Title: More than just cooking matters; a proposal on adapting the Cooking Matters Curriculum

for long term lifestyle changes

Name: Vi Vien Khoo

Email: khoo@ohsu.edu

Name: Georgia Brown

Email: browngeo@ohsu.edu

Name: Hannah Lochner

Email: lochner@ohsu.edu

Name: Tricia Maloney

Email: malonetr@ohsu.edu

Aims and Objectives:

1) Utilize the transtheoretical model to assess the participants’ readiness to make behavioral
changes after class one, to establish a baseline measurement for each participant and then
compare it with a final assessment after class six.

2) Encourage and enhance behavior change throughout the curriculum by assigning

participants with ‘mentors’ who will check in with their assigned participants once a week, to
ensure each individual is available to attend the weekly class, answer any questions, and tailor
education/recipes to participants wants and needs.

3) Create and utilize a survey that measures participants knowledge and beliefs about their
health, and a worksheet to help create S.M.A.R.T. goals for each participant, both given at class
zero and class six to help measure participants progress and behavior change.

Background and Significance

In 2017 the American Diabetes Association published the National Diabetes Statistic
report. This reports that in 2015 there were 23 million humans living with diagnosed diabetes
and an additional 7 million individuals who were living with diabetes but had not been diagnosed
yet. This report notes that “prevalence varied significantly by education level, which is an
indicator of socioeconomic status. Specifically, 12.6% of adults with less than a high school
education had diagnosed diabetes versus 9.5% of those with high school education and 7.2% of
those with more than a high school education.” 4
As evidenced in the literature review that follows, diabetes management can be
greatly improved with self-management education, as well as, choosing to cook at home rather
than eat out. It was found that much of our food in the United States is consumed from fast food
locations and these food choices result in diets higher in saturated fats and salts, as well as lower
in fiber, folate and nutrient dense foods. 7 Research also shows that families that cook at home
have a healthier diet, consume fewer calories, and eat less fast food. 10 Cooking Matters targets
attitudes towards cooking, in addition to practical culinary skills for preparing food at home.
Cooking Matters is a program that has been shown to be successful in targeting both of these
important factors towards aiding those living with diabetes have a healthy, successful life. Clark
County Food Bank already utilizes this program to target the “root causes of hunger” as stated in
their mission statement. It has proven to be effective, as shown in a study that looked cooking
attitudes and at non- Cooking Matters graduates and those who graduated the program, which
found that those who completed the program were more confident in cooking preparations, as
well as, less worried about running out of money at the end of the month.5 Other programs, like
Kitchen Creations, have a similar structure to Cooking Matters. These programs have also had
similar success in improving the diet and health of the participants.6 Our team sees no need to
reinvent the wheel, however, we have decided upon some additions to this program to make it
even more effective.
Our vision is to use both group classes (Saturday group Cooking Matters classes)
in combination with individual check in points (weekly phone calls from mentors in the
program). Allowing for these conversations to be participant led, we are providing our expertise
as a tool for them to use if they would like. Since one of our studies referenced in the literature
review states, a minimum of 10 hours of diabetes self-management education to aid in blood
glucose control,5 we will be providing that additional time via phone, so that even participants
who are unable to make a class will receive 10 hours of education. As noted in another article,
mindful eating intervention can also have a large impact on diabetes management, and can be
highly effective when combined with diabetes self-management education.8 Cooking Matters
works to connect participants to all aspects of food, including the actual cooking of it, and then
brings everyone together to share a meal. In many ways this is combing both mindful eating and
diabetes self-management education into one.
Furthermore, Cooking Matters tracks outcomes with pre- and post-surveys, asking
about attitudes towards cooking and food frequency questions. After talking to Claire Nichols,
from Clark County Food Bank, we realized that Cooking Matters does more than just target
nutrition and food. Cooking Matters can help to create an environment that can influence other
healthy lifestyle changes, using the example of a participant that used her time at Cooking
Matters to also help her quit smoking. Through our weekly check in calls to participants we are
hoping to be able to track some of these other healthy lifestyle changes that may be promoted
and supported by the Cooking Matters classes and communities.

Key Conversation:
OHSU; Vi Vien Khoo; Clark County Food Bank, 1/16/2018, participant population. I met
participant X in a diabetes education class that was being done by Tuality Community Hospital
in Hillsboro. Participant X was male in his late 50s, not retired and his wife was there with him
as she helps him cope with his recent diagnosis of Type 2 Diabetes Mellitus. Participant X was
great and extremely insightful, open and honest. During our conversation, he noted that this was
his very first diabetes education class and he is enjoying it. When asked what made it enjoyable
he exclaimed that the content is very new to him and helped ease his worries. He proudly
exclaimed that his blood sugar levels have dropped and he is currently exercising. For him, when
given the diagnosis by his primary care provider he was somewhat relieved as he knew that it ran
in his family just didn’t know when it would “hit him”. When asked knowing if given the
resources he has available now before he was diagnosed, would he had tried to prevent it his
answer was an honest, “No way! I wouldn’t attend any class for a healthy lifestyle because I am
still fine. We are such a reactive society. It didn’t mean anything until it hits close to home.”
When asked how he was eating, he said “I got lots of question for the dietitian next week and I
wrote them down,” proudly waving at his little sheet of notebook paper. What stood out to him
most in this current class besides the in-depth information he is getting is the 10-minute exercise
portion of the class. The videos selected by the RN was extremely entertaining as he happily
exclaimed for the “happy guy exercise videos. Because happy guy is the best.”

OHSU; Vi Vien Khoo; Clark County Food Bank; 1/16/2018, participant population. I met
participant Y in a diabetes education class that was being done by Tuality Community Hospital
in Hillsboro. Participant Y is female in her early 60s, clearly overweight, and has just been
recently diagnosed with diabetes as she wasn’t sure how to use her glucose monitor. When asked
what was her initial thoughts regarding food and diabetes she said, “when I got my diagnosis I
thought, oh my god! I can’t eat. There was just so much to process. Then I went into denial
because it was easier.” When asked, what she was looking for in a nutrition class she wanted to
know what substitutes are available for certain foods like butter as she claimed “I love butter,
probably go through butter much quicker than anyone else. What is a good substitute that just
taste as good?” Her concerns when it comes to healthy food, as long as it is flavorful she would
try it. When asked how is she coping with a recent diagnosis she said, “I am forcing my daughter
to the nutrition portion of this class series. I don’t have any support system and she could be
mine. Also, the education piece is so important hopefully it can prevent diabetes in her.” What
she liked regarding these classes is that her daughter could attend it with her and hopefully
provide a lasting impact.

OHSU; Georgia Brown; Clark County Food Bank; 1/26/18. During a heart failure and diabetes
education during my inpatient med/surgery rotation at OHSU, I met with a patient who had
insulin dependent diabetes, and was admitted into the hospital with an outstanding blood glucose
level in the 500’s, with a HgA1C of 14. Patient X had previous admits to the OHSU hospital, and
had received several diabetes educations during her admits. When going in to speak with her, I
asked about the possibility of benefiting from a community organization/cooking class to help
explore ways to control her glucose levels better. Patient X, who was disinterested in the
mandatory heart failure education and diabetes education before discharge, was not interested in
participating in a Cooking Matters course, or a course of a similar substance. Patient X indicated
that she knew exactly what she needed to do, to control her levels and wouldn’t want to “waste
any additional time” on something she had heard “a million times”. Patient X indicated she had
no desire to change her eating habits.

OHSU; Georgia Brown; Clark County Food Bank; 1/27/18. I was able to obtain an interview
with someone who was recently diagnosed with T2DM early last year, and was well in control of
their glucose levels, and regularly checked his glucose levels and took his medications.
Participant Y was asked if having access to a class similar to Cooking Matters (curriculum was
explained to him) would it make the transition easier for him as a newly diagnosed diabetic?
Similarly, he was asked if having a class similar to Cooking Matters now, would still be helpful
to him to help control his diabetes better? Participate Y indicated that at either time he would not
be interested in a class like this, for he does not do his own cooking, and has a background in
biochemistry/pharmacology and understands the ins and outs of all he would need to do, in order
to manage his new diagnosis. He did indicate, that when he was recently diagnosed he went out
and bought a few diabetic friendly cookbooks for his wife to utilize, and that having access to
additional recipes is always helpful, but would not be interested in attending a weekly class.

OHSU; Hannah Lochner; Clark County Food Bank; 1/26/17. I was able to interview someone
who was diagnosed with type 1 diabetes when she was 2 years old. Now 22 years old she has
been living with type 2 diabetes for 20 years, and has had an HbA1C of ranging from 9 to 11
over the past 5 years. Participant X had attended group diabetes management camps as a child
and claims during her adolescent years they had been a lot of help and believes enrolling in a
class like Cooking Matters, that is more focused on adults would greatly benefit her. Although
she now regularly meets with at MD she feels that having a class that helps her with the meal
preparation and cooking aspects would help give her the tools and motivate her to work on better
blood glucose control now that she is the primary decision maker in the house.

OHSU; Hannah Lochner; Clark County Food Bank; 1/24/17. I was able to talk to an
endocrinologist that refers patients to classes like Cooking Matters. As a doctor who works
closely with people who have diabetes she was brought up a lot about how patients talk to her
about these types of classes. She mentioned that many times patients are hesitant to go to group
classes like this for many different barriers including, feelings as though they don’t need help
with this disease, time commitment is too large, and that it’s just another reminder that they have
a disease. However, she felt that many of the participants who went through the cooking class
felt more empowered after graduating. She felt the class often gives participants agency over
their disease, so that it becomes something they can both manage and have some control over.

OHSU, Tricia Maloney, Clark County Food Bank,1/17/2018. I interviewed a woman in her late
60’s who has only been diagnosed with diabetes in the last year. She says that she works on
trying to eat healthy, and tries to work out once or twice a week. Her diabetes is under control
and she is not taking any medication now. Her last A1C was 6.3. She said that she would like to
take a cooking class because it sounds fun, but she doesn’t believe that it would make her cook
more at home. “It’s fun to cook in class because there are other people there with you, but it’s
not the same when you are home by yourself.” She lives alone, and almost never cooks. She
usually gets meals from the grocery store that are already prepared, or that she can toss into the
oven or microwave. She has some family nearby, and sometimes they come over and cook. She
finds it too difficult to cook a meal just for one, and would be interested in a class that made
cooking for one easier.

OHSU, Tricia Maloney, Clark County Food Bank, 1/23/2018. I had the opportunity to interview
a man in his 40’s who had been diagnosed with T2DM seven years ago. He stated that one of his
issues with food was trying to eat a “diabetic” diet when the rest of his family was eating
“regular” food. He feels like he must prepare his own meal, and is unhappy that he can’t eat
what everyone else is eating. He stated, “I don’t want my family to feel like they have to change
their lives because of me.” He has difficulty sticking to his diet, because he says that it is hard to
understand what he is supposed to eat and what he isn’t. His diabetes is not well controlled, and
his A1C is generally around 12-14. He has refused to change his medication, and wants to work
on his learning more about nutrition to help control his diabetes. When I asked him if he would
be interested in a cooking class for people with diabetes, he said that he would love to find out
how to make a family meal that he would be able to eat and that his family would actually like.

Volunteer Hours:
Our team volunteered with different group classes sponsored by Clark County Food Bank,
including Cooking Matters classes for diabetes and weekend reporting. We were able to aid in
some of the teaching as well as observe others teach and pull techniques that we felt worked best
for the populations being taught. We also witnessed the importance of taking into consideration
the culture of the population we are teaching and what foods may seem too foreign or other for
them to be received well. We also got invaluable experience working with the AmeriCorps
members that we will be teaming up with in order to make these classes happen.

Other Key Conversations:

One of the most important conversations we had as a group was with Claire at the beginning of
this semester. This conversation was the turning point in which our group decided that we
wanted to assess other lifestyle changes as our outcomes. What we concluded from this
conversation was that although Cooking Matters for diabetes classes are created to education
participants about cooking and how it influences diabetes, they also can create behavioral
changes in other aspects of their lives. Claire told us a story about a person who decided to quit
smoking during their time doing Cooking Matters and used the instructors and team as support
for this lifestyle change. We as a group were able to adapt our ideas of what would be our best
focus from cooking and comfortability in kitchens to assessing outcomes that may not be as
obvious but are influenced by this program.

Conclusion from all conversations:

In summary, most interviewee’s we spoke with seemed to understand that one of the
fundamental steps to taking charge of their health was to better understand the relationship with
cooking and management of their diabetes. Most people seemed to realize that this was a huge
barrier for them, and was one of the key steps to taking action over their health. However, in
recognizing the strength of such classes, most interviewees also noticed similar weaknesses’,
either in the program or with themselves. Either not having the time or the motivation to change,
along with recognizing that aside from a two-hour cooking course, most of the key behavior
changes happen within the home, when there aren’t instructors around to help guide you or
answer questions. Most everyone seemed opened to at least thinking about taking a course like
this, which often is one of the hardest steps.

Literature review

Eating out of home and its association with dietary intake: a systematic review of the evidence.

In the past decade, there has been a major shift in the increase in consumptions of foods and
drinks out of home. This change is one of the drivers of overweight, obesity and other
comorbidities. This particular article reviewed nutritional characteristics of those who are eating
out of home. This article indicated that the adults in the United States obtained most of their
energy intake from fast food. It is also noted in this study that diets consumed from fast food
were related to a higher energy intake compared the diets that were sourced from home. In
addition to that, there was also evidence that indicated consumption of food out of home increase
the consumption of dietary fats and salt intake. Those who consumes home cooked food more
frequently was given a higher healthy eating index compared to those that consumed fast food
which had the lowest healthy eating index score. People who sometimes eat out of home has an
overall reduced intake of fat and saturated and consumed higher amount of fiber, folate and
nutritious dense foods. In the US, those that are in the lower socioeconomic groups consume
foods outside out of home more frequently than those who are of higher socioeconomic
standing.7

Comparison of a Mindful Eating Intervention to a Diabetes Self-Management Intervention

Among Adults With Type 2 Diabetes.

This article looked at two different methods of intervention among adults with Type 2 Diabetes.
In this study, participants were randomized into two groups whereby one group was provided
Diabetes Self-Management Education (DSME) by a dietitian and another was a mindful eating
intervention performed by a similar dietitian and a social worker. Participants in the DSME
group was taught self-management by using the Smart Choices intervention where it is based on
social cognitive theory in order to increase and improve diabetes related knowledge in which
participants receive in depth information regarding carbohydrates and fats affect blood sugar
levels and lipids. The other group received education on mindfulness when eating and
meditations towards thoughts and feelings regarding to food intake. This study indicated
participants from both group benefited from these two forms on education. There was no
difference in terms of weight change from members in these two groups but participants that was
in the DSME group showed and increased in consumption of fruits and vegetable. This group
also reported a greater increase in knowledge and methods to reduce their own barriers to
diabetes self-management.8

Cooking Classes: A Diabetes Self-Management Support Intervention Enhancing Clinical Values

A relationship between veterans with T2DM and Healthy Teaching Kitchen were evaluated, to
determine if there was a relationship between cooking and diabetes education and health
outcomes, as measured by HgA1C and blood pressure. Participants in this study attended Louis
Stokes Cleveland VA Medical Center, were they participated in both HTK and Diabetes Self-
Management Support (which focused on healthy, economical cooking skills). Data collection
took place between February 2013 and May 2016, which included demographic information,
level of participation/attendance between the two classes, 3 HgA1C values, and 3 blood pressure
values. Results indicated that HgA1c values improved over time, regardless of frequency of
attendance, however, those that had great attendance had a likelier chance of experiencing
additional improvement in lab values.3

Sustaining a creative community-based diabetes education program: motivating Texans with

type 2 diabetes to do well with diabetes control

The purpose of this study was to evaluate diabetes education project within a community to
evaluate participants knowledge set of T2DM, and their knowledge and use of healthy cooking
practices related to glycemic control. Self-reported blood glucose levels and HgA1C were used
as a measurement tool to evaluate the results of the educational intervention. Programs
throughout the state were trained in diabetes self-management education, do well, be well with
diabetes, and cooking well with diabetes, to incorporate princes of proper diabetes management.
After evaluating all three cooking/educational classes, results found that cooking well with
diabetes program provided the greatest impact, in the short term, of knowledge gain and adoption
of healthier cooking practices.2

Cooking Matters for Adults Improves Food Resource Management Skills and Self-confidence
Among Low-Income Participants.

An article published in July 2017, assessed the skills and self-confidence of participants who
graduated a Cooking Matters class, 6 months after completion, as compared to a group of
individuals who did not graduate from this program. The control group had 336 and the other
group was made up of 332 Cooking Matters graduates who had attended the program from April
to July in 2016. They found that 6 months after course completion, those who participated in
Cooking Matters had more self confidence in with meal preparation and in the kitchen, and were
less worried about food running out at the end of the month. This article demonstrates the
effectiveness of Cooking Matters classes and why we are going to work with the already
developed program.9
Diabetes self-management education for adults with type 2 diabetes mellitus: A systematic
review of the effect on glycemic control.

A systematic review that was published in June of 2016 assessed the influence that diabetes self-
management education (DSME) had on HbA1C levels. They found that people with poorly
controlled blood glucose benefit from diabetes self-management education programs. DSME
programs that consist of more than 10 hours had significant association with lower HbA1C levels
and that the amount of time it takes to have those 10 hours of education does not matter. They
also found that this information is better received when given by a team instead of a single health
care provider. Lastly, they concluded that DSME is most effective when both group class and
individual education are combined.5

Is cooking at home associated with better diet quality or weight-loss intention?

This article used 2007-2010 NHANES data to look at cooking frequency in adults in the US, to
determine if there was an association between cooking, diet quality, and weight loss. The
studied population was adults over the age of 20. Measurements included total kilojoules of
energy consumed per day, grams per day of fat, sugar, protein, fat, and carbohydrates. Eating
behaviors were also studied, including number of meals eaten that were not prepared at home,
frequency of fast food, frequency of frozen meals, frequency of ready-to-eat meals. Participants
were separated into groups based on the number of times they reported cooking a meal at home
during the last week. (0-1=low, 2-5=medium, 6-7=high). Based on the research, those that
cooked meals more frequently had a higher quality diet. They consumed less kilojoules of
energy, less carbohydrates, fat and sugar. They also consumed fewer kilojoules away from
home, and less consumption of fast food, meals consumed not prepared at home, frozen and
ready-to-eat meals. There was no significant relationship to cooking at home and body size.10

Cooking schools improve nutrient intake patterns of people with type 2 diabetes.

This article looked at a cooking class provided by the Corporate Extension Service titled
“Kitchen Creations: A Cooking School for People with Diabetes and Their Families”. Kitchen
Creations has been operating in New Mexico since 2000, and consists of 4 3-hour classes. The
research participants included 117 people with T2DM, and the study measured whether the class
changed their eating habits. The participants filled out a 3-day food log prior to the class, and
then a second 3-day food log was completed one month after the class (including 2 weekdays
and 1 weekend day). The results showed that intakes of energy, percentage of calories from fat,
grams of fat and saturated fat, cholesterol (mg), sodium (mg), and grams of carbohydrates. This
study shows that cooking classes can have a positive influence on improving the dietary intake of
participants with T2DM.1
Methods and Design
1. Population:
The population that we are working with consists of adults that voluntarily signs up for Cooking
Matters for Diabetes class via the Clark County Food Bank (CCFB). Participants who are on
SNAP or WIC are qualified to attend these classes. Based on our experiences with the CCFB and
the Cooking Matters classes, we assume that our participants would be those that may be
diabetic, prediabetic or those who are decision-makers for members of their family with diabetes.

1. Implementation Details:
Cooking Matters for Diabetes Curriculum.
There will be six cooking classes that will occur throughout six consecutive Saturdays. In each
class, participants will learn basic cooking skills, food safety and nutrition whilst having fun.
These classes will be structured as a large group discussion and questions from class participants
is highly encouraged.

Class 0:
During class zero, we are hoping to know the number of class participants that we will have in
our class. We will assign at least 2 or 3 class participants per group member. This will allow us
to focus on certain class participants to provide additional support, build rapport and achieve our
objectives for this project.

Class 1:
During class 1, we will do introductions and pass out a survey to the class participants. We will
be informing our class participants that we will be calling them in between of classes. We will
encourage them to talk about their short term SMART goals. This will help participants set their
very own realistic goals and allow us to help them in achieving these goals. Although we have
indicated what recipes we would like to use at each class, we will willingly change it to suit our
class participants’ needs or requests. Below is a survey that we will be giving out during class 1.

Cooking Matters Participant Nameplate

Name:

Class SMART GOAL #1 SMART GOAL #2 Instructor response

 SPECIFIC

MEASURABLE

ACTIONABLE

REALISTIC

TIME SENSITIVE

Class 2 - 4:
During class 2 - 4 class participants will learn the Cooking Matters’ curriculum as indicated in
the summary table below. We will consistently build rapport and encourage class participation
and interactions. Topics that are not covered can definitely be discussed if lead educators feel
confident in covering them on the spot. If not, lead educators will do the research and follow up
the following class.
Class 5:
Class 5 is a special class whereby we will not meet at the CCFB kitchen. We will be meeting at a
grocery store nearby and perform a grocery store tour. The tour will delve into topics that
reinforces what has been taught in the previous classes. For example, label reading, fresh vs
canned vs frozen produced, types of juices and dairy, identifying whole grains and looking at
different cuts of meats.

Class 6:
Class 6 is the end of the Cooking Matters class series. Class participants will attend class as usual
and we will cover several contents. This class is also our graduation class whereby participants
who had attended at least 4 out of the 6 classes is able to graduate. They will receive a certificate
for graduation and other rewards such as aprons, cooking utensils, cooking matters book and
other nutrition education materials. During class 6, participants will participate in a Chopped
style cooking challenge. This will allow participants to have a fun ending to this class series.

Phone Calls:
We will call the class participants that we are assigned in between the classes. We estimated that
these phone calls will take a maximum of 30 minutes. During this conversation, we will discuss
the SMART goals that the class participants have written down during the first class. We will use
the Call Form to document our phone calls and rate the participants’ level of change.

The table below is a summary indicating what we will be doing for classes and between each
class.

Class Content Instructors Recipes

0: Meeting Going through necessary Vi Vien K, N/A

with Claire paperwork Georgia B,
(2/4) Assigning class participants to Hannah L,
group members. Tricia M.

In Between Reminder Calls

“This is ____ calling just to
remind you that you have class
this Saturday at CCFB. We hope
to see you there.”
1: Let’s Get Introductions - Participants Lead: Entree:
Cooking Goals, Objectives, Motivations Georgia B, The Works
(2/10) What is Diabetes? Vi Vien K Pizza
Signs & Symptoms of Diabetes Assist: Normal and
Importance of controlling blood Hannah L Cauliflower
sugar Tricia M. Crust
MyPlate Sides:
Fall
Vegetable
Salad

In Between Reminder Calls

“This is ____ calling just to
remind you that you have class
this Saturday at CCFB. We hope
to see you there.”
Q1. You mentioned (insert goal)
did you do anything to help you
towards your goal?

2: Choosing Ways to enjoy fruits and Lead: Entree:

Fruits, vegetables Hannah L. Chinese
Vegetables, Carbohydrates Tricia M Veggies &
and Whole Pros and Cons of fresh, frozen Rice
Grains and canned Tofu and
(2/17) Identifying whole grains Chicken
Sides:
Fruit Salad
In Between Reminder Calls
“This is ____ calling just to
remind you that you have class
this Saturday at CCFB. We hope
to see you there.”
Q2. What are you doing
differently this week to help you
start/maintain your goals?

3. Healthy Identifying healthier choices of Lead: Entree:

Starts at convenience foods Georgia B, Chicken
Home (2/24) Healthy and Unhealthy fats Hannah L Burger
Reading Food Labels Sides:
Healthier choices of Protein and Sweet Potato
Dairy Fries
Dessert:
Raspberry
Lime Fizz

In Between Reminder Calls

“This is ____ calling just to
remind you that you have class
this Saturday at CCFB. We hope
to see you there.”
Q3. What are you doing
differently this week to help you
start/maintain your goals?
4.The Power Meal Planning Advance Lead: Entree:
of Planning Creating a healthy plate Vi Vien K, Herb Roasted
(3/3) Healthy choices when eating out Tricia M Chicken with
Benefits of Shopping List Vegetables
5 Minutes Breakfast Sides:
Brown Rice
and Orange
Salad

In Between Reminder Calls

“This is ____ calling just to
remind you that you have class
this Saturday at CCFB. We hope
to see you there.”
Q4. What are you doing
differently this week to help you
start/maintain your goals?

5.Shopping Grocery Store Tour Lead: N/A

Smart (3/10) 10$ Challenge Hannah L
Vi Vien K

In Between Reminder Calls

“This is ____ calling just to
remind you that you have class
this Saturday at CCFB. We hope
to see you there.”
Q5. What are you doing
differently this week to help you
start/maintain your goals?
 6. Recipe Healthy Beverages Lead: Chopped style
for Success Total Carbohydrates in Georgia B, cooking
(3/18) Beverages & Sugar Alcohols Tricia M Challenge
Physical Activities
Reviews
Graduation

Wrap Up Q6. Now that you have

completed the class series, what
did you use from the class that is
most helpful to achieve your
goals?
Note: This call will be made 1
week after graduation.

Call Form:
A call form is made for us group members to help keep track of how our conversation is going
with our assigned class participants. This is to help us keep our objectives on track and
remember what was discussed during our phone conversation. Below is a Call Form.

Participants Name:
Date and Time of the Call:
Did you leave a Voice Message: Yes / No

Question Asked: Yes / No

Content/ Quotes of Discussion:

Intervention Provided:
Motivation Level: Precontemplation / Contemplation / Preparation / Action / Maintenance

Recap Form:
As we will have different member of the group leading the classes, we decided to have a recap
form made to help ease the transition between one class to the next. This form will be filled out
by the members who were in the “Lead Educator” role at the end of every class. This is to help
other key members to be up to date on class content, questions or topic of interest by the class
participants that may require further research and follow up. Below is an example of the Recap
Form.

Lead Educators:
Assistant:

Contents Covered: -

Topics/Questions to Follow Up: -

a.

b.
 c.

d.

Security: -
We will be calling the participants from our personal mobile devices. For security purposes we
will each download Google Voice on our phones. Google Voice will provide a free phone
number for texting, calling and voice messaging.

1. Facilities and Personnel Required

We will be using Clark County Food Bank’s community room to conduct out classes. The
community room is properly equipped for this course. It has sinks, ovens, stove, and a large
enough space for a maximum of 15 participants.

In each class we will have several personnel that we require and each role is detailed below:
1. Lead educator: Two group members will take turns to prep and teach the classes.
2. Assistants: The rest of the group members will study the material and assist during
discussions sessions in class.
3. Shopper and chef: their role is essentially to help us purchase the ingredients for the
recipe we have indicated for specific weeks. These roles are assigned to AmeriCorps service
leaders. These are assigned by Claire.
4. Volunteer: any volunteers that signed up to help will attend these classes and be an extra
set of hands for set up and clean up.

1. Budget
The budget for this comes from Cooking Matters and is $600 for the entire program. Money is
used for groceries for the class whereby participants will eat together during class. The rest of the
money is used for a personalized bag of groceries that has similar items to the recipe that was
made in class that day for the participants to trial at home. Class 5 is a grocery store tour, in
which every participant gets a $10 gift card to use at WinCo, since there is no cooking class this
week; this is where the budget goes.

1. Evaluations
Evaluations of the program will be done by surveys conducted by the CCFB that will be
completed by the participants. For our project, we will use formative evaluation to determine
how participants are progressing throughout the 6 weeks of classes. This is helpful as our class is
structured as a group discussion whereby the we will be consistently using motivational
interviewing throughout the course. Additionally, we will also be monitoring the effectiveness of
your intervention based on participant’s personal goals via conversation and personal phone calls
to each participant.
References.

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