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
Minerals

Topic: Vitamin and

Event Date: December 2, 2015

Senior Center

Location: Centennial
254 N. State Street
Concord, NH 03301

Intern Name(s): Stephanie Macleay and Leanne Schoenfeld

Team Leader:
Stephanie Macleavy
Stephanie Chmielecki

Preceptor:

Person responsible for writing the COP: Leanne Schoenfeld

B. NEEDS ASSESSMENT:
1. Identify site contact: Emily Whalen Program Coordinator 603-228-6630.
A new program coordinator has taken over, Cindy Easterbrooks. She
can be contacted at 603-228-6630.
2. Identify population
a) Gender: Mixed
b) Age: 60+
c) Education level: Educated seniors; Stephanie recently observed a
presentation at Centennial Senior Center and felt the participants were
educated from their question and answers, as well as their note taking.
We made the decision to develop our presentation with more detail
due to their knowledge.
d) Number of participants: 6-12 participants are expected
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).

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I was able to observe the setting and participants a few weeks before
our scheduled presentation. The location is a small lecture room with
powerpoint capability although Gaby & Andrea initially had difficulty
setting it up. Participants were engaged and asked lots of great
questions. Based on their interactions they seemed to have a solid
base-line knowledge of nutrition information. Our topic of vitamin and
minerals was predetermined by Centennial Seniors.
a) Other programs recently presented: Interns recently presented on
Gluten Free Living and Vegan/Vegetarian Diet.
b) What the audience knows:
Our audience likely has prior nutrition knowledge due to their age and
education. However, we were asked by Centennial seniors to present
on this topic, so they have limited knowledge on vitamin and minerals.
They know they need to eat them, but unsure of what they are doing
for their body and health.
c) What the audience wants to know - what is relevant: Our audience wants
to know what are vitamin and minerals and what do they do for their
bodies? They also want to learn about the fundamentals of vitamins
and minerals, where they come from, and how they can meet daily
recommendations for their life stage.
d) Evaluate health literacy - and other cultural issues: Our participants are
likely receiving information from family, friends, nutrition topics on the
news or in the paper, and their doctors. We have not been informed of
any cultural issues among this population.

4. Setting - tour of facility

a) Room size and set up (diagram)

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or
Do
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b) Presentation resources

Availability of food prep area: Table in back

of room for setting up food samples.

AV resources - space available for visual

teaching aids:
Whiteboard, computer and projector. We will
be developing a PowerPoint presentation.
5. Day of week/ time of day for presentation: Wednesday, December 2, 2015
from 10-11am
6. Duration: 1 hour
a) Attention span: Our lesson is expected to go 45 minutes. Then we
will finish up with a snack, wheel of fortune for evaluating, questions &
answers, and our call to action for the final 15 minutes. The attention
span of our audience should be pretty good, considering it is in the
morning.
b) Conflict with other activities for population: N/A
7. Marketing potential - whose responsibility: The Centennial Senior Center
markets the presentation and those interested sign up through Emily
Whalen. However, Emily is no longer with the senior center and Cindy
Easterbrooks has filled this position.
8. Budget
a) Will there be a charge: No charge
b) Funds to cover supplies: $10
c) Cost of marketing: N/A
9. Best way/time to reach site contact for future plans: Site Contact Emily
Whalen, Program Coordinator may be contacted by phone at 603-2286630 during regular business hours. Business hours for Centennial
Senior Center are Monday through Thursday: 8am 6pm and Fridays:
8am 4:30pm
10. Write a community group focused PES statement based on your assessment.
Food and nutrition-related knowledge deficit related to lack of prior
nutrition-related education as evidence by the audience's topic request for
vitamin and mineral fundamentals.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):

1. Meeting Dates
Dates scheduled for planning and who will attend.

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o
o
o

November 18, 2015 Stephanie and Leanne had phone conference to

outline and preliminary development presentation and assign sections.
November 22, 2015- Stephanie and Leanne had brief meeting to touch
base and send all materials for 7-day meeting
November 30, 2015 Stephanie and Leanne - Two practice runs of
presentation
7 day meeting - November 24, 2015

Evaluation meeting scheduled for: Follows our Vitamin and

Mineral Presentation on Wednesday, December 2, 2015 at 11 am.
(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?
Stephanie went to Centennial Senior Center to learn what the site
had to offer us. We learned we had computer and internet access, so we
will move forward with a PowerPoint. She also learned the audience had
well thought out questions on the topic. We decided our audience could
use more detail than the basic, so we will build that into our presentation.
We reviewed previous interns COPs, and they also confirmed the audience
was more educated than some of the other senior sites.
We learned from the Centennial Advertisement that our audience
wants to learn what are vitamins and minerals, what foods can they get
them from, how they can meet their daily recommendations, and what
they do for our bodies. This information was used to brainstorm the
direction we wanted to take. We set our objectives, developed an outline,
researched our sections, created a PowerPoint with all pertinent
information from our research, designed a handout with the key points
and take homes, prepared a nutrient dense recipe, and made activities to
apply the information presented.
3. How did you go about the development process? Who was
involved?
Stephanie and Leanne were equally involved in the developing
process. We started our developing with a phone conference and Google
Docs. During our phone conversation, we developed our outline and
equally distributed sections of the outline to research. Leanne will
prepare the COP and Stephanie will prepare the handout, which we will
both review each others work. We will communicate again over the
weekend to be sure all information is ready for our 7-day meeting. Both
Stephanie and Leanne were involved for the development and
implementation of the Bingo game and Wheel of Fortune game.
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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Through our undergraduate work, we have learned that Harvard School of

Public Health and our general nutrition textbooks are reliable sources for
information. Our basic nutrition textbooks allow for an easily understood
explanation that our audience requires. Primary sources used:
1. Smolin, Lori A., and Mary B. Grosvenor. Nutrition: Science and Applications. Hoboken, NJ: Wiley,
2010. Print.
2. Mahan, L. (2012). Krause's food & the nutrition care process (13th ed., pp. 1131-1164). St. Louis,
Mo.: Elsevier/Saunders.
3. Thompson, Janice and Melinda Manore. Nutrition For Life. (2nd ed., pp.157-222).
4. Vitamin and Minerals: Are You Getting What You Need?
http://www.helpguide.org/harvard/vitamins-and-minerals.htm
Several websites were used to for images throughout the PPT slides.

D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives:

Participants will be able to identify at least 2 key vitamins & minerals to increase for their
age of the lifecycle.
Participants will identify at least 1 reason why eating a varied and colorful diet is
important for health.
Participants will be understand the function of a vitamin & mineral.

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: Lecture

Visual: PowerPoint, handout, Bingo, Color Matching

Activity

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 Kinesthetic: Bingo, Wheel of Fortune, Color

Matching Activity, Getting up for Quinoa Salad.

List ways that you included multiple intelligences in your

planning.
Linguistic intelligence through Powerpoint following along with
lecturers spoken words.
Handout out provides visual pictures with
written text.
Intrapersonal intelligence through our call of action challenge, which
creates participants to
think about their goals or limitations from our
presentation as well as our Bingo activity.
Interpersonal intelligence through working in small or medium sized
groups to work on
Color Matching Activity and our Wheel of
Fortune Game Evaluation.
4. Explain how your planned evaluation method will show whether your learning
objectives were met.
We have developed a Wheel of Fortune evaluation game that will have
questions created around meeting our objectives. By our audience's
response to their questions, we will have a good understanding if our
presentation was effective.
5. What problems did you encounter in the development process?
Thus far, we have not run into any problems. We will do our best to not go
over our $10 budget when buying food supplies for our recipe.

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.
Stephanie and I arrived 45 minutes early to set up. Thankfully, we
did because the AV equipment was difficult to set up. It took 25 minutes to
figure it out! We had a fall back plan of printing out the PowerPoint. We
had also planned on 6-8 participants as the last presentation had 6
participants. We had a conversation with the secretary and she
mentioned that 15-17 people always signup, but only 6-8 show up. We
thought the rain might make our numbers low as well. Our topic brought
in a total of 15 participants, which was more than we expected. Among
the 15 participants, there were 4 or 5 men that attended. We heard most
past presentations were all females, so it was nice to see men

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participating. This led us to believe vitamins and minerals is a hot topic

for the elder population, and it might be a topic to make into a series for
the future with this age group. We had kept the original set up for the
room, which was not the best setup for 15 participants. We will do a
different design with the table and chairs next time. We were short ~3
copies on all printed material, but Stephanie C. made extra copies while
we entertained our audience.
2. Did the presentation go as planned? Reflect on what went well?
Our presentation went as planned. Stephanie and I presented our
planned parts and initiated our activities at the appropriate times. Our
Bingo activity was used for us to understand what our participants might
already know. Then, I lectured on vitamin, minerals and phytonutrients in
general terms that tied into our Color Matching Activity. This activity was
used to reinforce what our audience just learned about phytonutrients.
Many participants used this sheet to jot down notes. Stephanie took over
going into more detail on the vitamin and minerals that our aging elder
population should be aware about. This is when our audience asked a lot
of questions and discussion started. We had calculated in 10-12 minutes
for questions knowing that we would invite questions and discussion
throughout the presentation. Our audience was curious and asked a lot
great questions. We ran a little over with our presentation mainly due to
questions. I finished up with tying it all together with the Healthy Eating
Plate. Now, it was time for our Wheel of Fortune evaluation that used
questions developed from the information we provided throughout lecture
to test our objectives. We were short on time, so this was more rushed
than we had planned.
I forgot to bring dried beans for the Bingo game as I did not add it to my
list of supplies to bring. When I reviewed my checklist, it was not there to
remind me. We made a compromise with pocket change and it worked
well. We thought the beans fit the presentation material, so it would have
been a nice addition, but a miniscule prop to the game.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The audience seemed to grasp the information presented. They asked
questions along the way that pertained to what was presented to them.
This showed us they were listening and taking in the information. We
noticed many participants writing down notes on their activity sheets.
They also thanked us several times for the information provided.
We talked with Stephanie C. about future presentations on vitamins,
minerals, and healthy aging could be a 4 or 5 week program series
because there was so much information for a 1 hour presentation. She
also mentioned that it is okay and a great idea to sit down with groups
like this and turn it into a group discussion. She did mention our group

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might have been a little large for that to work well, but it would work well
with smaller groups.
We had an audience member ask if KSC had a website with information for
the general public to visit on topics, such as vitamin and minerals. This
developed an idea for an intern independent study project of creating a
blog post site for healthy aging.
I need to trust my knowledge and be more relax more when presenting to
my audience. I noticed I started off talking really fast, so I tried to slow
down my pace. I also tried small note cards instead of a large printout of
my PowerPoint notes. I will be going back to the larger printouts, so I can
easily follow along with my notes. For Stephanie, she felt some of the
questions asked caught her off guard, but the three of us worked together
to provide a thorough answer. I would agree with Stephanie. I feel this is
part of the learning curve as we continue to work more with the public and
it will become easier and more natural. Stephanie C. felt our free radical
explanation was easily followed and that the baseball metaphor aided in
the audience's understanding as well.
4. How well did the audience grasp your objectives? What would you do
differently/the same the next time - or what would you change if you had more
time? How effective do you feel your program/material was for the target audience?
We would set up the room differently. We kept the room set up the way it
was when we arrived because we thought it was going to be a smaller
group of 6 to 8 participants. We ended up with 15. It was crowded with
the way our room setup was done. Honestly, our presentation had the
perfect amount of information, the activities worked well with this group,
and our food activity was enjoyed. If we had more time, then the end of
our presentation would not have been so rushed. If anything needs to be
different it would be separating the topic into a 4 or 5 week series, so we
could present this topic in greater detail and not run over on time. We will
be redesigning the Wheel of Fortune Wheel for a better spin if we plan on
using it for future presentations. We also noticed that our audience
learned from each other. We will try to incorporate a smaller group
activity, so they can discuss the topic with each other. Then, we will
return to one large group and share our discussions. We felt our program
was 100% effective for our audience!

5. Recommendations for future Interns:

It is always safer to show up early to make sure yours and the sites AV
equipment is working properly. Always plan for the maximum number of
participants when printing materials and for setting up table layout for the
presentation. The audience for Centennial Senior Center will have well
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thought out questions, so when preparing your presentation try to think

about questions that may come up and prepare for them. Always keep a
current list of materials that you will need to bring to the site with you, so
you do not forget any supplies needed during your presentation.
6. 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):11 hours x $25/hr = $275
Stephanies Hours: 15.5 hours x $25/hr= 387.50

Cost of Presenting: (Includes: labor, food, flip charts ($28),

see following link for cost of copies
http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour): 2 hours x 2 lecturers = 4 hours x $25 = $100
Copies:45 copies x $0.04 = $1.80
Food: Quinoa = $3.25 ( box) + cilantro ( bunch) $0.66 + Red
Kuri Squash $2.75 + dried cranberries $1.50 + allspice $0. 33 +
dijon mustard $0.04 + olive oil $0.65 + green onion ( bunch)
$0.30 + orange juice $0.09 = $9.57
Other supplies and costs: paper plates and plastic spoons $2.50 +
$1.29 = $3.79

Overall costs:

$777.66

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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