible experience for the students. This
involves maintaining good relations with the middle schools enrichment director, Katy Elders,
which we achieve through weekly meetings and continuous communication via e-mail. We are
also in a unique position of having good relations with two of the providers from our own
university, and through a collaboration with them a unique experience can be enabled by all three
providers.
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Resources:
The Catamount School. (n.d.). Retrieved September 27, 2017, from
https://www.facebook.com/pg/thecatamountschool/about/?ref=page_internal
The Catamount School. (n.d.). Retrieved September 22, 2017, from
http://www.wcu.edu/learn/departments-schools-colleges/ceap/catamount-school/
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Program Plan Section II

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I) Participant Characteristics
Our program will be serving a group of 6th, 7th, and 8th graders between the ages of 11
and 14, who attend the Catamount School. We will be creating a program that will be conducted
during the school's routine enrichment time. Weve had the opportunity to meet with Katy Elders
who is an employee of the Catamount school, and in charge of the enrichment time for the
students. Through our meetings with Katy, weve learned that our population is rather unique.
The students who attend the Catamount School are there because theyve had trouble adjusting to
the traditional school setting. By attending the Catamount School, these children are put in an
environment that has been developed to help them reach their full academic potential.
Katy has filled us in on the group dynamics within the population well be working with,
and weve been informed that theyre all pretty well acquainted with one another since theyve
been in the same enrichment groups since the beginning of the school year in August. The
students come from varying backgrounds, many of them had difficulty with the traditional
middle school structure and are looking for a more accommodating structure to fit their needs.
Katy also informed us that theyve already taken part in many group building activities. With this
knowledge in mind, weve been equipped with some knowledge that has helped in the forming
of our program plan. Weve learned that the students are very open to trying new activities and
with our outdoor experience, we want to incorporate some sort of wilderness aspect to our
program.
The purpose of our Survival Olympics program is to engage students in an exciting and
experiential workshop that will teach them about some basic wilderness survival techniques. In
our program were going to lead the students through some activities that will give them a basic
knowledge of how to set up a tent, tie basic knots, and perform a couple basic first aid skills.
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II) Needs
Since our group was presented to us without any sort of promotion, or needs assessment
required, weve taken what has been learned through our meetings with Katie as the general
needs of the group. In the formation of our program weve taken these into consideration. Many
of these needs come from what is expressed in their Mission Statement.
Maintain a caring, collaborative, and socially just environment
Develop a better understanding of a few basic survival skills
Incorporate experiential education into program
Provide program on school grounds.
Get students outside
Work as a team
Get energy out
Have fun
III) Program Goals
To Enhance Relationship amongst Peers
o Continue to build on a solid relationship that already exists in the group
o Provide the students with a potential hobby they can continue to exercise after the
program
To teach the Students Outdoor Survival Skills
o To show, teach and to let the student try out survival skills such as tent making,
knots and first aid
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o Give the students an opportunity to work in an unfamiliar setting outside the
classroom
To develop Communication and Problem solving skills

o Have the students working together in groups so they can learn to listen to each
other
o The students will learn that working as a team will accelerate the production of
their task and a sense of achievement will be experienced by each group member
o We will challenge the students to figure out practical problems in the outdoors
o This will serve them well for the future when they are faced with similar situations
Goals and Objectives
(A) For all students to achieve an understanding of basic survival skills.
I. Each student will be able to tie and recognize at least three different knots by the
end of day one.
II. Each student will be able to lash two poles together using square lashing
technique and know at least two uses for the skill by the end of day two.
(B) For all students to leave the program with some basic first aid skills.
I. Each student will know how to apply a pressure bandage properly by the end of
day one.
II. Each student will know how to apply an arm sling properly and how to use it for
upper and lower arm breaks by the end of day two.
(C) For all students to learn the importance of efficient shelter building.
I. Each team will be able to erect a basic tent in under fifteen minutes by the end of
day one.
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IV) Frame Sequencing Survival Olympics

II.
Frame 1 Transition 1 Frame 2
Welcome/Introductions Knot tying Activity
Soft or Hard People
X1 People Physical Setting
Y1 Begin intro to knots X1 Leisure Objects Y1
Physical Setting lesson: Social Structure
Leisure Objects X2 Relationships
Social Structure Instruct group to Y2
Relationships quiet down, and Animation
Y1 Get to know students begin teaching Y1 Students will learn to tie 3 different
Y2 Have the kids know the plan for the knots by the end of the day
week Y2 Students split into small groups
X1 Everyone repeat their names X1 Students will get hands on practice
X1 Explain name game X2 Show the students the knots, and
X2 Give a rough layout of each day split them into groups to practice
T2 Frame 3 T3 Frame 4
First Aid Activity Blind Dodgeball
Soft or Hard Soft or Hard
People People
Transition Physical Setting Set up Blind X 2
Physical Setting Y2
from knots to X Leisure Objects Y1
1
Dodgeball X3 Leisure Objects Y3
first aid Social Structure Social Structure
2
X Relationships Y2 Instruct group to X4 Relationships Y4
Use an Animation walk outside to Animation
attention large field behind
grabber to school building
reel the kids Y1 Students become familiar Y1 Students walk out to find
back in with bandaging supplies blind dodgeball area already set
Y2 Students have fun doing up
activity together Y2 Students are shown the
X1 Lay out materials, say what items used
each one is Y3 students get into pairs
X2 Involve a game in the X1 One group member will head
process of the lesson out before the kids arrive to set
up
X2 Show the students all the
gear and give each pair their
own bandana
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Wrap-Up Knot Tying Activity II
Soft or Hard X1 People Y1 Soft or Hard
Physical Setting People
Head back to Leisure Objects Go home till next Physical Setting
classroom Social Structure day X1 Leisure Objects Y1
X2 Relationships Y2 Social Structure
1 group X3 Animation Y3 X2 Relationships Y2
member X3 Animation Y3
stays behind
at field to
clean up Y1 Reinforce who the group members Y1 Find out if kids remember the knots
materials are from the prior day
Y2 Have the kids names down by the Y2 Make sure kids are getting to know
end of the day the group
Y3 Get the kids excited for the next day Y3 Every student should be able to use
X1 Make sure all group members say square lashing to tie two poles together
something before leaving X1 Use 5-10 minutes to do a refresher of
X2 Play a small name game before the previous day
leaving X2 Repeat names as soon as the group
X3 explain the plan for the next day starts
X3 Demonstrate technique and walk
around to help the students
First Aid Activity II Tent Set-up Activity
Soft or Hard Soft or Hard
People People
Clean up Physical Setting Move outside for X Physical Setting Y1
1
knots and X1 Leisure Objects Y1 tent set up X2 Leisure Objects Y2

transition to X2 Social Structure Y2 Social Structure
First Aid Relationships X3 Relationships Y3
3
X Animation Y3 Animation
Y1 Students will be exposed to Y1 Move outside

materials needed for an arm splint Y2 Students will learn to set up different
Y2 Students will engage with each other styles of tents
Y3 We will engage students in a fun Y3 By the end of the day, students will
activity be proficient at setting up one style of
X1 Show students basic parts of an arm tent in under 15 minutes
splint X1 Get the kids outside
X2 Students will practice making splints X2 Bring four different styles of tents to
on each other practice
X3 Game that involves using what they X3 Break students into small groups to
have in their backpacks to make a sling practice team tent set up
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T8 Frame 9
Survival Olympics
Soft or Hard
People
Again, this X Physical Setting Y1
1
will be a full X2 Leisure Objects Y2

day transition Social Structure
before the Relationships
next lesson. X4 Animation Y4
We will need
to set up a
course at the Y1 Have the students experience a totally
outdoor new environment
classroom Y2 Various challenges will be used to test
the students learning
beforehand
Y3 Have a super fun last day with the
kids
X1 Students will be moved to the outdoor
classroom
X2 Tents, first aid supplies, and lengths
of rope will be provided for various
challenges
X3 Students will participate in an
Olympics style competition to evaluate
what they have learned
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Program Plan Section III
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Survival Olympics
I) Venue Arrangements
The venue our group has chosen for our program is on Smoky Mountain High Schools
campus. We will be utilizing a field directly behind their gym to conduct day one and day two of
our Survival Olympics aka Training days. For our third day, we plan to use an area behind
the high school that they call the outdoor classroom. This area provides a nice outdoorsy feel
that will provide a good atmosphere to conduct our big Olympic day. All the discussed areas
have been reserved for October 24, 25, and 26th through Katy Elders.
Above see Ive included a picture of Smoky Mountain High School, the circled areas
indicate where well be conducting our program. The red circle is the field behind the gym that
well use for our training days. The green circle is the outdoor classroom where we will bring
our program to its culmination.
II) Special Arrangement
For our Survival Olympics, we have considered numerous different locations for us to
operate in both on the Catamount School premises and off the premises. After considering all
options we deemed that staying on the school premises was our best option. This has negated any
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need for transport to other locations, waiver forms for the students to go off their school premises
and for staying later than school hours. If our program lasted longer than school hours; insurance
forms, transport to and from school and safe place for the students to be picked up by their
parents/guardians would have needed to be sorted prior to the program commencing.
III) Inclusion Plan
Our program plan will be fairly inclusive from the start. We dont have much material
covered in the program that would put people with a disability or a cultural difference at a
disadvantage. The one part of the program I could see being an issue would be the knot tying
section of the plan, as this requires fine motor skills. If there is an individual with a disability that
effects their motor skills, we will work closely with them to make sure they succeed. That
interaction would include a different piece of rope to practice with that is thicker and easier to
hold and tie up, and one on one assistance, if the individual requires it or requests it, to make sure
they are learning and taking something away from the program.
IV) Equipment, Supplies and Material Needs
Equipment / Supply Item Name Quantity Purchase / Rent /

Borrow
Equipment Tents including all 5 Borrow
components
Material Wound dressings 12 Purchase
approximately 4-6
inches square
Material Roller bandages 12 Purchase
approximately 4
inches in width
Supplies Boxes of sterile 2 Purchase
gloves
Material Triangular bandages 12 Borrow
Equipment Four foot lengths of 16 Borrow
6-8mm paracord
Supplies Blindfolds 10 Purchase
Equipment Balled up socks 5 Borrow
Supplies Paper for name game 1 sheet Purchase
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All of the above items can be signed out from the PRM supply room to our care and returned
in the same condition or replaced except of course for the sterile gloves.
20 Personal first aid kits which will include basic first aid items such bandages, gauze, and
antiseptic.
This is an award item we are giving to the participants for acknowledgement of their
taking part in the program which is a nice touch and a good memento for them to take home with
them. If all else fails we have a $95 budget in place to fashion our own kits with the appropriate
materials. We are currently in talks with several local companies in a hope to resource the kits
through donation and we are very confident of this campaign's success.
We obtained all the bandages from Dr. Ben Tholkes. The tents and the paracord was
obtained from the PRM program through Andrew Bobilya. The blindfolds, paper, and socks
were obtained from members within the group.
V) Promotion plan
1. Discuss and plan the promotional flyer for the program.
2. Discuss and plan program brochure.
3. Design promotional flyer and brochure.
4. Send promotional flyer and brochure to printer.
5. Distribute flyers in the local area of Sylva.
6. Post program brochure to all middle schools in the area.
7. Create a press release for both local radio and newspapers.
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VI) Budget and Pricing Information
Funding for the program is to come from one primary source. Western Carolina
Universitys Parks and Recreation Management program who have kindly offered 95 dollars
worth of funding towards the first aid gift packs we wish to award the participants with upon
completing the program. The remainder of the equipment is being kindly donated by both
Landmark Learning and Dr. Ben Tholkes who must be remembered in our thank you mail list.
VII) Registration Plan
First, our group had to register with the Catamount School so we could be on the school
premises with the students. Concerns were raised over two of the group members, because they
were not American citizens. However these concerns were misplaced as there was no issue being
registered with the school. To register, we had to provide our names, gender, and date of birth.
This information was typed into a computer and a week later; all four of us were all set to be in
the Catamount School for our program. Additionally we filled out a volunteer application form.
Also we were required to fill out a volunteer agreement and code of conduct form that was
signed and dated by each member of our group on our first visit to the Catamount School.
For the participants of the event, they are not required to fill out a registration form.
However, one of the students has a food allergy so we will cater for the student if we choose to
hand out candy as a surprise on the final day of our program. We do not plan to administer a
registration form to the students as we do not think it is necessary. Also, we have been informed
by Ms. Katy Elders about all the relevant medical details that we need to know about the
students. This further backs up our decision not to administer a registration form prior to the start
of our program. Below, find a copy of the Volunteer agreement and code of conduct form.
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The Catamount School Volunteer Agreement and Code of Conduct Volunteer Name
_____________________________________________ I will sign IN and OUT with the office every time I visit the
school. I will wear volunteer identification while I am on school premises. I will not bring my non-school age
children with me when volunteering. I agree to never be alone (one on one) with individual students who are not
under the supervision of teachers or school authorities. I understand my work with students is always confidential
and will not discuss and confidential information to others outside of the school. I understand that I have a legal
obligation to report to DSS any suspected abuse or neglect that is revealed to me by a child. I will contact the
Principal for assistance in making this report, and report to the Principal any other concerns that I may have
related to student welfare or safety. I will not contact any student outside of school hours or remove him/her from
school at any time without permission from the students parent or legal guardian. I will not take pictures of
students with my cell phone/camera or show students pictures/videos on my phone or on any social media website. I
will not interrupt instruction while serving as a volunteer. I will maintain professional boundaries at all times. I
will not attempt to discipline any student; instead, I will immediately tell the students teacher or a school
administrator any concerns that I may have related to student welfare or safety. I will follow the schools dress
codes for employees and will maintain a professional appearance at all times. I will not be under the influence of
drugs, alcohol, or tobacco products while performing volunteer services, regardless of location. I will not ask a
student to use his/her login and password to access the internet; instead, I will only use the internet at the direction
of school personnel. I will maintain a constructive attitude and courteous demeanor at all times. I understand this
agreement can be cancelled at any time at the discretion of either party. Volunteer Signature
__________________________________________ Date: _________________
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VIII) Staffing and Staff Orientation Plan
The number of staff needed to run the program is four people. There are twenty students
to work with for the program, so to break them up into four groups of five is what we have
decided to do. If there were to be more participants, the number of staff needed to run the
program would have to grow alongside the increasing number of participants. There are no
specific certifications or qualifications needed, however the Catamount School requires every
volunteer to submit information for a voluntary background check. Along with the background
check, a volunteer form must be filled out and submitted to the Catamount School prior to any
programming at the organization. The Catamount School teachers will bring the students to us
from their classroom, and will take them once the program is finished each day.
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IX) Management Plan
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X) Cancellation Plan
In the instance that we encounter bad weather on the days our program plan is being
conducted, we plan to use one of the Catamount Schools classrooms to go about conducting our
training days. If inclement weather is a problem on our final day, well need to push back this
day to another day the following week since the implementation of the outdoor classroom is so
vital to the success of our program.
XI) Set-Up Plan
Day 1: We will arrive early and prep the field for our knot tying activity, our first-aid activity,
and Blind dodgeball. This will involve making sure weve got our inventory of rope, first-aid
supplies, blindfolds, dodgeballs, and slips of paper for our name game. This is a game where
each student is given an animal to imitate, then they get in groups of like animals. Once the
students arrive, we should have everything laid out for them to begin in the activities.
Day 2: We will arrive early and prep the field for knot tying review, more first-aid activities, and
our tent constructing activity. We will take inventory of what all our supplies, then set up
multiple stations for each activity. By the time the students get there we should be ready to hit
the ground running.
Day 3: We will arrive at the Outdoor Classroom early to set up our Survival Olympics course.
Here, we will set up a course around the path. The first station will be one where the students set
up their tents. Next, we will have a station where the groups will tie a series of knots. Then
finally we will have a station where the students will apply some of what theyve learned about
first-aid. At station one we will set out all the tents, at station two we will set out plenty of rope,
and lastly we will set out plenty of first-aid supplies at the last station. We will also bring the
goodie packs / first aid kits to give to the students once our program is finished.
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XII) Risk Management Plan
Program Name: Survival Olympics
Purpose: To help the students in our program develop some basic survival skills through
instruction, practice, and implementation of these skills.
Dates & Time: Tuesday, Wednesday, and Thursday October 24th, 25th, and 26th 2017
Location: Smoky Mountain High School, Sylva NC
Participants: Twenty Catamount School students ranging in age from 11 to 14 with presumably
no prior survival skills, or little.
Leaders: Seamus Clune: 44, Seamus has years of experience in the outdoor recreation field.
Eric Cotter: 24, Eric has been involved in many outdoor pursuit courses, and years of experience
in the outdoors.
Chris Tarney: 20, Chris has years of experience in the outdoor recreation field, and has led
groups in the outdoors.
Ben Davis: 21, Ben has years of experience in the outdoor recreation field, and has led groups in
the outdoors. Has years of experience working with recreation agencies.
Hazards:
Nearby road / Road crossing to get to the Outdoor Classroom
To manage the risk of nearby roads, we will be conducting our program in the middle of a field.
When crossing the road with students to get to the Outdoor Classroom, there will always be a
teacher or someone to supervise them.
Potential holes, ruts, and roots that could potentially injure participants
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To avoid our participants getting injured by holes, rocks, ruts, and roots, we will simply caution
them about these.
Inclement Weather
In the case of inclement weather, we will be moving our program elsewhere, or possibly to
another day. However, if storms roll up on us suddenly, we will quickly stop the program and
seek the nearest safe shelter from the weather.
Injury from rope, or tent
Injuries from the rope or tents that were going to bring along is unlikely, but we will verbally
warn them that there is a risk to these.
Falling limbs from trees
This risk is very unlikely to happen, however we will warn our participants about the possibility
of it.
Wildlife
The wildlife in these areas isnt much of a hazard, but snakes, and stinging insects are a
possibility. We will make sure of any participant that could be allergic to stings, and keep a
watchful eye out for these.
Safety Policies and Procedures: In the case of an emergency, there will be teachers present that
are in charge of the students. If an emergency arises, these individuals will be consulted about
what actions should be made with the situation.
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The image above is a map of where the Catamount School is located on Smoky Mountains
campus and where to go in case of a fire drill.
Emergency Numbers: 911 is the only number, the supervisors will be in charge of getting in
touch with any parent in case of an emergency.
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XIII) Program Schedule
Day One (Oct. 24)

1:45 - Arrive at Catamount School 15 minutes early
2:00 - Be present in the classroom to start programming
2:00-2:10 - Name game
2:10-2:12 - Transition 1
2:12-2:27 - Knot Tying I
2:29-2:39 - First Aid I
2:39-2:41 - Transition 3 (to field outside)
2:41-2:51 - Blind Dodgeball
2:51-2:53 - Transition 4 (back to classroom)
2:53-3:00 - Wrap-up/Go home
Day Two (Oct. 25)

2:00 - Begin program
2:00-2:15 - Knot Tying II
2:17-2:32 - First Aid II
2:32-2:35 - Transition 2 (to field outside)
2:35-2:50 - Tent Set-up Activity
2:53-3:00 - Wrap-up and tell kids about final day (end programming for the day)
3:00-3:15 - Staff clean up tent materials from outside
Day Three (Oct. 26)

2:00 - Begin programming
2:00-2:05 - Transition 1 (to outdoor classroom)
2:05-2:40 - Survival Olympics
2:45-3:00 - Debrief program with participants
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XIV) Program Wrap-up
Our program will come to a conclusion October 26th with the Survival Olympics on the
schools premises. To wrap-up our program our first objective is to ensure the Leave No Trace
(LNT) is adhered to when leaving the Catamount School. On our last day, we will be operating
in the outdoor classroom behind the school building. We will be pitching tents and taking the
tents down. We must be 100% sure we leave the outdoor classroom the way we found it. One
group member will be designated the role to scan the area after use to ensure the area is left the
way we found to it. It is also worth noting that also on day two of our program we will be
pitching tents in our operating area on day one and two. Our operating area for day one and two
is a big field next to the school. After day two we will do the same thing which is designate a
group member to make sure the field is in the same condition we found it in.
In conclusion to our program, we will be handing out candy and first aids kits to the
students. The candy will be a treat for each students and the first aid kit will be in recognition of
the great work the students have done throughout the program. We hope that the students will
have taken a lot out of the program and that they will have had lots of fun.
On return to campus on our final day of our program, we will return all the tents to PRM
facilities. We envisage that no damage will be done to any of the tents because when they are in
use there will be a group member present. Also, all rope will be returned to the source where we
got it.
Finally, we will be sending a thank you card to Ms. Katy Elders to thank her for her help,
hard work and her support for our program. She has been so supportive and she has backed our
program throughout the whole process.
29
Program Plan Section IV
30
I) Introduction
This section is in regards to the promotion of our program to various markets. If we were
to promote our program, we would like to get it out to parents of potential participants. The
purpose of our packet would be to draw interest to the idea of gaining some basic outdoor
survival skills that can also be used for other useful purposes. There are a couple different
methods which we can use to promote our program, these are: a flyer, a news release, and a
brochure.
Our flyer would be designed to catch the attention of the general public, and will
implement many bright colors to draw the attention of children. We would place these in public
places like local businesses, recreation centers, and schools. The news release would likely be
implemented on local radio stations, and over social media, the primary audience of these would
be the parents of the participants. Our brochure would be most successful placed in local
recreation centers, and distributed in schools.
31
II)Flyer
We chose this flyer after much deliberation and decided this one of the final three drafts fitted
the brief best. The text is clear and simple throughout with all necessary information provided
while not cluttering the page. The imagery chosen not only reflects the vision of the school to
have many hands working together as a group, but also an element of diversity through the
different colours of hands involved.
32
III) News Release
NEWS RELEASE
Parks and Recreation Management; Program Planning and Evaluation
Chris Tarney
Group Member
(704) 222-8927
The Survival Olympics
Release as soon as possible
Approximately 166 words
The Survival Olympics
Starting on October 24th, 2017 and running through October 26th, the Catamount School, in
collaboration with the Parks and Recreation Management Program from Western Carolina
University (WCU), will be hosting the Survival Olympics. Middle school students at the
Catamount School will be offered the opportunity to learn basic first aid skills, knots, and how to
set up a tent over the course of this three-day program. It will culminate on the last day with
teams competing in Olympics style challenges and each student receiving a small first aid kit
for participating.
The program is free of charge for the students thanks to generous donations from the Park and
Recreation department at WCU which covered the cost of supplies for the first aid kits.
Through this program, we hope to instill an interest in outdoor pursuits in the students. From the
very basic first aid, to tent set-up, we chose skills that they can realistically use at their age on
things like scouting or family camping trips.
END
33
IV) Brochure / Social Media Copy
Our brochure for our program plan:
Survival Olympics is coming to the Catamount School this Fall!
Activities like first aid, tent building and knot tying are on the agenda for this action packed fun
week out!
Learn how to survive in the wilds of North Carolina in a fun, safe and professional environment.
This fun, exciting three day program will be held at the Catamount School, Sylva, NC.
It all kicks off October 24th thru 26th 2017 at 2:00 P.M.
Let your wild side out and your claws out.
We hope to see yall there!
34
Program Plan Section V
35
I) Chart of Accounts and Fixed and Variable Costs

Line Item # Line Item Fixed or Variable
100 First Aid Supplies Fixed
101 Water Bottles Fixed
102 Certificates Fixed
103 Socks Fixed
104 Bandanas Fixed
We received a donation of $95 to cover the entire cost of our program from the Parks and
Recreation Management Department at Western Carolina University. Along with the monetary
stipend, Dr. Ben Tholkes of Western Carolina, and Landmark Learning donated medical supplies
to help compile first aid kits to give to each participant.
II) Program Evaluation:

i. The purpose of evaluating this program is to find areas in which we can improve on
our programming skills in the future. This is our first program we have run, so any
kind of feedback and information we can gather will help to build our knowledge of
how to run a successful program in the future.
ii. The evaluation is for our group, our instructor (Callie Schultz), and the Catamount
School. We had a set of questions that measured what the participants thought about
each part of our program facilitation, and each activity that was conducted in the
program. We will use this information to further our knowledge on how to facilitate
programs in a way that reflects well on us, and the organization we are working for.
iii. The evaluation will be conducted immediately after our program finishes on the last
day of programming. We will provide a survey for the participants to fill out
iv. The evaluation should be in line with our program goals, which were primarily skill
based goals. So, the questions on the survey will be geared towards finding out how
much the participants learned each day, and how much they think they will be able to
retain further down the road after the conclusion of our program.
v. The only materials we need for the evaluation are the survey forms. We contacted the
teachers at the Catamount School to make sure the participants brought a writing
utensil and something hard to write on.
vi. Like mentioned before in point four, evidence of growth in the skills area should be
collected. We laid out two knots (square and alpine butterfly), and three types of
medical dressings (two types of arm slings and a head bandage) that we wanted the
participants to learn by the end of the program, and that is what we want to document.
The success of the program will be based off whether or not the participants walk
away with a working knowledge of the skills we sought to teach.
vii. We will use a survey to collect data about the program. We have created a survey
based on our program objectives to be filled out by the participants.
36
viii. We will analyze the data through the use of our survey, which has both qualitative
and quantitative information on it. We used a lychert scale for a rating system, so that
is primarily where the data for analysis will come from.
ix. We will report the evaluation findings with the help of an excel spreadsheet, in which
we are able to lay out every answer and find percentages and things like the median,
mode, and range of certain items on our survey.
37
Post Program Evaluation

Catamount School Survival Olympics
Thank you all so much for participating, please give honest feedback on this evaluation form.
Please check the box that corresponds with your response.
1. What grade level are you in? What is your gender?

6th 7th 8th Male Female
2. How many new skills did you learn through the course of this program?
one two three four five
3. Do you think your peers could benefit from this program?

1 (Very 2 3 4 5
Unlikely) (Unlikely) (Neutral) (Likely) (Very Likely)
4. Rank the program activities from most to least favorite. 1=most favorite; 5=least favorite
________ How to tie a sling
________ Square knot tying
________ Alpine butterfly knot tying
________ Pressure Bandages
________ Tent set-up
5. How comfortable would you feel showing someone how to tie a square knot?
1 2 3 4 5
(Very (Somewhat (Neutral) (Somewhat (Very
Uncomfortable) Uncomfortable) Comfortable) Comfortable)
Continued on next page.
38
6. How comfortable would you feel showing someone how to administer a sling using
triangle bandages?
1 2 3 4 5
7. How comfortable would you feel showing someone how to administer a pressure
bandage?
1 2 3 4 5
8. How comfortable would you feel showing someone how to tie an alpine butterfly knot?
1 2 3 4 5
9. How comfortable would you feel showing someone how to set up a tent?
1 2 3 4 5
10. How likely are you to attend a similar program in the future?
1 (Very 2 3 4 5
Unlikely) (Unlikely) (Neutral) (Likely) (Very Likely)
11. Please provide any suggestions or improvements for the program.
12. Please provide any suggestions or improvements for the instructors.
Thank you again for participating and giving one hundred percent every day!
39
III) Program Overview
For our program, we have chosen to create the Survival Olympics. This is a program to
be held at the Catamount School, a new alternative middle school located on the campus of
Smoky Mountain High School. We will be working with participants ranging from sixth to
eighth grade, in a group of about twenty students. The purpose of our program is to help teach
basic camping and first aid skills, so the participants will walk away with the ability to help out
their parents on the next camping trip they go on, or if they go out with friends. We wanted to
teach these basic skills as an introduction, to hopefully entice the participants to learn more
advanced skills on their own. The program will run from 2-3 PM on the 24th, 25th, and 26th of
October. The program itself will take place on a field located directly beside the school. It is
broken up into three days intentionally, with new skills being taught the first day and then built
upon the second day, and finally wrapping up on the third and final day with a competition
between the participants utilizing the skills taught over the course of the previous two days. We
will evaluate the program with a simple survey utilizing lychert scales and free response
questions to acquire both qualitative and quantitative data.
What follows is the documentation of all the work we have conducted over the course of
three months leading up to the implementation of our program.
40
Appendix A
Photos from our Program
Ben Davis assisting the Catamount School students with tent building.
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Chris, Eric, and Ben handing out awards to the Catamount School students for completing
the Survival Olympics.
Catamount School students playing Blind Dodgeball.
42

Final Program Plan

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Final Program Plan

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Survival Olympics

Eric Cotter, Seamus Clune, Chris Tarney, and Ben Davis

We would like to extend a big thank you to Western Carolina

We want to thank WCUs Parks and Recreation Management program

We want to thank Landmark Learning for donating items to help us put

Section II: Page 12

Section III: Page 16

Section IV: Page 30

Program Plan Section I

I) Overview of the Agency

and recreation center.

the way were designing our program plan.

II) Agency Culture

we need to tailor our program.

focus in the forming of our program.

III) Mission Statement

The Catamount Schools mission statement is as follows: The Catamount School is a

enhance engagement and enable students to demonstrate academic progress in a variety of

ways. (The Catamount School. (n.d.). Retrieved September 22, 2017).

IV) Program Purpose Statement

field which we are so passionate about.

V) Catamount School Survey / Needs Assessment

School strives to provide for their students.

1. Would you like this program to take place outside?

3. Would you like this program to contain physical activities?

If so can you please specify here: _________________________

6. Do you have any additional suggestions you would like to make?

Thank you for participating in our survey

The Catamount School. (n.d.). Retrieved September 27, 2017, from

The Catamount School. (n.d.). Retrieved September 22, 2017, from

Program Plan Section II

of these needs come from what is expressed in their Mission Statement.

Maintain a caring, collaborative, and socially just environment

Develop a better understanding of a few basic survival skills

Incorporate experiential education into program

Provide program on school grounds.

Get students outside

Get energy out

III) Program Goals

To Enhance Relationship amongst Peers

o Continue to build on a solid relationship that already exists in the group

To teach the Students Outdoor Survival Skills

knots and first aid

o Give the students an opportunity to work in an unfamiliar setting outside the

To develop Communication and Problem solving skills

Goals and Objectives

(A) For all students to achieve an understanding of basic survival skills.

end of day one.

upper and lower arm breaks by the end of day two.

IV) Frame Sequencing Survival Olympics

knots and X1 Leisure Objects Y1 tent set up X2 Leisure Objects Y2

Y1 Students will be exposed to Y1 Move outside

will be a full X2 Leisure Objects Y2

Program Plan Section III

Eric Cotter, Seamus Clune, Chris Tarney, and Ben Davis

Western Carolina University

our program to its culmination.

II) Special Arrangement

parents/guardians would have needed to be sorted prior to the program commencing.

III) Inclusion Plan

IV) Equipment, Supplies and Material Needs

Equipment / Supply Item Name Quantity Purchase / Rent /

through donation and we are very confident of this campaign's success.