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: Slusser Senior Center
Topic: Marinades, Dry Rubs and Herb
Rubs, Exotic Grains, and Seasonal Vegetables
Event Date: 10/27, 11/4 and 11/18
Concord, NH

Location: Slusser Senior Center,

Intern Name(s): Marissa Schriver

Team Leader: Zachary Neveu

Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Zachary Neveu

B. NEEDS ASSESSMENT:
1. Identify site contact: Sara Darby
2. Identify population
a) Gender: Mostly Female
b) Age: 65 80 years old
c) Education level: Mixed, High school through College
d) Number of participants: 5
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: None so far this year; last year there
were programs.
b) What the audience knows: The audience knows basic cooking skills.
c) What the audience wants to know - what is relevant: They want to know
about herbs, spices, easy to prepare foods, foods to prepare ahead of time, quick
meals, low sodium meals, low fat meals.
d) Evaluate health literacy - and other cultural issues: Moderate health
literacy.
4. Setting - tour of facility

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a) Room size and set up (diagram) Room is a small kitchen with a prep table
in the middle and adequate prep space in the front. There is a grill, ranges and
plenty of appliances. There is no room for a PowerPoint and little room for a flip
chart. There is a table in the middle that can accommodate 2-4 prep stations and
counter tops that can accommodate 2-4 prep stations. Overall 4-8 people can be
in the kitchen comfortably.
b) Presentation resources: We will have an open discussion about the
marinade, spice rubs and herb rub we are making while demonstrate making it.
Availability of food prep area: Full kitchen.
AV resources - space available for visual teaching aids: None.
5. Day of week/ time of day for presentation: Friday at 10 am to 11 am
6. Duration
a) Attention span: Older population with good attention span.
b) Conflict with other activities for population: Presentation is around lunch,
hunger might be a distraction but food will be served.
7. Marketing potential - whose responsibility: Slusser Senior Center
8. Budget
a) Will there be a charge: $5 for participants
b) Funds to cover supplies: $40 for food, serving and cooking supplies already
there.
c) Cost of marketing: N/A was already advertised at Senior center.
9. Best way/time to reach site contact for future plans: Email or phone.
10. Write a community group focused PES statement based on your assessment.
Nutrition and culinary related knowledge deficit related to low sodium and low
fat cooking as evidenced to participation in culinary nutrition class.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend. Marissa and Zach met
10/20/16 for 1 hour.

7 day meeting Friday October 21st at 10:00 am with Stephanie

Evaluation meeting scheduled for: After the final presentation on 11/18.

(Usually held directly after presentation but may be scheduled for
later).

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2. Based on the results of the needs assessment, what did you do to prepare?
We prepared three recipes along with information sheets about the nutritional
benefits of the recipes and light information on the science of why those
particular marinades, rubs work.
We prepared three more recipes for the next two presentations on grains and
vegetables. All of the recipes where low in sodium.
3. How did you go about the development process? Who was involved? We met
with Sara and discussed the needs for her group and used that to determine
a three class curriculum and met for the first class to discuss recipes and
what information would be relevant.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
For resources we will only use handouts with recipes and information. We
developed the recipes ourselves and we used health resources that Marissa
got from her foodservice rotation (Handout on nutrition benefit of various
herbs), along with background knowledge about culinary nutrition (Low
sodium options etc).
We developed the remainder of the recipes ourselves and then found
pertinent health information for each recipe with various health resources
online. Very simple information such as vitamin and nutrient content of each
highlighted item.

D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives:
By the end of the cooking lesson participants will be able to
1. Describe the process by which marinades, rubs and seasonings tenderize
proteins.
2. List two health benefits of using herbs and/or spices in cooking.
3. Demonstrate creating one salt free herb rub, spice rub or marinade.
As a series our learning objectives were:
1. By the end of the series participants will be able to prepare a full meal
using low sodium ingredients.
2. By the end of the series participants will be able to demonstrate basic
cooking methods proteins, grains and vegetables.
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.)

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We will prepare the kitchen and any prep needed beforehand. The class
begins at 10:00 am
Introduce ourselves and introduce our topic.
Review health benefits of spices, herbs and marinades.
Review science of marinades. While deveining the shrimp demonstration.
Have participants break up into groups of 2 and 1 group of 1.
Participants will each prepare a recipe while Marissa helps group of 1 and
Zach observes and acts like Gordon Ramsey. When food preparation is done
we will have a group meal. During the group meal we will discuss health
benefits of herbs, spices and marinades as well as science as an evaluation
tool. We will also discuss successes and failures of cooking process. We will
conclude and inform the class about our next topic.
3. Describe how your presentation addresses different learning styles:

Auditory: We will have a discussion during the demonstration about the

processes and health benefits as well as a review towards the end.

Visual: We will have a handout containing most of the information

reviewed in the cooking lesson.

Kinesthetic: We will do the hands on component where all participants will

be able to cook food and prepare recipes.

List ways that you included multiple intelligences in your planning. We will
have the participants split into groups and work together to use their
critical thinking skills to determine when food is done and how much to
season etc

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
Tasting and discussing the food will allow us to evaluate the quality and
whether they understood how to make it. We will include a brief discussion at
the end during the meal about the health benefits and margination process.
5. What problems did you encounter in the development process?
None so far.
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.
Each day we arrived 30 minutes early. We set up the dining room and set up
a station for each recipes containing the recipe, ingredients and tools needed
for preparation. We turned on the appliances and kitchen fan. When the
participants arrived we gave them a brief lecture or started cooking. We did
the lecture after food was put on for grains because they had a longer
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cooking time. For the other two presentations we had lecture at the
beginning.
We helped the participants cook and provided instructions, but had them
demonstrate the skills. When everyone was finished cooking we had a family
style meal while discussing the techniques we used and the food that was
prepared.
2. Did the presentation go as planned? Reflect on what went well?
The presentations all went as planned. The food all turned out great each
time. The only problem was that there was a low attendance each
presentation. The final presentation only had one of the regular participants
show up. During one presentation, we did not have enough sizable pots to
cook grains but managed to still make all the food.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The audience loved the food that we made each time and enjoyed the
recipes. They were very receptive to our lecture and understanding of the
health benefits of our cooking styles. Stephanie was very happy with our
presentation. We got very positive feedback. The main thing that needs work
is our participant attendance. During the last presentation, we only had one
of our regulars so we could not really do our call to action for the series
because others did not show up.
4. How well did the audience grasp your objectives?
The audience grasped our objectives very well. Two out of the three
participants in attendance showed remarkable improvement in cooking
throughout the three lectures. The third participant did not show up to the
third lecture and did not fully cook her recipe during the second. During
discussions it was clear the participants understood the healthy benefits of
our recipes and wanted to recreate them.
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?
We would do much of it the same way. We would try to get more participants.
We feel the golden number would be around 5 as it would allow people to
work in teams if they are less confident. This way participants can work off
each others experiences. The audience was very happy with the material
and the recipes they received.
6. Recommendations for future Interns:
The program should be limited to 5-6 participants due to space constraints in
the kitchen and budget constraints with purchased food.

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The theme of low sodium and low fat food should be continued throughout
the presentations as it is important for this group.
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): 22.5 hours each all-inclusive = 45 hours.
$1,125 for labor for development and presentation of 3 presentations.
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): See above
Copies: 200 copies were used. 10 recipes total (Front and back for 20) for
10 participants. = $8
Food: $120 budget for all presentations (Approx. $30 was spent for each
BUT many of the ingredients were already purchased and at Slusser
Senior Center)
Other supplies and costs:
Overall costs: $1,253

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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