COMMUNITY OPERATING PLAN

Curious about the local food system of New Hampshire? Attend our two-part educational class to learn
about the regional food system of New England. Session one covers how food is raised, grown, packaged
and distributed are all components in this network. Discover the benefits of supporting your local food
system and how you can do it in the Monadnock region. Attendance to both is recommended but there
will be a recap of learning points at the beginning of the session two.

A. PROJECT INFO:

Event: Farm to Table, Part 1

Topic: Exploring Your Local Food Systems

Event Date: October 5th, 2017 Location: HCS, 312 Marlboro St, Keene, NH

Intern Name(s): Katharine Rosenthal, Vanika Jethwa

Team Leader: Katharine Rosenthal Preceptor: Cindy

Person responsible for writing the COP: Katharine Rosenthal

B. NEEDS ASSESSMENT:

1. Identify site contact: Sylvie Rice and can be reached at srice@cheshire-med.com

2. Identify population
a) Gender: Females
b) Age: 65 and older, a few under the age of 40
c) Education level: Various levels of education
d) Number of participants: 7 participants

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).

We did not choose the topic of local food systems, but instead were given this topic.
a) Other programs recently presented: Previous interns presented on summer cooking and
gluten-free living.
b) What the audience knows: The audience was well informed about the local food
system and different types of food systems. This presentation was very discussion based and the
audience was able to answer our discussion questions throughly with other audience members.
Most of the audience agreed on similar reasons as why it is important to support the local food
system.
c) What the audience wants to know - what is relevant: The audience wants to know
how they can continue to support the local food system network in New Hampshire and the
benefits of supporting it.
 d) Evaluate health literacy - and other cultural issues: The health literacy of this group is
sharp and most of the audience will know the health, environment, and community benefits of
eating locally.

4. Setting - tour of facility

a) Room size and set up (diagram) ,

b) Presentation resources
Availability of food prep area - None needed.
AV resources - space available for visual teaching aids Plenty of room available
up front for our flip chart and MacBook adapter is provided for the projector.

5. Day of week/ time of day for presentation: Thursday 4:30-5:30pm

6. Duration
a) Attention span - 30-60 minutes. We incorporated a lot of discussion so that the
audience is naturally more engaged.
b) Conflict with other activities for population: This presentation is between the typical
work day hours and dinner time. It may be hard for people to make time to attend this
workshop.
7. Marketing potential - whose responsibility: Sylvie Rice advertised the workshop in the Health
& Wellness magazine.

8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: $75 budgeted
c) Cost of marketing: N/A
 9. Best way/time to reach site contact for future plans: Sylvie Rice prefers to be contacted via e-
mail at srice@cheshire-med.com

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

Nutrition related knowledge deficit as evidenced by participants requesting information and

recipes related to seasonal foo

C. RESEARCH AND PLANNING (how, who, and when the process of your work):

1. Meeting Dates
Dates scheduled for planning and who will attend -
o 9/20/17 Vanika and Katharine
o 9/21/17 Vanika and Katharine
o 9/23/17 Vanika and Katharine
o 9/25/17 Vanika and Katharine
o 10/4/17 Vanika, Katharine, and Cindy

7 day meeting - 9/27/17: Vanika, Katharine, and Cindy

Evaluation meeting scheduled for:(Usually held directly after presentation but may be
scheduled for later). Directly after presentation (10/5/17 at 5:30pm)

2. Based on the results of the needs assessment, what did you do to prepare?

Based on the needs assessment we made sure to incorporate time for discussion and asking question
because we know that this particular age group usually prefers to discuss. Since the group we are
presenting to will have around 5-8 participants we decided to have them break into pairs for a think,
share, pair activity and then discuss as a whole. Another reason we chose to do a lot of discussion is
because we had an idea that this group would be pretty knowledgeable on the local food system.

How did you go about the development process? Who was involved?

We worked together to research local food systems and the available resources in the Monadnock
region. At our first meeting we created the outline for our presentation and began research and creating
out handouts, activities, and presentation. Later at our 7-day meeting with Cindy, we found out that our
presentation was aimed for an audience that knew little about the importance of supporting our local
food system. Cindy guided us in the right direction by informing us that our audience would know a lot
about the local food system and sustainable agriculture.

3. What resources did you use? Why did you choose them and how did you find them? Relate back
to your assessment section.

We used various websites that explained what a local food system is, the benefits, and resources. We
chose to use these resources because they were able to provide a great overview of local food systems
and also gave us resources to share with our audience on how they can continue to support the
Monadnock food system.

http://www.sustainabletable.org/2224/questions-to-ask

http://www.changefood.org/2009/04/10/sustainable-vs-industrial/

https://monadnocklocal.org ht

tp://www.nhmagazine.com/March-2016/Guide-to-buying-local-NH-ingredients/

http://www.nofanh.org

https://massnrc.org/farmlocator/map.aspx

https://nofavt.org/find-organic-local-food

https://usda.mannlib.cornell.edu/usda/current/FarmLandIn/FarmLandIn-02-17-2017.pdf

http://thesunriseguide.com/about-us/content/

http://www.jobmonkey.com/farming/state-top-crops/

https://rodaleinstitute.org/new-englands-unusual-crops/

https://www.farmland.org/our-work/where-we-work/new-england

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

1. Measurable Learning Objectives:

a. By the end of this class, you will be able to identify 1 new reason why you want to
continue to support the local food system and why it is important to you.
b. By the end of the class, you will be able to identify 2 new ways that you can support the
local food system.

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 this as
separate document)
1. Introductions (Katharine & Vanika)
2. How are you currently participating in our local food system? (Katharine)
A. As audience shouts out their answers - write on flip chart and discuss
3. Objectives: (Katharine)
A. By the end of this class, you will be able to identify 1 new reason why you want to
continue to support the local food system and why it is important to you.
B. By the end of the class, you will be able to identify 2 new ways that you can support our
local food system.
4. Icebreaker: Trivial Pursuit (Vanika)
5. Content:
A. Locavore Index and its components (Vanika)
 a. All of the New England states are in the top 15 ranked
B. What does buying local mean to you? (Katharine)
a. Local is defined in many different ways
b. Is New England local? The state you live in? The city you live in?
C. Online resources for finding more local food in New England (Vanika)
a. Click through each website and show audience how to navigate them
D. Can we grow that in New England? (Vanika)
a. Have a big list items on the screen and as audience categorizes them, write on
them on the flip chart.
E. Differences between food systems (Katharine)
a. Sustainable - small scale, more room for animals, little to no pesticides,
increased environmental health, preserves resources, etc.
b. Industrial - large scale, animals are packed closely together, large use of
pesticides and antibiotics, pollution in groundwater and air, etc.
F. What questions do you ask to find out more about where food is coming from?
(Katharine & Vanika)
a. Suggestion of questions to ask the farmers
b. Important for consumers to know how their food is grown and raised
G. How do you benefit from supporting the local food system? (Vanika)
H. More ways to support the local food system (Katharine)
a. MFCC working groups; volunteer for NH Gleans, farmers markets, or local farms;
coupon books (VT Local Coupon or NH Family Shopper Gift Book); attend local
cooking classes (Monadnock Co-op); by seasonally and preserve for later use;
talk to your friends about local experiences
I. Think, pair, share (Vanika)
a. Why do you want to continue supporting the local food system?
b. What is one piece of advice you would give to someone new in the area to get
them started on supporting the local food system?
J. Farm to Table Cooking Class (Katharine)
a. Reminder and brainstorm recipe ideas
6. Call to Action: We want you to pick 2 new ways to support the Monadnock food system and
put your ideas into practice over the next year (Vanika)
7. Thank you/Questions (Katharine & Vanika)

3. Describe how your presentation addresses different learning styles:

Auditory: Our presentation is given verbally and involves a lot of discussion.

Visual: We show the Locavore Index and navigate the online resources that we give the
audience.

Kinesthetic: Used a lot of discussion in our presentation and had the audience verbally sort
products into two categories.

List ways that you included multiple intelligences in your planning. We facilitated discussion
with simple and easy to understand questions. This was effective because the discussion
headed in the direction that the audience wanted. We were able to fill in the holes of the
discussions so that the audience felt they were walking away with new information after the
presentation.
 4. Explain how your planned evaluation method will show whether your learning objectives were
met.:
Both of our objectives were met via a large group discussion. Participants shared their ideas regarding
the question prompts they were given and we made sure allowed time for everyone to share

5. What problems did you encounter in the development process?: We started planning our
presentation as if the audience was coming in with no prior knowledge on our local food system.
We spent a great deal of time planning and creating our presentation before our 7-day meeting.
Once we had our 7-day meeting we found out that our audience would probably know more
about the local food system than us. We had to do a lot of backtracking and spend a lot more
time changing our presentation to fit our audience.

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.

On the day of the presentation we met for a couple of hours in the late morning to run through
our presentation and prep our flip chart that we were using for discussion questions. We printed off our
final powerpoint slides with our notes to use as a reference during our presentation. When we got to
the room we were presenting in we stapled our call to action slips to the handouts and set up our laptop
to the projector and internet. There was 8 participants signed up for the class but only 7 showed up. This
really did not affect our plans for the presentation.

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

The presentation went mostly as planned. There were no big hiccups that caused us to change
our presentation. Since we planned for our presentation to be discussion based, we allowed plenty of
time for the audience to talk. We were surprised when the presentation wrapped up just minutes
before the allotted time. With all the research that we did ahead of time, we were able to chime in with
the discussion naturally which helped the discussion continue at some points. Vanika was able to direct
our discussion back to the original question when it started to get a little argumentative between two
audience members.

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

I think the audience reacted well to the presentation, they were engaged in our discussion and were
interested in hearing what everyone had to say. Cindy mentioned that they went off topic occasionally
but we were able to bring them back to focus with ease.

4. How well did the audience grasp your objectives?

 The audience grasped our objectives fairly well. During our discussions, the audience was able to
share how they currently support the local food system and this introduced new ways for other
audience members.

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?:

I wouldnt change anything except maybe do even more background research on the food system in
New Hampshire. We were not experts but were still able to provide insight into what is happening in
New England. I think if we had more time the discussion would have progressed deeper and maybe
have gone more in depth into why and how our food system can be successful. The audience was very
knowledgeable on the topic so our discussion based presentation was very appropriate.

6. Recommendations for future Interns: To really find out who your audience is beforehand. This
will save you a lot of time in the week leading up to your presentation. Be sure to ask your
preceptor and staff preceptor what type of audience will be attending.

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): $925

Katharine: 25 hours x $25/hr = $625
Vanika: 12 hours x $25/hr = $300
Food: $0

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): 1 x $25 = $25 x 2 = $50
Copies: $.08 x 15 copies = $1.20
Food: $0
Other supplies and costs: $0

Overall costs: $976.20