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:Adult Presentation (PH Key)

Topic: Food Safety

Event Date: 5-3-2016

Location: Phoenix House

Intern Name(s): Emily Maresca, Carol Anne Simpson

Team Leader: Carol Anne Simpson

Preceptor: Cindy Knipe

Person responsible for writing the COP: Carol Anne Simpson

B. NEEDS ASSESSMENT:
1. Identify site contact: Amelie Gooding
2. Identify population
a) Gender: Mixed
b) Age: Mixed, 18-50+
c) Education level: Mixed (some high school-college)
d) Number of participants: 10-15
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
This topic was predetermined by site and internship staff. The 6 nutrition
related presentation topics are provided in a cyclic rotation. The most recent
presentations are as follows:
-

3-15: Hydration (Rebekah & Brooke)

3-22: Added Sugar (Rebekah & Brooke)

3-29: Protein (Rebekah & Carol Anne)

4-5: Fruits & Veggies (Rebekah & Carol Anne)

4-11: Whole Grains (Rebekah & Carol Anne)

4-19: Healthy Fats (Carol Anne & Emily)

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4-26: Quick Meals (Carol Anne & Emily)

b) What the audience knows

The audience has varying levels of education related to nutrition. The majority of
the audience holds at least a basic understanding of nutrition information, some
have a deeper understanding. Most hear this information from family, friends,
health care providers and the media.

Pertaining to food safety, I imagine that there will be varying levels of food safety
knowledge in the group. If members have been around for the past few weeks of
presentations, they will likely have more familiarity with the topic as it has been
touched on in other presentations.
c) What the audience wants to know - what is relevant

It is relevant to provide nutrition information that the audience may be missing

(more in depth information), the most important piece is how this may relate to
them and how they can apply the information.

Related to the topic, we found it important to include what foodborne illnesses are,
how they occur, and how they can be prevented. Each of these areas will be
expanded upon, and hopefully we will be able to touch on things that are applicable
to audience members current living situation (reheating foods, potentially
hazardous foods, washing hands, etc.)
d) Evaluate health literacy - and other cultural issues

Individuals have a varying level of health literacy. While some may understand
nutritions role in health and have a grasp on their own health problems, others may
not have this knowledge.

Its important to note that some audience members stay at Phoenix House and are
unable to do their own cooking while staying at PH.

Racially the group is minimally diverse, most individuals are Caucasian and from
rural New Hampshire.
4. Setting - tour of facility
a) Room size and set up (diagram)

b) Presentation resources
-

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Availability of food prep area

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There is a kitchen in the available in the building if absolutely necessary, however

this is not used by interns for food prep. There is a small table in the front of the
room that can be used for food demos.
AV resources - space available for visual
teaching aids
- AV Resources are not available. There is
space in the front of the room for teaching aids, including a flip
chart.
5. Day of week/ time of day for presentation

Tuesday afternoon (2:30-3:20 50 minutes)

6. Duration
a) Attention span: Most audience members would hold an attention span of
20 minutes to an hour. It will be important to have breaks for discussion and
activities throughout the presentation. This may vary individually, especially
related to the period an individual may be at in their PH program.
b) Conflict with other activities for population: N/A, individuals are allowed a
smoke break directly before the presentation & this time is allotted in their
schedules to attend the presentation.
7. Marketing potential - whose responsibility:

Most individuals are required to attend this presentation in one way or another. It is
the responsibility of PH to get individuals to enroll in the program while we as
interns have the ability to market our upcoming presentation the week prior.
8. Budget
a) Will there be a charge: No charge.
b) Funds to cover supplies: N/A no funds.
c) Cost of marketing: No cost.
9. Best way/time to reach site contact for future plans:

Interns make contact at this site through internship preceptor Cindy Knipe.
10. Write a community group focused PES statement based on your
assessment.

Food and nutrition related knowledge deficit related to lack of prior in depth
education on food safety as evidenced by request for topic review by site.

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

4/19: Brainstorming outline Carol Anne, Emily

4/25: Plan for 7-day meeting Carol Anne, Emily
5/3: Final preparation for presentation - Carol Anne, Emily

7 day meeting
o
4/26/2016 directly following prior PH presentation Cindy,
Emily, Carol Anne

Evaluation meeting scheduled for:

o
Directly following presentation 5/3/16

2. Based on the results of the needs assessment, what did

you do to prepare?
-

Knowing that the group has varying levels of experience with this topic, it was
important to provide background information (like what foodborne illness is, why its
important) rather than just how to prevent foodborne illness.

Its important that the group can apply concepts learn and that concepts taught are
as applicable to the groups needs as possible - for this reason Emily & I included a
lot of application - mainly in the form of tips that they can use to practice food
safety every day.

The group at PH can be unpredictable, sometimes the audience is very engaged and
other times the audience can be quiet. In order to keep the presentation interactive
and encourage involvement, Emily and I planned content interspersed with activity.
This has worked well at presentations in the past. We also planned to have small
group work for some activities, as the group responds well to this.
3. How did you go about the development process? Who
was involved?

Emily and I brainstormed the bones of an outline - after some brainstorming we

consulted past presentations to see what worked/what didnt work for this topic.
After initial planning we feel good about the content to be provided as well as the
activities that we planned for.

Because of differing schedules Emily and I divided up some of the work to increase
efficiency - this worked well for planning purposes. Emily and I had good
communication throughout the planning process.
4. What resources did you use? Why did you choose them
and how did you find them? Relate back to your assessment section.

We used information from the CDC, USDA and past presentations and experience
with food safety. Food safety is something we talk about quite often (as we are
encouraged to include information about food safety in presentations), and we each
have a decent amount of foodservice experience - therefore it felt like less research
went into the tips to prevent food safety. We consulted the past presentations, CDC
and USDA for information regarding additional tips Emily & I might not have thought
of as well as standard information - most common foodborne illnesses, most
common foods to watch out for, etc.

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D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives:
a. Audience will be able to identify 2 examples for how a foodborne illness can arise
b. Audience will be able to identify at least 2 proper food safety techniques by the end
of the presentation
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 attached document

3. Describe how your presentation addresses different learning styles:

Auditory: Presentation is provided through lecture and
discussion of content with the group. There is always opportunity for
questions. The activities also provide room for discussion.
Visual: Flip chart and handout are tools used to visually
relay information.
Kinesthetic: Audience will participate in Bingo, getting to
raise hands and place chips on the board. If possible, audience can be
encouraged to volunteer & act out scenarios during the presentation
List ways that you included multiple intelligences in
your planning:
o
Linguistic: Discussions (Small and large group)
throughout the presentation
o
Spatial/Logical: Addressed by using pictures,
drawings/diagrams on flip chart
o

Interpersonal: Discussion in group activities

Intrapersonal: Group is encouraged to think about

ways that they can incorporate food safety strategies into their
everyday lives.
o

4. Explain how your planned evaluation method will show whether youre
learning objectives were met.
- The scenario based activities will evaluate learning objectives. This activity will be
broken into parts. To review content learned, the audience will work together to

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identify why/how foodborne illness may have occurred in the scenarios (objective
1). For the second portion of the scenario activity, the audience will work in small
groups to identify safety techniques that could have prevented the foodborne
illness.
5. What problems did you encounter in the development process?
-

The planning & development process went according to plan. It was hard for us to
think of fun ways to teach food safety - I think including the two part scenario
experience will work well with this group. I also think that bingo will be a nice, fun
review for the group. Emily and I were able to communicate well with each other
and on the same page for most of the planning for this lesson.

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 Emily & arrived about 15 minutes early to set up. There
were no last minute changes to planned setting, audience or number of
participants. The past several weeks we had had about 15-16 participants, so the
amount at this presentation (11) was less. The presentation started on time and
went well. Audience members were engaged when going through content. They
were very engaged and really enjoyed the scenario activity. Although we covered a
lot of content, there was still ample time throughout for the audience to discuss and
ask Emily & I questions which was great.

The audience came up with areas that they currently struggle with in regards to
food safety and strategies that they can use to improve. They were very engaged
for this and many individuals shared their strategies. The audience participated in
food safety bingo and seemed to have a lot of fun.

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

The presentation went as planned. The audience was a bit smaller than Emily & I
had anticipated, some individuals were a bit quieter but the majority was pretty
engaged throughout the presentation and had a lot of great input. Most individuals
in the group were aware that food safety mistakes are made all too often, and they
were enthusiastic to learn the proper techniques and strategies to correct these
mistakes.

Emily and I were also very enthusiastic throughout the presentation, helping to keep
a topic that can be a bit dry more fun. The audience responded well to our energy,
they shared great strategies to use in their life, they also had a lot of fun
participating in the game and activities.

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

As mentioned, the majority of audience members were pretty engaged throughout

our presentation. From final eval feedback that I received, audience members loved
the visuals and activities. They really liked that Emily & I encouraged them to think
about the food safety mistakes that they might make in their own lives.

Cindy reinforced that Emily and I did a great job keeping an upbeat energy
throughout to help the group be a bit more enthusiastic about the topic. She
mentioned that our scenarios were very specific and included a lot of examples of
real-life food safety mistakes that are commonly made, she was pleased that we
included time for them to come up with strategies to fix these food safety mistakes
as well.
Cindy loved that we had the group thinking about the why of their choices and not
just the surface (i.e. going beyond the mistake to how they would fix it).

4. How well did the audience grasp your objectives?

The audience did so well grasping the objectives that Emily & I came up with for the
content. They not only met both by identify examples of how foodborne illness could
arise in the scenario, they also reflected on their own lives to identify how
foodborne illness may occur. Almost all audience members contributed great
information in these activities.
The audience also met the second objective in these activities. During the activities
as well as when promoted the audience did great with coming up with proper food
safety techniques.

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?
There is almost nothing I would change about how we presented the information to
the audience. The content was pretty clear and they had great comments/input
throughout the entirety of the presentation. The overall climate was a positive
energy which was nice. With extra time we could have perhaps elaborated more on
their personal mistakes/strategies, however we still had a decent amount of time to
address this and many audience members were clearly thinking about this
throughout the presentation.
I felt like Emily and I were very effective with this audience. Some audience
members were a bit quieter, however I think this has a lot to do with whats going
on in their personal lives/situations. Most audience members gave Emily and I very
positive feedback, they were very engaged throughout, grasped concepts well and
seemed to have a lot of fun.

6. Recommendations for future Interns:

Stay enthusiastic throughout the presentation (especially when your topic might be
a tad dry) - your energy can help keep the group engaged.

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Encourage the audience to think of their own lives in regards to the content being
taught. Most audience members had really great strategies that they want to use in
the future to correct any of their food safety mistakes.
Include time for questions, discussion and small group activities. Some audience
members may be detoxing at this site and not be as engaged. Having time for small
group work can help to get these members working with other individuals who
might have more to say/be more engaged.
If providing factual guessing games (as in the true/false game Emily & I had for an
icebreaker) dont just accept false for an answer - have audience members think
about/tell you why they think that the answer is indeed false. The same goes for the
mistakes/strategies - if they find a food safety mistake, have them think about what
they could do to correct it.

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): 18 hours x $25 $450
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 hours x $25 $50
Copies: $4.32
Food:N/A
Other supplies and costs:Flip Chart - $28

Overall costs: $532.32

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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