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**U.S. Shorebird**

**Conservation Plan**

**National Shorebird**

**Education and Outreach Plan**

May 2000

A Technical Report of the Education and Outreach Working Group of the

U.S. Shorebird Conservation Plan

**This report should be cited as follows:**

Johnson-Shultz, H., J. Burton, N. Cirillo, and S. Brown, eds. 2000.
National Shorebird Education and Outreach Plan. Manomet Center for
Conservation Sciences, Manomet MA.
http://www.Manomet.org/USSCP/files.htm.

# Education and Outreach Working Group Participants:

Heather Johnson-Schultz, Chair, USFWS

Janet Ady, USFWS NCTC

Elaine Andrews, University of Wisconsin-Extension

Yuriria Blanco Castillo, Instituto de Ecologia, AC

Janis Burton, Manomet Center for Conservation Sciences

Nichole Cirillo, Manomet Center for Conservation Sciences

Adriana Cafferata, Fundacion Vida Silvestre Argentina

Susan Carlson, Education Consultant for Project Journey North

Rebekah Creshkoff, Linnean Society of New York

Laura Vellasenor Gomez

Martin Keeley- Friends of Boundary Bay

Carol Lively, Prairie Pothole Joint Venture Coordinator

Edward McCrea, North American Association for Environmental Education

Dennis Nelson, Montana State University

Wayne Petersen, Massachusetts Audubon Society

Dale Rosselet, New Jersey Audubon Society

Kadi Row, University of Wisconsin-Madison

**Table of Contents**

[Education and Outreach Working Group Participants:
ii](#education-and-outreach-working-group-participants)

[Vision Statement 1](#vision-statement)

[Executive Summary 1](#executive-summary)

[Task 1‑ Existing Resources 3](#task-1-existing-resources)

[A. Documentation of Existing Resources
4](#a.-documentation-of-existing-resources)

[1. Directory of Shorebird Education Materials and Services
4](#directory-of-shorebird-education-materials-and-services)

[2. Trends and Gaps 4](#trends-and-gaps)

[3. Future Recommendations for the Directory:
4](#future-recommendations-for-the-directory)

[B. Education/Outreach Efforts by Organizations
4](#b.-educationoutreach-efforts-by-organizations)

[Task 2 - Conservation Priorities 6](#task-2---conservation-priorities)

[Results and Recommendations 7](#results-and-recommendations)

[Task 3 - Outreach Tools 7](#task-3---outreach-tools)

[Outreach Tool #1 - Shorebirds Sister Schools and Sister Cities Programs
8](#outreach-tool-1---shorebirds-sister-schools-and-sister-cities-programs)

[Outreach Tool #2 -- The Great Shorebird Trail
9](#outreach-tool-2-the-great-shorebird-trail)

[Outreach Tool #3 - Protecting Shorebirds and Coastal Habitats on the
Massachusetts Coast.
10](#outreach-tool-3---protecting-shorebirds-and-coastal-habitats-on-the-massachusetts-coast.)

[Outreach Tool #4 Delaware Bay Shorebird Conservation
11](#outreach-tool-4-delaware-bay-shorebird-conservation)

[Broad-based Outreach Recommendations
13](#broad-based-outreach-recommendations)

[Task 4. Dissemination Plan 15](#task-4.-dissemination-plan)

[Appendix A: DIRECTORY OF SHOREBIRD EDUCATION MATERIALS AND SERVICES
18](#appendix-a-directory-of-shorebird-education-materials-and-services)

[Appendix B: SHOREBIRD EDUCATION OUTREACH NEEDS SURVEY
29](#appendix-b-shorebird-education-outreach-needs-survey)

[Appendix C: OUTREACH SURVEY PARTICIPANTS
31](#appendix-c-outreach-survey-participants)

[Appendix D: SUMMARY OF SHOREBIRD EDUCATION OUTREACH SURVEY
33](#appendix-d-summary-of-shorebird-education-outreach-survey)

[Appendix E: COMMON THREADS 37](#appendix-e-common-threads)

[Appendix F: OUTREACH SURVEY PARTICIPANTS WITH TRAINING CAPABILITIES
38](#appendix-f-outreach-survey-participants-with-training-capabilities)

**National Shorebird Education and Outreach Plan**

# Vision Statement

The Shorebird Conservation Plan, through outreach and education,
provides guidance and flexibility to address targeted audiences with
appropriate tools to improve people's attitudes, knowledge, and
behaviors about shorebirds and their habitats.

# Executive Summary

Although a small percentage of American people are knowledgeable about
shorebirds and related management concerns, the vast majority have
little or no understanding of the importance of shorebirds and their
habitat. This lack of understanding is one reason shorebirds are being
affected by human activities. Research has documented that public
awareness and education is one key element to advancing management
plans. If people are aware of shorebirds and habitat needs, and if these
issues are made relevant and meaningful, citizens are more likely to
participate in resource planning and management programs.

In order to ensure the conservation of shorebirds and the habitat upon
which they depend, it will be necessary to develop and implement
programs that raise awareness as of the unique biological and ecological
challenges facing shorebirds. These programs, both local and regional in
scope, should serve to educate targeted audiences (farmers, beach-goers,
resource managers, etc.) as well as provide information on shorebirds
for the general population. The Education and Outreach Working Group
outlined four tasks that would be necessary in order to accomplish this:

1\) Identify existing resources on shorebirds;

2\) Determine conservation priorities for shorebirds;

3\) Develop specific outreach plans, with identified outreach tools and
audiences, to address priority issues; and

4\) Develop a dissemination plan for the outreach and education
materials and programs.

The U.S. Shorebird Conservation Plan will be most effective if
collaboration occurs among government and non-governmental
organizations, individual stakeholders within or near shorebird
habitats, bird watchers nationally and internationally, educators, and
families. The educational programs of Partners in Flight will serve as a
good working model for implementation. This would allow regional working
groups to determine their highest priority goals and share them with the
national working group annually.

The Education and Outreach Working Group surveyed individuals from
agencies and organizations to find out what materials they used at their
site to educate people about shorebirds and their habitats. We found
that most of their education and outreach efforts were targeted at
stakeholders, community members, educators, and land managers within
their geographic area. A Directory of Shorebird Education Materials and
Services was developed, that includes all the materials and programs
currently identified by the working group members and those individuals
surveyed. Most of the materials have been developed for the U.S. but
some are broader in scope and incorporate audiences within the Western
Hemisphere. Trends and gaps in the directory are 1) a lack of materials
for specific adult audiences 2) resources that used to exist are now out
of print, and 3) K-12 educational resources are not aligned to the
National Science Standards. The working group recommends filling these
gaps by disseminating the Directory of Shorebird Education Materials
nationwide, aligning the education materials to the National Science
Standards, developing new materials that specifically target priority
issues and audiences, and evaluating the effectiveness of the materials.

Regional Working Group members were surveyed to determine the highest
conservation priorities for shorebirds. The results showed that habitat
loss was the highest priority issue facing shorebirds today. Other
issues identified were impacts from agriculture, direct disturbance of
foraging or resting birds, degradation of habitat, and habitat impacts
from climate change. Outreach tools were then developed to match those
national priority issues. Two national and two regional plans were
developed. The regional plans were developed to be adaptable to other
regions. These four outreach plans include 1) Shorebird Sister Schools
and Sister Cities Programs 2) Shorebirds Are Good Neighbors - National
Campaign 3) Protecting Shorebirds and Coastal Habitats on the
Massachusetts Coast, and 4) Delaware Bay Shorebird Conservation. Short
and long-term budgets were identified for each specific outreach plan.

A dissemination plan was developed to help guide implementation of the
Shorebird Outreach and Education Plan. Training is necessary to give
people the knowledge and skills necessary to educate others about
shorebirds and their habitats. The U.S. Fish and Wildlife Service
National Conservation and Training Center is willing to help with some
specific training for shorebird education, and is also willing to
incorporate a shorebird conservation section into several existing
courses. At least 24 other sites in the U.S. reported that they have the
capabilities to do shorebird education training. In order to let people
know about the existing shorebird education materials and programs, the
group plans to distribute the Directory of Shorebird Education Materials
and Services nationally.

Collaboration and communication between and amongst shorebird working
groups is essential to the success of the National Shorebird
Conservation Plan. Each working group needs to be an integral and equal
part in the overall planning process. As the plan is implemented, the
working groups need to meet and share their data, information, and
updates.

# Task 1‑ Existing Resources

This Section addresses existing resources through two of the Education
Working Group\'s efforts. First, we compiled a Directory of current
conservation/wildlife educational services and products relevant to
shorebirds. Second, we surveyed organizations to learn about their
outreach efforts.

To learn what materials, products, and services already exist for
shorebird education, the Group sent a "request for information" to
government and non-governmental organizations, and to shorebird list
servers nationally. Forty responses were received and compiled into a
Directory of Shorebird Education Materials and Services. While the
material varied greatly, some trends in the type of information
available can be identified. Most materials have been developed for
audiences in the U.S., although some are broader in scope and
incorporate audiences within the Western Hemisphere. Some materials have
been developed for broad adult audiences, however, most is targeted
towards K-12 audiences. In a few cases, specific stakeholders were
targeted (e.g. farmers, birders, and wildlife managers).

While the "request for information" yielded an array of materials,
certain gaps surfaced in the information available. These are 1). a lack
of information for adult audiences; 2) out of print materials, and 3)
dissonance between K-12 educational resources and National Science
Standards. In order to address these issues, the Group recommends
disseminating the Directory of Shorebird Education Materials nationwide,
aligning the education materials to the National Science Standards,
developing new materials that specifically target priority issues and
audiences and evaluating the effectiveness of materials produced.

After analyzing and compiling the resources available on shorebirds, the
Group developed an Outreach Survey to determine current national
education and outreach efforts for shorebirds and their habitats. State
and federal agencies, non-profit education organizations and
international organizations were asked about current education/outreach
efforts, future outreach needs, and the capacity of their organization
to deliver shorebird education services. Fifty organizations responded
to the Outreach Survey, providing the Group with excellent information
for outreach planning.

Respondents were asked a variety of questions on the type of materials
used, the nature of their audience, the type of messages they feel are
important, and the tools needed to assist in delivering these messages.
The survey revealed that interpretive tools such as slide presentations,
brochures and fact sheets, are widely used. It also found that the
audience reached can be categorized in four groups:

Stakeholders (e.g. farmers, fishermen)

Community members (e.g. families)

Educators (e.g. school teachers, environmental education specialists)

Land Managers (e.g. refuge manager, estuary reserve manager)

Survey respondents reported that key messages included the recognition
of critical shorebird habitat and threats to these areas; the diversity
of shorebird species; and their life history (i.e. feeding, migrating,
etc.). Additional messages were that land owners and managers needed to
know how to manage land for shorebirds without compromising other
objectives; and that citizens needed to know the roles of federal and
state agencies in the management of shorebirds. Respondents felt that
the following tools could be helpful in communicating all of these
messages:

1\) Templates to make regional materials site specific

2\) National or regional speakers bureau

3\) Materials to enable interpretive centers to teach about shorebirds
(e.g. traveling exhibits)

4\) Tools to illustrate concepts to wildlife managers (e.g. slide shows,
videos)

5\) Reliable clearinghouse of information for the media to use in news
articles

6\) Results of current research

7\) Materials that target teenagers

8\) Materials for specific issues/priorities, targeting key audiences

Most organizations surveyed are set up to deliver key messages and
support future education efforts, but would benefit from some national
coordination. In particular, they want to increase community
involvement, expand partnerships and facilitate better management with
private landowners. Taking advantage of the World Wide Web and distance
learning capabilities could serve to broaden the scope of the national
outreach efforts.

## A. Documentation of Existing Resources

### 1. Directory of Shorebird Education Materials and Services

To learn what materials, products, and services already exist for
shorebird education, our working group sent out a "request for
information" inquiry. The inquiry sheet was sent to government and
non-governmental organizations, and to shorebird list servers
nationally. We received about 40 responses. From these responses, we
created a Directory of Shorebird Education Materials and Services
(Appendix A).

Most curricula, projects, videos, and posters target school groups. Some
materials were developed for broad adult audiences and, in a few cases,
specific stakeholders were targeted (e.g. farmers, birders, and wildlife
managers). A library of existing resources has been started and will be
housed in the Manomet Center for Conservation Sciences.

We did not include generic wetlands or general birding educational
materials in the directory. However, if the wetland materials
specifically emphasized the value of wetlands as shorebird habitat, they
were included in the directory.

### 2. Trends and Gaps

a\) Many resources are scattered or out of print.

b\) Most of these materials are aimed at students in grades K-12

c\) Several materials have not been aligned to the National Science
Standards (Standards for science education that all formal school
teachers use)

d\) New materials are needed for specifically targeted adult audiences

### 3. Future Recommendations for the Directory:

a\) Disseminate the Directory nationwide and put it on the World Wide
Web.

b\) Align school materials to the National Science Standards.

c)Search for additional education/outreach materials that specifically
target our conservation priorities.

d\) Evaluate materials.

e\) Develop new materials for target audiences that meet the
conservation priorities identified in the Plan (Task 2).

## B. Education/Outreach Efforts by Organizations

The Education Working Group developed an Outreach Survey to determine
the current national education and outreach efforts for shorebirds and
their habitats (Appendix B). They surveyed state agencies, federal
agencies, non‑profit education organizations (such as science centers,
aquariums, and Audubon chapters), and international organizations. In
the survey, they asked about current education/outreach efforts, future
outreach needs, and the capacity of their organization to deliver
shorebird education services. Fifty organizations responded to the
Outreach Survey (list of respondents in Appendix C), providing us with
excellent information for outreach planning (Appendix D).

**Summary of questions asked:**

**"What materials/resources are currently used to get the message
out?\"**

Interpretive tools: slide presentations, brochures, fact sheets,
signage, birding trips, and occasional articles in magazines.

Services included: Training volunteers to \"watch\" shorebird viewing
areas and caution tourists not to disturb birds, volunteer monitoring
projects, shorebird festivals, International Migratory Bird Day events
that included shorebird education, distance learning broadcasts, coastal
birding trails, and shorebird exhibits at several aquariums.

**"What audiences do sites reach through their outreach efforts?\"**

These included 4 major categories:

Stakeholders (e.g. farmers, fishermen)

Community members (e.g. families)

Educators (e.g. school teachers, environmental education specialists)

Land Managers (e.g. refuge manager, estuary reserve manager)

**\"What messages need to get out in the future?\"**

1\) There are three critical habitats for shorebirds (breeding, staging,
and non-breeding)

a\) These include upland, coastal, and interior wetland areas

b\) They are currently being threatened by development, contaminants,
etc.

2\) People need to know what shorebirds are, the diversity of shorebird
species, and their life history (i.e. feeding, roosting, migration,
breeding, etc.).

3\) Land owners and land managers need to know how to manage for
shorebirds without compromising other objectives.

4\) Citizens need to know the roles of federal and state agencies that
manage shorebirds.

**\"What new materials/ resources are needed to get the message out?\"**

1\) Templates to make regional materials site specific

2\) National or regional speakers bureau

3\) Materials to enable interpretive centers to teach about shorebirds
(e.g. traveling exhibits)

4\) Tools to illustrate concepts to wildlife managers (e.g. slide shows,
videos)

5\) Reliable clearinghouse of information for the media to use in news
articles

6\) Results of current research

7\) Materials that target teenagers

8\) Materials for specific issues/priorities, targeting the key
audiences

In summary, this information is important to guide our outreach efforts.
Educators have some materials but need more to communicate future
messages. They will require help from biologists and managers to insure
that information is current and accurate. Most organizations surveyed
are set up to deliver the messages and support future education efforts,
but would benefit from some national coordination. They want to increase
their community involvement, expand partnerships, and facilitate better
management with private landowners. Taking advantage of the World Wide
Web and distance learning capabilities could serve to broaden the scope
of the national outreach efforts.

# Task 2 - Conservation Priorities

The Education Working Group asked biologists and managers from other the
Shorebird Plan Regional Working Groups what they felt were the priority
conservation issues affecting shorebirds. Through the Plan's list
server, members were asked to generate a list of issues, and from this
information priority issues were developed. Major categories included:
agriculture, habitat loss, disturbance, degradation, and climate change.
This list was then given to the Regional Working Group Leaders who were
asked to rank the national priorities as well as priorities for their
region.

Major issues included: **agriculture**, **habitat loss**,
**disturbance**, **degradation**, and **climate change**. We provided
the list to the Regional Working Group Leaders and asked them to rank
the national priorities and the priorities for their region. We asked
them to query other people in their region and then return the responses
to us. The regions that responded were Northern Plains, Central
Plains/Playa Lakes, Southeastern Coastal Plains (3 responses), Northern
Pacific (2 responses), Inter-mountain West, and Alaska.

Results are reported in Table 1. Climate change received no votes as a
priority, and is not reported in a table, although two regions expressed
concern about this issue. Numbers after each issue reflect the number of
times respondents listed the issue as a priority.

### 

### Results and Recommendations

Based on this survey, habitat loss was the major category addressed by
the Regional Working Group Leaders. Destruction of shorebird habitat in
this category was the main national issue, and seven "sub" issues were
listed under this main issue at the regional level, probably reflecting
the diversity of challenges in different areas of the country.
Agriculture was the second major category addressed and the types of
"sub" issues were scattered at the regional level.

We cautiously conclude that habitat loss should be the priority issue
and should be the main content of future outreach planning. We say
"cautiously" for two reasons. First, the sample size was small. Second,
we realize that all the categories are intertwined and need to be "kept
in mind" when developing an overall education strategy. This will
eliminate the problem of oversimplification. Given these limitations, we
believe the process used was the best way available to us to develop
outreach tool recommendations.

# Task 3 - Outreach Tools

Prior to developing outreach plans, target audiences were identified to
ensure the most success at reaching the identified goals. Categories for
these audiences included those that were very active and supportive;
neutral or passive; opportunists, who could display interest if there
were benefits perceived, such as revenues or publicity; and the hard to
reach or those who perceive the topic negatively.

Using the priority issues identified in Task 2, the Education and
Outreach Working Group developed outreach plans to address the national
priorities among target audiences. Two national and two regional plans
were developed, with the regional plans being developed to be adaptable
to other regions across the nation. These four outreach plans include 1)
Shorebird Sister Schools and Sister Cities Programs; 2) The Great
Shorebird Trail; 3) Protecting Shorebirds and Coastal Habitats on the
Massachusetts Coast; and 4) Delaware Bay Shorebird Conservation. Short
and long-term budgets were identified for each specific outreach plan
and are listed in the Education and Outreach Working Group Report.

Using the priority issues identified in Task 2, the Outreach Working
Group developed outreach plans specifically to address these priorities.
Target audiences were identified to ensure the most success at reaching
the goals identified in each plan.

**Audience Categories**

The Education Working Group identified four audience categories. The
categories, listed below, express the degree of commitment and support
various groups have towards conservation efforts.

**One - ACTIVE**

> Very supportive and receptive. Ready to engage (e.g. Audubon members,
> bird watchers)

**Two - NEUTRAL/ PASSIVE**

> Interest can be generated if approached properly Vast majority of
> people. (e.g Community members)

**Three - OPPORTUNISTS**

> Interested if there are direct benefits, such as revenues or publicity
> (e.g. Chamber of Commerce)

**Four - HARD TO REACH**

Perceive topic negatively. Need to find common ground, and build trust.

+-----------------------------------------------------------------------+
| ## Ou                                                                 |
| treach Tool #1 - Shorebirds Sister Schools and Sister Cities Programs |
+-----------------------------------------------------------------------+

(Input from Heather Johnson‑Schultz, Environmental Education
Coordinator‑ Region 7, USFWS, Anchorage, Alaska)

**Goal**

> Build additional support and awareness of the Shorebird Sister Schools
> and Sister Cities Programs (SSSP and SSCP) across the U.S. to increase
> the support of wetland and shorebird conservation.

**Audience (Categories One -Three)**

> Very broad audiences, including but not limited to teachers, students,
> shorebird enthusiasts, resource managers, research biologists, city
> managers, city planners, community members, and families.

**Message**

> Shorebirds are long distance migrants that rely upon several wetland
> habitats for their survival. Each of these habitats is essential to
> their survival. Protecting these habitats in your area can be a major
> contribution to shorebird conservation.

**Project Description**

> Shorebird Sister Schools Program is an on‑line international shorebird
> and wetland education program, consisting of a K‑12 curriculum, E‑mail
> list server, and World Wide Web site. Participants from around the
> world track Arctic‑nesting Shorebirds to their nesting grounds in
> Alaska and the Canadian Arctic, and follow their returns south in the
> fall. Shorebird Sister Cities program is an extension of the Shorebird
> Sister Schools Program. It was developed to allow \"Sister Cities\" to
> network with each other about wetland and shorebird conservation
> initiatives; migratory bird ecotourism and shorebird festival ideas;
> and share information among shorebird enthusiasts worldwide.

**Strategy**

> A national coordinator and 3 regional coordinators will be established
> for the Shorebird Sister Schools and Sister Cities programs (SSSP and
> SSCP). To promote the programs, the coordinators will develop flyers
> for each program and will mail them nationally to schools,
> organizations, city manager/mayors offices, and Chamber of Commerce
> offices. The coordinators will also assist with training, building
> partnerships, and conducting educational programs and field trips for
> participants in SSSP and SSCP.
>
> A contractor will be hired as a Web Master to maintain the World Wide
> Web site for SSSP and SSCP. The Web Master will post information to
> the Web site that pertains to the priority issues identified in the
> National Shorebird Conservation Plan, make links to related sites, and
> maintain current information on research and management of shorebirds
> throughout the U.S. The Web Master will also search the World Wide Web
> and determine who is linked to SSSP/SSCP. If shorebird or wetland
> conservation sites have not linked to SSSP/SSCP already, we will
> invite them to make a link to our site. In order to make stopover
> information available nationwide, maps will be produced for each of
> the major flyways in the Western Hemisphere and made available on the
> SSSP/SSCP Web page.

**Cost:**

1\) National and Regional Coordinators \$40,000

2\) Web Master (Contract fees) \$ 6,000

3\) Materials, products, handouts

(Will vary each year depending on needs) \$10,000

**Total (Annually, for 2 years)** **\$56,000**

+-----------------------------------------------------------------------+
| ## Outreach Tool #2 -- The Great Shorebird Trail                      |
+-----------------------------------------------------------------------+

Input from Nichole Cirillo, Manomet Center for Conservation Sciences

**Program Description**

Over the past decade, there have been rapid increases in "eco-tourism".
While this term has many definitions, it is understood to mean travel to
outdoor destinations that offer special contact and experiences with
natural phenomenon. These events draw both local and distant visitors.
Shorebirds that concentrate by the millions at relatively few sites in
the Americas offer spectacular wildlife phenomenon that can provide an
"anchor" attraction for tourists.

The Great Shorebird Trail (GST) is developing an international travel
and tourism structure for critical shorebird habitat sites in the
Western Hemisphere Shorebird Reserve Network. By promoting these sites
as unique travel destinations, the GST will improve the civic
involvement and economic benefits communities can derive from each site,
thereby helping to protect those sites from development and other
threats. The GST program manager will work with local committees to
develop individual site activities that include shorebird festivals/peak
visitation tours, web-based school connections and lists of related
attractions and accommodations. Tourism "loops" will be created for each
site that will list relevant attractions within the proximity of the
site which will help to create partnership opportunities with state and
federal wildlife agencies and historical commissions.

Sites will receive two kinds of support from the network-wide Great
Shorebird Trail coordinating office. The first type will provide
outreach materials and coordination that will include: 1) a Trail Guide
Book; 2) a Trail Guide Map; 3) a GST Newsletter; 4). A GST Accommodation
Guide; and 5) GST Brochures (GST general and site specific). The second
type will provide technical support to selected sites to help them
develop and expand their local activities. The GST will develop a
website featuring a virtual "tour", opportunities to share data and
experiences, a GST Virtual Competition and a "witness" program, that
encourages visitors to post photos taken at GST sites that reflect the
importance of shorebirds. The GST will link festivals by promoting a
"follow the bird" tour between sites. It will incorporate K-12 education
by connecting with the Shorebird Sister Schools Program (SSSP).
Specifically, the GST and SSSP webpage will be linked and SSSP
information will be disseminated in GST literature. Budget needs and
program details have yet to be determined.

**REGIONAL EXAMPLES**

The following outreach plans are regional examples from the Atlantic
Coast. However, they have been designed, with specific "common threads"
to be adaptable to other regions (Appendix E).

+-----------------------------------------------------------------------+
| ## Outreach Tool #3 - P                                               |
| rotecting Shorebirds and Coastal Habitats on the Massachusetts Coast. |
+-----------------------------------------------------------------------+

(Input from Wayne Petersen, Field Ornithologist, MA Audubon Society,
Lincoln, MA)

**Goal**

> Protect shorebird habitat along the Massachusetts coast.

**Audience** **(Categories Two and Three)**

> Beach user groups such as: ORV drivers, dog owners, recreational beach
> goers, ultra‑light pilots, surf fishermen, coastal conservation
> commissions, town‑owned beach managers and beach associations.

**Messages**

> Shorebirds require high quality, specialized habitat for nesting,
> foraging and roosting. Human activity in New England can have a major
> impact on shorebird futures in the Western Hemisphere.

**Project Description**

> The Massachusetts Audubon Society (MAS) has been involved with coastal
> bird protection for over a century, and in 1987 officially established
> a Coastal Waterbird Program, which today has a full‑time director, a
> supporting corps of seasonal interns and volunteers, and a healthy,
> self‑supporting budget. The program effectively integrates education,
> research, advocacy, and conservation in ways that have made it a model
> for other states to follow throughout North America.
>
> As of 1999, the outreach of the MAS program involves providing
> stewardship of more than 60 sites along 1200 miles of the
> Massachusetts coast. The program directly reaches over 10,000 people,
> and indirectly many more.

**Strategy**

> Establish direct contact with stake‑holders: interns and volunteers at
> key coastal areas, using strategically placed brochures and
> information kiosks, signage at sensitive shorebird locations, slide
> presentations to local coastal groups/ coastal community
> organizations, outings and field trips for local politicians and
> conservation commission members. Produce attractive postcards to give
> out when interacting with beach users.
>
> Approach clubs in coastal communities to explain importance of
> shorebird conservation to their community. Provide viewing
> opportunities to see shorebirds; have docents interpret. Sponsor a
> birding festival (e.g., Parker River NWR Piping Plover Festival) to
> highlight local shorebirds and their potential for creating a positive
> economic impact.
>
> Organize a local conference to involve as many agencies and interest
> groups as possible to address problems associated with appropriate use
> of coastal beaches and wetlands.
>
> Develop a core group of high donor constituents and highly committed
> individuals to serve as an advisory group that can lend credibility to
> shorebird conservation efforts.
>
> Produce a \"Shorebird Newsletter\" to regularly update stakeholders/
> interest groups about local successes in shorebird conservation
> efforts. Relate successes to national trends and efforts elsewhere.
>
> Establish media contacts who will regularly feature short articles on
> shorebirds and profile what\'s happening with local shorebirds from
> week to week or month to month; invite reporters to visit high usage
> shorebird areas.

**Costs**

Coordinator \$35,000

Interns \$50,000 (12 interns @ \$4,000 each)

Newsletter \$ 1,500

Brochures \$ 2,000

Appeal letters, etc. \$ 2,000

Total (Annually) \$90,500

**Matching Funds/Contributions**

Leadership gifts: \$70,000 (about 20+ people)

Donors: \$25,000 (500 people)

State govt.: \$10,000 (e.g., Dept. of Environmental Management)

Endowment income: \$70,000 (amounts to about \$35,000/year)

Donated Matches: \$75,000

**Total \$250,000**

+-----------------------------------------------------------------------+
| ## Outreach Tool #4 Delaware Bay Shorebird Conservation               |
+-----------------------------------------------------------------------+

(Input from Janis Burton, Director of Education, Manomet Inc. and Dale
Rosselet, Director of Education, NJ Audubon Society)

Goal

> Develop a sustainable harvest of horseshoe crabs that will sustain the
> shorebird populations, fisheries, and other animals that depend on the
> interconnected ecosystems of Delaware Bay.

Audience (Categories one - four)

Fishermen, local citizens along Delaware Bay, educators, and tourists

Message(s)

> Horseshoe crab eggs are one of the major food sources for up to one
> million shorebirds utilizing Delaware Bay each year. A high density of
> horseshoe crab eggs is necessary to sustain the migrant shorebirds.

Pollution, human disturbance, and oil spills can seriously threaten
shorebirds.

Project Description

Human Disturbance, during peak migration, is one of the most critical
threats to shorebirds. Harvest of horseshoe crabs is legal in both New
Jersey and Delaware, and has been increasing rapidly since 1990.
Migratory shorebirds, utilizing Delaware Bay, rely heavily on a high
density of horseshoe crab eggs for their survival. Delaware Bay is the
largest oil transfer port of entry on the East Coast, with billions of
barrels (12.25 in 1990) of oil moving through the bay annually.
Industrial facilities, the Salem Nuclear Power Plant (at the base of the
River) and agricultural runoff along the Delaware River pose a continual
threat to the Bay waters and tidal marshes.

Strategy (Educators, local community members, tourists)

> There are many very good education resources available for the
> Delaware Bay area on shorebirds and/or their wetland habitats. The
> education resources are being under utilized because people are
> unaware that they exist. A coordinator will be hired to distribute
> materials to the target audiences and to host local training sessions
> on shorebird life history and how to utilize the materials. A
> clearinghouse of existing resources on shorebirds will be established
> to make them more accessible. The coordinator will work with groups
> who wish to collaborate on pooling materials and offering
> participatory experiences such as walks or citizen\'s monitoring, etc.
> The coordinator will also work closely with scientists and managers to
> make sure that education efforts directly mirror their priorities and
> that current data is being distributed to key audiences.

Strategy (Fisherman)

> Establish better communications with fishermen by exploring some joint
> projects, such as an educational product that balances environmental
> and fishing concerns of the Bay, or talks by fishermen and
> environmental educators as part of a lecture series. In addition, the
> coordinator will work closely with fishermen and fishery managers to
> share current management and research information, from both sides,
> looking for ways to establish common ground and develop a closer
> working relationship. Ideas on how to achieve these goals include:
>
> 1\) Target port associations or gear users.
>
> 2\) Use Fisheries Council Newsletters‑can lead into a meeting

3\) Media (such as the National Fishermen\'s magazines)

> 4\) Make outreach brochures that fishermen can use
>
> 6\) Work with trained fishery observers

This would be a three‑year effort. In year one, the coordinator would
establish the clearinghouse, begin communications with fishermen, and
develop the outreach materials. During year two, the coordinator and
fishermen would complete the fishermen product/ project, and maintain
the clearinghouse. During year three, the coordinator would help
institutionalize the clearinghouse within one of the participating
agencies/organizations, and continue to work with the fishermen on
future project ideas.

Cost

Coordinator \$ 40,000

Clearinghouse \$ 75,000

Travel \$ 3,000

Project with fishermen \$ 15,000

Facilitator \$ 3,000

Total (Annually) \$136,000

(Note: The budget for year two would be reduced to \$75,000/year and
\$60,000 for year three)

+-----------------------------------------------------------------------+
| ## Broad-based Outreach Recommendations                               |
+-----------------------------------------------------------------------+

Listed below are seven broad recommendations that should guide future
outreach development. The U.S. Shorebird Conservation Plan
Implementation team should have a staff member with a strong education
background, who can ensure that these broad recommendations are part of
all future outreach efforts. These recommendations could serve as
criteria for grant proposals, product development, and evaluation.

**1) Environmental Literacy**

The goal of using outreach tools is to develop an environmentally
literate citizenry that is aware of and concerned about the total
environment and its associated problems, and which has the knowledge,
attitudes, motivations, and skills to work toward the solution of
current problems, as well as the prevention of new ones.

**2) Diversity**

The outreach tools should meet different audience needs (languages,
cultural viewpoints, and have a Western Hemispheric viewpoint). In
addition, the tools should be reaching target audiences for specific
issues, building two way communications and partnerships. Finally, tools
should recognize that there are many learning styles and should seek
instructional strategies that match these styles.

**3) Person to Person Contact**

Outreach tools are developed to reach wide‑ranging audiences and large
numbers of people through media and computer technology. However,
resources also need to be given to allow one to one people contact,
because this is often where real changes are made (and this method is
quickly being lost in today\'s society). One to one communication helps
avoid the \"top‑ down\" approach that can create mistrust.

**4) Accountability**

Outreach tools need to be assessed. Criteria need to be established to
determine the strengths and weaknesses of the tools over time.
Evaluation needs to happen whether the change is quick or takes time.
Plan implementation should allow funding to hire outside professional
evaluators who have experience in designing and using qualitative and
quantitative evaluation methods.

**5) Training**

Outreach tools need a support structure for the people using it. We
recommend training, sustained technical assistance, and long‑term
follow‑up for the users. Several agencies are ready to help with
training on a broad scale (e.g. The U.S. Fish and Wildlife Service,
National Conservation and Training Center). A list was developed of the
Outreach Survey participants who have the capacity to host shorebird
training (Appendix F). Technical assistance could be provided through
the Plan Coordinator\'s office, or regional offices in which
environmental education is a key component. Support for long‑term follow
up is also needed to update materials, evaluate, and train new people
(and re-train others).

**6) National Science Education Standards**

With regards to school materials, the outreach tools need to integrate
habitat and wildlife concepts that are part of the National Science
Standards from K‑12. The National Science Standards are a set of
standards (content and process skills) for what all students should know
and be able to do at various grade levels in science. They, with the
other subject standards, form the foundation of the National Education
Reform effort in the United States. The science standards, working with
environmental education, develop a high level of science literacy among
U.S. students.

**7) Integrate Shorebird Education into Existing Programs**

There are many good environmental education programs in North America.
These programs address a broad spectrum of important environmental
topics, but few emphasize shorebirds. Our task will be to work with
organizations that have environmental education programs to determine
appropriate ways to integrate shorebird education into their networks,
materials, and training. We recommend that the Plan continue to develop
close partnerships with these programs.

For example, the Wonders of Wetlands Reference and Activity Guide
(WOW!), from The Watercourse Program at Montana State University, is an
excellent education resource for wetland educators. WOW! contains
background information and wetland activities, but none specific to
shorebirds. We could work with the publishers of WOW!, developing a
shorebird supplement to be added to future editions of WOW!.

# Task 4. Dissemination Plan 

One of the most important aspects of disseminating information on
shorebirds is training people to conduct workshops and other outreach
programs. Training of staff is needed to give people the knowledge and
skills necessary to educate others about shorebirds and their habitats.
The U.S. Fish and Wildlife Service National Conservation and Training
Center (as well as 24 other sites gleaned from the Outreach Survey) can
provide training for shorebird education that is designed to meet the
objectives for the education portion of the Shorebird Plan. It can also
incorporate a shorebird conservation section into several existing
courses. Trainers will dedicate a section of the training to the
development of outreach plans for the area in which the workshop is
held. Site-based teams can implement outreach and education efforts
targeted specifically for the shorebird conservation issues within their
local area.

A Shorebird Education Materials Directory was developed to be
distributed throughout the country. It will be reviewed and distributed
nationally. If additional resources are developed, they will be added to
the resource list, therefore it will be a very dynamic document, updated
frequently.

**Outreach Planning**

> Individual outreach plans for specific issues must be prepared for
> each specific program, as they will vary depending on the outreach
> tool or audience.

**Shorebird Education/Outreach Training**

**U.S. Fish and Wildlife Service - National Conservation and Training
Center**

Work with the National Conservation Training Center, the Division of
Refuges and the Migratory Bird Management Office within the U.S. Fish
and Wildlife Service, and with other partners in the Shorebird Plan, to
develop and conduct shorebird education training courses. The group
recommends that training programs be designed to meet the objectives for
the education portion of the Shorebird Plan, and include these
components in the training:

1\. Background on shorebird conservation issues.

2\. Information on the objectives of the shorebird plan, particularly
the ones that can be addressed by information and education.

3\. Process for designing and planning education programs.

4\. Particular education and outreach materials related to shorebird
conservation (focusing on the conservation issues identified in the
plan).

A team-based, train the trainer approach would ensure the best
application of the training \"back home\", with teams from certain
geographic areas or organizations going through the training together,
developing an action plan for training more folks at the home site.

Trainers would dedicate a section of the training to develop outreach
action plans for the local area where the workshop is held. This way,
site based teams can plan to work together to implement outreach and
education efforts targeted specifically for the shorebird conservation
issues within their local area.

Prepare materials on various shorebird conservation issues that can be
taught in two-to-four hour blocks within the context of other existing
training sessions. These materials could also be incorporated into
various presentations for conferences or professional meetings (e.g.
Partners in Flight, North American Waterfowl Management Plan meetings,
North American Association of Environmental Education workshops).

Prepare a video tape presentation that summarizes the shorebird outreach
and education efforts and provides some background on the shorebird
conservation issues and ways viewers can participate in the effort.

Develop follow-up components to any training efforts: list server,
conference calls, follow-up meetings, etc, so that participants can
share experiences and be updated as to new developments and ideas.

**Other Potential Training Opportunities Across the Nation**

Several partners have the capacity to do shorebird training at their
site. At least 24 agencies and organizations who responded to the
Outreach Survey said that they could do training (Appendix F). This list
is by no means comprehensive, but gives some ideas of locations that
might be able to assist with different training sessions in specific
geographic regions. Various partners in shorebird and wetland
conservation might be able to team-up to conduct more comprehensive
training sessions, specific to local issues and needs.

**Dissemination of Shorebird Education Materials Directory**

A Shorebird Education Materials Directory (Appendix A) was developed to
be distributed throughout the country. We will review the Directory,
make any necessary changes, and distribute it nationally. If additional
resources are developed, they will be added to the resource list,
therefore it will be a very dynamic document, updated frequently.

Copies of the Directory will be made available through the National
Conservation and Training Center (FWS) and ABA Sales at the American
Birding Association. Any materials that can be sold through ABA Sales
will be added to their catalog, if they are not already listed.
Distribution will also be made through the National Science Teachers
Association, North American Association of Environmental Education,
National Association of Interpreters, and universities across the
country.

The Directory will also be distributed at migratory bird education
workshops, Partners in Flight meetings, and shorebird working group
meetings across the country. The directory will also be given to public
broadcast stations, non-governmental organizations, and science citizens
groups to distribute to their partners and constituents.

The Directory will be added to the Western Hemisphere Shorebird Reserve
Network, Manomet Center for Conservation Sciences, and Shorebird Sister
Schools/Sister Cities Web Pages.

**Collaboration**

The National Shorebird Plan will be most effective if collaboration
occurs between and amongst government and non-governmental
organizations, individual stakeholders within or near shorebird
habitat(s), bird watchers nationally/internationally, educators, and
families. Partners in Flight may be a good working model that the
National Shorebird Plan could adopt. This would allow regional working
groups to determine their highest priority regional goals, sharing them
with the national working group annually. Each of the three working
groups should serve as equal partners in all aspects of the Plan (e.g.
planning, funding, implementation).

Collaboration can also occur widely by supporting the existing shorebird
education programs. The Save Our Migratory Birds, Shorebird Sister
Schools Program, Shorebird Sister Cities Program, Western Hemisphere
Shorebird Reserve Network, and the new Western Atlantic Shorebird
Association are very good models that can continue to be expanded to
emphasize national and regional priority issues.

**Communications**

Collaboration requires a strong communications network in order to be
successful. Collaboration between and amongst working groups within the
National Shorebird Plan is essential. The three major working groups
should be in contact with each other to ensure they are guiding each
other in the right direction, not duplicating efforts, and working
towards common goals. E-mail list server communication is an excellent
tool to provide a broad dissemination of information exchange. These
electronic capabilities should continue to be used and expanded.

**Long Term Implementation**

The National Shorebird Plan must be a dynamic plan that is evaluated
frequently and adapted to meet current issues, trends, and conservation
needs. The E-mail list server has worked very well in the past, and we
strongly encourage the continuation of this tool for communications with
all working group members. Annual working group meetings, at the
regional and national level, are required for long term success.
Integration with international shorebird working groups, and other
migratory bird working groups is essential. This will strengthen our
national efforts, provide the strongest network, and will stretch our
conservation efforts to their fullest. Working closely with the North
American Waterfowl Management Plan, Partners in Flight, and other large
national and international efforts is the best strategy to leverage
funding, strengthen communications and provide for collaborative
partnerships throughout the Americas.

The annual national working group meetings should include reports by the
research group on the current data from on-going research projects,
awareness of management concerns of shorebirds and/or their habitats,
and updates on the education and outreach efforts. All three working
groups should be given equal weight at these meetings. Updates should
include both regional and national updates, reports from the yearly
events, discussion of research, management and education efforts that
will be focused on for the next year, and evaluation of how things are
going. If updates are needed in the Plan, discussion of these updates
could take place at this annual meeting

# 

# 

# Appendix A: DIRECTORY OF SHOREBIRD EDUCATION MATERIALS AND SERVICES

[Introduction]{.underline}: During 1998-1999, the Education Working
Group and associates compiled this Directory for the National Shorebird
Plan. The Group decided to focus on materials that had at least some
shorebird content. With a few exceptions, we excluded wetland education
material, because of the large quantity available and the ease with
which it could be retrieved.

Finally, most materials are geared for Educators who need teaching aids
for school audiences or the general public. However, some
materials/sections have been designated a Citizen Science Choice because
they can be helpful for citizens and managers interested or involved in
conservation, or educators who wish for in depth background information.
Look for the symbol for the Citizen Science Choices, &, by these
sections or individual items.

**I. SHOREBIRD CURRICULA MATERIALS AND LESSON PLANS**

[Arctic-Nesting Shorebird Curriculum by USFWS]{.underline}

This multidisciplinary guide is designed to help K-12 teachers lead
investigations on shorebirds and wetland ecology.

Type of material/ service: Guide, poster, telecommunications program.

Audience: K-12

Language: English, Spanish, Russian, Japanese

Geographic focus: Western US

Content areas: Shorebird biology/ ecology, wetland /coastal
conservation, migration

Order from: Circumpolar Press, PO Box 1125, Homer, and AK 99603. (877)
210-2665, toll free in US, or (907) 235-8757 (wizard@xyz.net) (Note:
Order the English version from the above address. For foreign language
versions, contact USFWS, c/o Heather Johnson-Schultz:
heather_johnson@fws.gov or (907) 786-3367.

Cost: \$22.95 + postage

The Atlantic Coast Piping Plover Lesson Plans by New England Field
Office, USFWS

These lesson plans present good activities to address the Piping Plover
situation along the Atlantic Coast region.

Type of material/service: Guide, slide show and script

Audience: Elementary and middle school

Language: English

Geographic focus: Eastern US

Content areas: Shorebird biology/ecology, wetlands/ coastal
conservation, shorebird conservation

Order from: U S Fish & Wildlife Service, New England Field Office, 22
Bridge St., Unit #1, Concord, NH 03301, (603) 225-1411

Cost: Free, supplies limited

Discover Boundary Bay by Friends of Boundary Bay

These lesson plans are designed for educators within British Columbia
studying wetlands and shorebirds.

Type of material/service: Curriculum

Audience: Elementary, middle, and high school

Geographic focus: British Columbia

Content areas: Shorebird biology/ecology, wetlands/coastal conservation

Order from: Friends of Boundary Bay, 1441 Station A Delta, BC, V4M3Y8

Phone: (604) 940-9810 or 1540

Cost: \$22.90 with shipping. A supplement, "Exploring Estuaries and
Wondrous Wetlands can be purchased, for \$12.50.

Great Lakes Piping Plover Lesson Plan by USFWS

Lesson plans present a solid set of activities to address the Piping
Plover.

Type of material/service: Guide, slide show and script

Audience: Elementary and middle school

Language: English

Geographic focus: Central US

Content areas: Shorebird biology/ecology, shorebird conservation

Order from: US Fish & Wildlife Service, 2651 Coolidge Rd., East Lansing,
MI 48823. (517) 351-2555

Cost: Available for loan only

Save Our Migratory Birds/Salven a Nuestros Pajaros Migratorios by
Manomet Center for Conservation Sciences

Birds are used to demonstrate the interdependence between habitats along
their migratory pathway throughout the Americas. Content focuses on
shorebirds and landbirds.

Type of material/ service: Guide, field projects

Audience: Elementary and middle school

Language: English and Spanish versions

Geographic focus: North America- Atlantic flyway/ International

Content areas: General bird ecology/conservation, shorebird
biology/ecology, shorebird migration, wetland and shorebird
conservation, migration.

Order from: Manomet Inc., PO Box 1770, Manomet, MA 02345 (508) 224-6521

Cost: \$14 in the US

[Shorebirds: A Teacher's Guide to the Video]{.underline} by Washington
State Office of Environmental Education

This booklet provides discussion and activity ideas on all phases of
shorebird life. It complements the video, [Wind Birds]{.underline}, but
is also useful alone.

Type of material/ service: Activities and video

Audience: Grades 3-12

Language: English

Geographic focus: West Coast of North America

Content areas: Shorebird ecology, migration, conservation

Order from: Washington State Office of Environmental Education- OSPI,

2800 N.E. 200^th^ St., Seattle, WA 98155-1418.

Cost: Inquire

[Solve the Crime: Save the Song of Spring! - Neotropical Migratory Birds
and their Midwestern Connections]{.underline} by Iowa Ornithologists
Union

The Guide is filled with things students will need to search for clues
that help them discover the culprits behind population decline in
shorebirds and other birds.

Type of material/ service: Guide and Toolkit

Audience: Middle school

Language: English

Geographic focus: Midwest and international

Content areas: Conservation

Order from: Story County Conservation Board, McFarland park, 56461
180^th^ St. Ames, IA, 50010, (515) 232-2516

Cost: \$14.00 for Guide. Toolkit is on loan.

[Wild Things '98 "Shorebirds: Running on Empty" Activity
Guide]{.underline} by USFWS

This guide, produced along with a video and poster, provides activities
on shorebird ecology and the NWR system's importance in provid**ing
habitat for birds.**

**Type of materials/ service: Activity guide, poster, and video**

**Audience: Upper elementary to high school**

**Language: English**

**Geographic focus: US with some emphasis on eastern US (Bombay Hook
NWR)**

**Content areas: Shorebird ecology, wetlands/ coastal conservation**

**Order from: USFWS, National Conservation Training Center, Rt. 1, Box
166, Shepherdstown, WV 25443, (304) 876-7203.**

**Cost: Inquire**

**II. INTERNET SITES WITH SHOREBIRD CONTENT**

[Biogeographical Profiles of Shorebird Migration in Midcontinental North
America]{.underline}- Shows distribution patterns of shorebirds during
migration in the interior sections of the U.S.-
http://www.mesc.usgs.gov/shorebirds. 

[Bombay Hook National Wildlife Refuge]{.underline}- Provides information
about shorebird migration, horseshoe crabs, and events-
http://www.refugenet.com/bombay.htm. 

[Delaware Bay Home Site]{.underline}- Provides updates on shorebirds in
this region and good links- http://www.delawarebay.com/index.htm. 

[International Migratory Bird Day]{.underline} - Celebration information
on IMBD. Activities include bird walks, displays, videos-
http://www.fs.fed.us/dxnf/IMBD.html.

[International Shorebird Survey]{.underline}- Citizen monitoring project
and updates- http://www.manomet.org/ISS.htm. 

[National Audubon Society's Horseshoe Crab Campaign]{.underline}-
Information about the crab, shorebirds, and conservation efforts-
http://www.Audubon.org/campaign/horseshoe. 

[Journey North]{.underline}- Program that engages students in a global
study of wildlife migrations (including shorebirds) and seasonal
change) - http://www.learner.org/jnorth/jnorth.html

[Natural Phenomena: Horseshoe Crabs and Shorebirds]{.underline}- Ecology
of shorebirds and dependence on the crabs-
http://www.hsrl.rugters.edu/nat.phen.html. 

[Piping Plover Guardian Program]{.underline}- Conservation and
recreation relating to the Piping Plover in Atlantic Canada-
http://cfn.cs.dal.ca/Recreation/Fields Naturalists/guardian.html. 

[River Network Online]{.underline}- Provides tools to help people
organize to protect and restore rivers and watersheds-
http://www.rivernetwork.org/\~rivernet. 

[Save Our Migratory Birds]{.underline}- Provides information on this
student exchange program, activity ideas, and updates-
http://www.manomet.org/SOMB.htm.

[Shorebirds]{.underline}- General information including maps, species
and state lists (Peter Hertzel's Web Page)-
http://www.utm.edu/\~phertzel/shbird.htm. 

[Shorebird Watcher]{.underline}- Includes species, festivals, art
gallery, quizzes and voice links.  (The Shorebird Watcher by Dick and
Jean Hoffman)- http://pw/.netcom.com/\~djhoff/shorebrd.html.

[Shorebird Sister Schools Program]{.underline}- Sponsored by the USFWS,
has maps, migration facts, activities, and provides a data exchange
between schools-

[Shorebird Sister Cities Program]{.underline} - Sponsored by the USFWS,
has shorebird life history, environmental jobs, shorebird festivals,
land use planning, and shorebird conservation -

[Surf Your Watershed]{.underline}- EPA's Office of Wetlands, Oceans, and
Watersheds'site http://www.epa.gov/surf. 

[Western Atlantic Shorebird Association (WASA)]{.underline}, Association
of people dedicated to the study and conservation of shorebirds along
the western Atlantic. - http://www.vex.net/\~ hopscotc/shorebirds. 

[Wetlands International]{.underline}- Part of the Wetnet group. Has lots
of information and links to other sites.
http://www.wetlands.ca/index.html.

[WHSRN]{.underline} Western Hemisphere Shorebird Reserve Network-
Includes a profile of all the WHSRN sites, shorebird information, news
and links to their sites- http://www.manomet.org/WSHRN.htm. 

[The Virtual Birder]{.underline}- Birding trips (such as to Delaware
Bay, NJ and Monomoy Island, MA) and conservation information-
http://www.virtualbirder.com/vbirder. 

**III. VIDEOS**

[The Amazing Journey of the Migrating Shorebirds]{.underline} by USFWS

Elementary, Junior, and high school students in Canada, the U.S. and
Argentina study the migration of shorebirds and correspond
electronically about their findings.

Type of material/service: Video (approximately 18 minutes)

Audience: Elementary, middle, and high school

Language: English

Geographic focus: Mid-west US and North America /international

Content areas: Shorebird migration, shorebird biology/ecology, shorebird
conservation

Order from: USFWS, Prairie Pothole Joint Venture, PO Box 25486 DFC,
Denver, CO 80225,

\(303\) 236-8145 X 678

Cost: Inquire

[Birds of a Feather]{.underline} by Missing Links Productions 

Addresses the role ecotourism plays in protecting natural habitat.
Visits Beaverhill Lake

Alberta; Costa Rica, and Point Pelee; Ontario during spring migration.

Type of material/service: Video (22 minutes)

Audience: High school, adult

Language: English, French, Spanish, closed caption, PAL

Geographic focus: North America/ international

Content areas: General bird ecology/ conservation, shorebird bird
migration, bird/animal migration, ecotourism

Order from: Missing Link Productions, 119 14th St., NW, Calgary, AB T2N
1Z6, Canada

Cost: \$49.95 US

[Connecting Flights, from The Nature of Things with David
Suzuki]{.underline}  by Canadian Broadcasting Corporation; 1992

Shorebird documentary covers their biology, habitat needs, and
migration. The problems of protecting a chain of sites throughout the
hemisphere, all essential for the migration and survival of the species
is explored, as is WHSRN.

Type of material/service: Video (60 minutes)

Audience: Middle and high school, adult

Language: English

Geographic focus: North America/international

Content areas: Shorebird biology/ ecology, shorebird migration,
conservation.

Order from: Canadian Broadcasting Corp., The Nature of Things,

PO Box 500, Station A, Toronto, ON M5W 1E6, Canada

Cost: Inquire

[Crabs, the Birds, the Bay]{.underline} by Natural Art Film 

Describes shorebird migration along the Delaware Bayshore and how
dependent the birds

are on horseshoe crab eggs.

Type of material: Video (18 minutes)

Audience: High school, nonformal, adult

Language: English

Geographic focus: Eastern US

Content area: Shorebird migration and shorebird conservation

Order from: Bullfrog Films (800) 543-3764

Cost: (Ask for non-profit rates.)

[Delaware Bay Banquet]{.underline}  by National Geographic (Judy
Fieth + Michael Male)

Describes the synchrony of horseshoe crab egg laying and the arrival of
shorebirds to this very important stopover area. Has wonderful footage
of shorebirds and horseshoe crabs

Type of material: Video

Audience: Middle and high school, adult, college, nonformal

Language: English

Geographic focus: Eastern U.S.

Content area: Migration, wetlands/coastal conservation, shorebird
conservation.

Order from: National Geographic has not formally released this video.
Keep calling their education dept. to demonstrate the demand at (800)
368-2728. The video can probably be borrowed from conservation
organizations that have copies.

[The Living Tidal Marsh]{.underline} by the Public Service Electric Co.

Series and guides explore the tidal marsh of northeastern US and the
creatures associated

with it, including shorebirds. It also probes the effects humans have on
the marshes.

Type of material/ service: Guides, videos

Audience: One (elementary), one (middle and high school).

Language: English

Geographic focus: Eastern US

Content areas: Shorebird biology/ecology, shorebird migration,
wetlands/coastal

conservation, shorebird conservation, bird/animal migration

Order from: NJN Video, CN 777, Trenton, NJ 08625-0777, (609) 777-5093

Cost: \$19.95 per video episode

[Save Our Migratory Birds]{.underline} by Fundacion Vida Silvestre
Argentina

Describes Argentina's conservation in Samborombon Bay, Province of
Buenos Aires. Teachers and children describe their activities and
feelings about the pen pal exchange.

Type of material: Video (30 minutes)

Audience: Elementary + middle school, nonformal/community

Language: Spanish

Geographic focus: North and South America/international

Content areas: Wetlands/coastal conservation, shorebird migration and
shorebird conservation.

Order from: Fundacion Vida Silvestre Argentina, Defensa 245/51- P6, 1065
Capital Federal, Buenos Aires, Argentina. E-mail:
educa@vidasilvestre.org.ar

Cost: Inquire

[Wind Birds]{.underline} by Heron Cove Videos 

Has great shots of shorebirds in flight, as well as breeding avocets and
stilts, and focuses on the natural history and beauty of the birds. Can
be used with the Guide (see curricula section)- [Shorebirds: A Teacher's
Guide to the Video]{.underline}.

Type of material/service: Video (12 minutes)

Audience: High School, adult

Language: English

Geographic focus: Western US

Content areas: Shorebird biology/ ecology

Order from: Heron Cove, 3438 Madrona Beach Rd., Olympia, WA, 98502

Cost: Inquire

[Wild Things '98 "Shorebirds :Running on Empty" Video]{.underline} by
USFWS

Shows a live student satellite field trip to Bombay Hook NWR in 1998.
Can be used

in conjunction with the Guide (see curricula section) "Wild Things '98
Shorebirds: Running on Empty".

Type of materials/ service: Video

Audience: Upper elementary to high school

Language: English

Geographic focus: US with some emphasis on the east- (Bombay Hook NWR)

Content areas: Shorebird ecology, wetlands/ coastal conservation

Order from: USFWS, National Conservation Training Center, Rt. 1, Box
166, Shepherdstown, WV 25443, (304) 876-7203.

Cost: Inquire

**IV. BOOKS**

[Beautiful Beachcombers Shorebirds]{.underline} by Arthur Morris, 1996.
&

Describes, in layperson terms, different types of shorebirds and their
ecology.

[Extraordinary Horseshoe Crabs]{.underline} by Julie Dunlap, 1999.

Enriched with photos, describes the crab's ecology, the link with
shorebirds, and

the need for conservation. Good for upper elementary and middle school
students. (ISBN 1-57505-293-8)

[The Flight of the Red Knot]{.underline} by Brian Harrington w/ Charles
Flowers, 1995. &

For high school and adult audiences, describes the Red Knot migration,
shorebirds that breed in the Arctic. and winter in Patagonia and Tierra
del Fuego. ABA sale price \$29.95. (800) 634-7736.

[Flight of the Golden Plover- The Amazing Migration between Hawaii and
Alaska]{.underline} by Debbie S. Miller,1996. Designed for children,
accurately and poetically describes this bird's annual migration.
Beautiful illustrations add to the lessons of conservation and biology.
Cost: \$15.95 (ISBN 0-88240-474-I)

[Last of the Curlews]{.underline} by Fred Bodsworth, 1995 &

Describes the fictional account of a single Eskimo Curlew's 9,000 mile
round -trip migration. ABA sale price \$13.95. (800) 634-7736.

[The Wind Birds]{.underline} by Peter Matthiesson, 1994 &

Biology and behavior discussion reflects the poetry as birders glimpse
in the live of these constantly wandering birds. ABA Sale Price \$11.20.
(800) 634-7736.

**V. RESOURCE BOOKS/ BOOKLETS **

[Birding Festivals & National Wildlife Refuges- Using Ecotourism as a
Powerful Conservation Tool]{.underline}, Describes how to plan a bird
festival and provides contacts of groups who have run successful
shorebird festivals. Contact: USFWS/ Refuges at (703) 358-2339.

[A Guide to Bird Education Resources: Migratory Birds of the Americas:
An Annotated Bibliography]{.underline}, Guide reviews bird educational
materials including shorebirds and wetlands. Contact: ABA at (800)
634-7736. Price: \$9.95 + s/h.

[Massachusetts Shorebird Project Book- for Students and their
Families]{.underline}, Provides family activities and information on
shorebirds. Appropriate for upper elementary and middle school families
in New England. English and Spanish versions. Cost: \$3.00 plus s/h.
Contact: Manomet Inc., PO Box 770, Manomet, MA 02345, (508) 224-6521.

[Shorebirds We Share]{.underline}, Booklet contains information on
shorebirds, from the Arctic breeding grounds through migration and
wintering in Central and South America. Contact: Canadian Wildlife
Service's Latin American Program, Ottawa, ON K1A 0H3, Canada.

[Shorebird Migrations, Fundamental for Land Managers in the
US]{.underline} by Brian Harrington. Contact: Ducks Unlimited, One
Waterfowl Way, Memphis, TN 38120, (800) 45-DUCKS.

**VI. MAGAZINES/ NEWSPAPERS/ COMICS**

"Beach Bird Buddies." [Ranger Rick]{.underline} 28:6, June 1994, by
Benny Figueroa. Children help out The Nature Conservancy on Long Island,
New York to help protect Piping Plover and Least Tern nests.

"Fuel for Flight." [Audubon]{.underline}, May 1983 by John O. Biderman.
Covers the Red Knot migration along the Atlantic flyway.

[Marshbirds and Shorebirds of North Dakota]{.underline} by Scott Gomes.
Provides natural history and ID of shorebirds in the region. Contact: ND
Game and Fish Dept.'s Nongame Program, (701) 328- 6612.

"Knot Your Ordinary Migrant." [Bird Conservation]{.underline}, Late
Winter/early Spring 1998, by Brian Harrington and Daniel Blanco

[Seguismundo Descubre el Pastizal Pampeano]{.underline}, Spanish comic
booklet describes the trip that the White-rumped Sandpiper makes and the
conservation problems that he saw in the countries visited. Content
areas include shorebird biology/ ecology, shorebird migration and
wetland conservation. Order from FVSA Defensa 245/51- P6, 1065 Capital
Federal, Buenos Aires, Argentina. E-mail: vidasilvestre.org.ar. Cost:
inquire.

"Shorebird Odysseys." [Natural History]{.underline} 107:4, May 1998 by
Jim Corven. Provides information on shorebird ecology throughout the
U.S., the importance of WHSRN sites, and conservation and monitoring
efforts like the International Shorebird Survey program.

[Shorebird Superheroes Newsletter]{.underline} by Prairie Pothole Joint
Ventures and WHSRN. Children's newspaper describes the importance of the
prairie pothole region for resident and migrating shorebirds. Includes
background information, puzzles, a comic, and stewardship suggestions.
Contact: USFWS (303) 236-8415 ext. 678 or Manomet (508) 224-6521.

[Spring Migration Guide]{.underline} (includes shorebird articles).
Contact: NE Game & Parks Comm., 2200 N. 33rd St./ PO Box 30370, Lincoln,
NE 68503-0370.

**VII. FACT SHEETS **

[Horseshoe Crab/ Spring Shorebird Concentrations on Delaware Bay Fact
Sheet]{.underline}, Contact: Cape May Bird Observatory: (609) 884-2736.

[Managing Prairie Potholes for Shorebirds]{.underline}, Contact: WHSRN,
c/o Manomet Inc., PO Box 1770, Manomet, MA 02345, and (508) 224-6521.

[Managing Wetlands of the Intermountain West Region to Benefit
Shorebirds]{.underline}, Contact: WHSRN, c/o Manomet Inc., PO Box 1770,
Manomet, MA 02345, (508) 224-6521.

[Mt. Plover and Piping Plover]{.underline}, Contact: NE Game and Parks
Comm., 2200 N. 33rd St./ PO Box 30370, Lincoln, NE 68503-0370.

[Piping Plovers]{.underline}, Contact: NYC Audubon Society, 71 West 23rd
St, NYC 10010.

[Publications]{.underline}, University of Delaware Sea Grant College
Program, (Many resources on Delaware Bay and animal life). Ask for
publications catalog: Contact: University of DE, Marine Communications
Office, Sea Grant College Program, Newark, DE 19716-3530. (302)
831-8083.

[Shorebirds + Agriculture]{.underline}, Contact: WHSRN, c/o Manomet
Inc., PO Box 1770, Manomet, MA 02345, (508) 224-6521.

[Wilson's Phalarope: Great Salt Lake- Wildlife Notebook Series
No.6]{.underline}., Contact: Utah Div. of Wildlife Resources, 1596 West
North Temple, Salt Lake City, UT 84116, (801) 538-4702.

[Upland Sandpiper]{.underline}, NH Endangered Species Program, Audubon
Society of NH, PO Box 528-B, 3 Silk Farm Rd., Concord, NH, 03301, (603)
224-9909.

**VIII. BROCHURES **

[Shorebirds! On Delaware Bay]{.underline}, NJ DEP, Div.of Fish, Game, &
Wildlife, PO Box 400, Trenton, NJ, 08625. Informative brochure
describing shorebird ecology, viewing locations, with photos, and map,
1994).

[Delaware Bay Shorebirds]{.underline}, DE Div. of Fish & Wildlife, 89
Kings Highway, Dover, DE 19901. Brochure describes shorebird-viewing
locations in DE and NJ, plus bird identification drawings, and text
describing shorebird ecology and conservation, 1998.

[Return of the Wetlands- Hackberry Flat]{.underline}, OK, OK Dept. of
Wildlife Conservation, 1801 No. Lincoln, Oklahoma City, OK, 73105, (405)
521-3853. Describes efforts to restore the basin to its natural wetland
condition to encourage shorebirds and other wetland species.

[Sharing the Shoreline- Living in Harmony with Piping Plovers & Least
Terns]{.underline}, NE Game and Parks Comm., 2200 N. 33rd St./ PO Box
30370, Lincoln, NE 68503.

**IX. POSTERS**

[The Amazing Journeys of Migratory Shorebirds]{.underline}, Prairie
Pothole Joint Ventures and WHSRN project, Order from USFWS in Denver,
CO, (303) 236-8145 ext. 678. &

[Shorebird Migration Stopover Locations on the Pacific
Flyway]{.underline}, Part of USFWS' Arctic-Nesting Shorebird Curriculum.
Contact: heather \_johnson@fws.gov or (907) 786-3367.

**X. GAMES**

[Shorebird Migration Game/ El Juego De La MigracÍon De Aves
Playeras]{.underline}, This bilingual game, for upper elementary and
middle school students, teaches the concept of migration, the concept of
"fuel for flight", and conservation lessons. Cost: \$20 + s/h. Contact
Manomet Inc., PO Box 1770, Manomet, MA 02345. (508) 224-6521.

# Appendix B: SHOREBIRD EDUCATION OUTREACH NEEDS SURVEY

(Shorebird Education Working Group of the U.S. Shorebird Plan 1/99)

The Education Working Group is conducting this survey to determine the
education needs and capacity of current and potential users of shorebird
education. It hopes to learn what materials/resources are being used,
capabilities of organizations, current outreach efforts, future plans,
and what resources are needed to accomplish goals. All feedback will be
used to provide recommendations to the U.S. Shorebird Plan, an effort to
develop a cohesive conservation strategy for shorebirds and their
habitats. You have been identified as an individual/ organization that
can provide insights to this process. Please take a few moments and
answer this survey. All answers should be given within the context of
shorebird education. If a question does not apply to your circumstance
just put (NA) in the space. Your feedback can be e-mailed to: Janis
Burton () or sent to me at: Manomet Center for Conservation Science, PO
Box 1770, Manomet, MA 02345. Your help is greatly appreciated!

I. [Organization/Agency/Community Project]{.underline}:

Organization/ Individual Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Contact Person: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Tel: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Fax:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ E-mail:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

II\. [Your Current Education and Outreach Efforts]{.underline}:

What messages are being communicated by your organization now?
(conservation, how to help, basic understanding of shorebird ecology,
threats, specific issues, others)

What materials/ resources are you currently using to get the messages
out? (Please provide titles and formats of materials. Format could be
curriculum/ video/ etc.)

c\) If you conduct shorebird education, please estimate audience
contacts/ year.

\_\_\_100 \_\_\_ 1000 \_\_\_\_ 10,000 \_\_\_ 100,000

\_\_\_\_ % school age \_\_\_\_ % adult

d\) If you serve adults, what kinds of adult audiences do you reach?
(general public, teachers, farmers, land managers, etc.)

III\. [Shorebird Education and Outreach Needs for the
Future]{.underline}:

a)  What other messages need to get out and to whom should they be
    directed?

b\) What other materials/ resources are required to get the messages
out?

IV\. [Capacity of Your Organization/ Agency/ Project]{.underline}:

a\) What are the capabilities of your organization/ project/ business
with regards to shorebird education?

Disseminate existing materials \_\_\_\_\_

Create materials at a regional/ national scale \_\_\_\_\_

Education Staff available to teach concepts \_\_\_\_\_

Supporting experts (scientific/ management/ natural artists, graphic
etc.) Please describe what type of expert (s).
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Facility to interpret shorebirds/habitats to the public \_\_\_\_\_

Shorebird education training capabilities \_\_\_\_

Community support \_\_\_\_\_

Evaluation capabilities \_\_\_\_\_\_

Other: Please describe.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

V. [Future Plans]{.underline}:

a\) What are your future shorebird education plans over the next 3
years?

\_\_ Increase involvement by communities to conserve local sites.

\_\_Create partnerships with schools in environmental education
activities.

\_\_Facilitate better management by private landowners.

\_\_Build an exchange/ clearinghouse.

\_\_ Other ideas. (Describe):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

b\) What is/are needed to accomplish your goals?

\_\_ Resources

\_\_ Collaboration

\_\_ Replicate existing resources

\_\_ Tie in with state education objectives.

\_\_ Other ideas (Describe):
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

c\) What models, structures would help better forward shorebird
education at regional and national levels? If so, who should be
involved? (Govt., school, non-profit, international, other)

d\) What other organizations/ individuals should we contact who are
involved in shorebird education? Please provide names and phone numbers
and e-mail addresses if possible. Thank you!

# Appendix C: OUTREACH SURVEY PARTICIPANTS

**[State Agencies]{.underline}**

AK Dept. of Fish & Game (Project Wild Coordinator)

CA Dept. of Fish & Game

CT. Dept. of Environmental Protection

CO Div. Of Wildlife

FL Game & Fresh Water Fish Commission

GA DNR- Nongame Program

Indiana Div. of Fish & Wildlife

KS Dept. of Wildlife & Parks

LA Dept. of Wildlife & Fisheries

ME Inland Fisheries & Wildlife Div.

NC Wildlife Resources Commission

ND Game & Fish Dept.

NJ Div. of Fish, Game, & Wildlife Dept.

NY Dept. of Env. Cons.

NY Div. of Wildlife

NV Div. of Wildlife

OH Div. of Wildlife

OK Dept. of Wildlife Cons.

SD Dept. of Game, Fish & Parks

TN Wildlife Resources Agency

TX Parks & Wildlife Dept.

Utah State Div. of Wildlife Resources

VA Dept. of Game & Inland Fisheries

Virgin Islands, Dept. of Planning & Natural Resources

Wyoming Game & Fish Dept

**Federal Agencies**

Big Thicket National Preserve, Beaumont, T

Bombay Hook NWR, Smyrna, DE

Cape Cod National Seashore, Wellfleet, MA

NPS Gateway/SIU/Great Kills Park, Staten Island, NY

USFWS- Green Pt. Env. Learning Ctr., Saginaw, MI

USFWS- Migratory Bird Mgmt., Anchorage, AK

USFWS- National Cons. Training Ctr., (Div. of Education)

USFWS- National Cons. Training Ctr., (Wildlife Branch)

**Non-Profit/ Non-Govt. Organizations**

CT Audubon Society Coastal Ctr., CT

Friends of Famosa Slough, San Diego, CA

MA Audubon Society- Joppa Flats Ed. Ctr., Newburyport, MA

Maritime Aquarium, Norwalk, CT

Monarch Grove Elementary School, Los Osos, CA

New England Aquarium, Boston, MA

Outreach Survey Participant List- (continued)

The Nature Conservancy- Block Island Bio Reserve

NJ Audubon Society

Prince William Sound Science Ctr., Cordova, AK

Save the Sound, Inc., Stamford, CT

Sea Grant College Program, U.of Maine

Sea Grant Extension/ Cooperative Extension, Durham, NH

Univ. of GA Marine Extension Service Education Unit, Savannah, GA

**International**

Centro Informativo Natural Peninsular (CINAP), Ecuador

Fundacion Vida Silvestre Argentina, Buenos Aires, Argentina

Instituto de Ecologia AC, Zalapa, Veracruz, Mexico

Museo de Ciencias Naturales, Tierra del Fuego, Argentina

Wetlands International- Oceania, Australia

# Appendix D: SUMMARY OF SHOREBIRD EDUCATION OUTREACH SURVEY 

### 

I. **[Current Education and Outreach Efforts]{.underline}**

(State and federal agencies)

1)  Included in general birding programs, field trips, etc.

2)  Signage about disturbance of plovers

3)  Shorebird education dovetails on wetland education + restoration.

4)  Outreach towards user groups (recreational) at key nesting/staging
    areas

5)  Some work w/land managers. Content includes biology, protection, and
    survey info.

6)  Education coordination with permitting processes

7)  Shorebird education programs and workshops and promotion

8)  Poster series, magazines, monthly public TV programs that include
    wetlands + waterbirds

9)  Viewing "ethics" are shared w/ beachgoers and bird watchers

10) Specific education directed at shorebird species and wetland
    habitats

(Non-govt. organizations + other countries)

1)  How to help conservation efforts 8) Importance of migratory bird
    habitat

2)  Shorebird festivals 9) Biodiversity (species)

3)  Impacts of urban runoff 10) Preservation of open space

4\) Threats, mgmt. shorebird ecology 11) Adaptation

5\) Piping plover/ ORV controversy 12) Field ID

> 6\) Birds part of intertidal beach prog. 13) Conser. of salt
> lakes/shorebirds in

7\) Bird anatomy, food chains (Ecuador)

II\. **[Materials/resources used currently to get the message
out]{.underline}**

(State + federal agencies): Slide presentations, newspapers,
manuscripts, professional publications, videos, comics, magazines,
brochures, curricula (Project Wild, Sister Shorebird Schools, Save Our
Migratory Birds), posters, field guides, signage, shorebird colored
publications, TV programs + magazine, field trips, fact sheets, talks to
birding groups, occasional articles in agency magazines, train
volunteers to "man" viewing areas, volunteer monitoring projects,
Shorebird Migration Game, coastal birding trails, public talks.

(Non-govt. organizations + other countries): Project Aquatic, mounted
birds, aerial photos, samples of wetland vegetation, course notebook,
Wild Things- 98 Running on Empty- Distance Learning Broadcast on
Shorebirds, Video done by Extension Service, International Migratory
Bird Day packets, video "The Crabs, the Birds, the Bay". Temporary
exhibits, staff hired to patrol/educate beach goers during nesting
season, flier to fishermen purchasing fishing permits- the flier
outlines monofiliment hazards to wildlife, Junior Ranger -- Piping
Plover programs, photographic exhibit, ORV 5 minute video including need
for piping plover protection, fact sheet (USFWS- "Shorebirds- The
Delaware Bay Connections", "The Horseshoe Crab, A Living Fossil", and DE
Div of Fish & Wildlife- Del. Bay Shorebirds brochure). info poster about
salt lakes + shorebirds, guide letter for teachers, news releases, "Cry
of the Piping Plover --Play at Maritime Aquarium in CT., live shorebird
exhibit (New England Aquarium).

III\. [**Average audience contacts/year**]{.underline} (Both govt. and
non-govt.)

Ranged from 100 to 1000 for most. Those that did TV and magazines
reported 10,000 to 100,000.

IV\. **[What Audiences are reached?]{.underline}**

(State and federal agencies): Birders, general public, farmers,
developers while reviewing permits, land managers, outdoor
recreationists, teachers, Armed forces, tourist guides, fishermen, nuns,
sportsmen + women, special interest groups, university students, scouts,
early childhood, land managers, waterbird surveyors, youth coordinators.

(Non-govt. organizations and other countries): Adult environmental
volunteers, interviews w/ local media, Elderhostel, Kiwanis, ORV users
(for Oversand vehicle permits), professors, parent chaperones of school
field trips, editors of papers (sent press releases),

V. **[Shorebird Education and Outreach Needs for the
Future]{.underline}-** What other messages need to get out and to whom
should they be directed? (both govt. and non-govt.)

What messages:

1)  Shorebird habitat needs

2)  Basic ID classes

3)  Issues regarding staging shorebirds on habitats + disturbances, need
    to protect beaches

4)  Need for shorebird habitat

5)  Restoration

6)  The message needs to be packaged for each group. It should include
    the significance each state plays in the annual cycle of shorebirds
    and critical habitat needs.

7)  Emphasize migration, diversity, and particularly the feeding guilds.

8)  awareness- (when people hear shorebirds- they immediately think
    ocean)

9)  Shorebirds can be in land-locked areas.

10) Connection to global food sources

11) Vital role of NPS and other agencies in species protection

12) Endangered species policy,

13) Role of Volunteers in Parks + how public can get involved.

14) Spanish bibliography re: shorebirds/habitats (to help w/ message)

15) Maps (to help w/ message)

16) Conservation mgmt. message to the Ecuasel Company- Ecuador.

**Who should be reached:**

1\) Issues directed to landowners and public land managers who need to
know how they can manage for shorebirds without compromising other
objectives

2\) Materials for the general public

3\) Materials for wetland managers (including waterfowl oriented
managers)

4\) State legislators/ politicians/ state agencies

5\) Coastal developers

6\) DNR associates

7\) Consumers (food, energy, oil, pollution, chemicals)

8\) Coastal developers

9\) Wetland centers

10\) NGO's to give them tools to lobby

11\) Planning boards

12\) Fisheries councils

13\) Tourist bureaus

14\) Agriculture organizations (like rice fields)

15\) Secondary students to take part in active stewardship of key
habitat areas

**VI** **[What new materials/ resources are needed to get messages
out]{.underline}?** (both govt./non-govt.)

1)  Manuals or videos that help landowners + wetland managers know the
    value of wetlands, and ways to manage for shorebirds.

2)  TV

3)  Local interpretive centers enabled to teach about shorebirds

4)  Packets similar to NWF's Nat. Wildlife Week (for schools)

5)  Slide programs

6)  Pamphlets/ fact sheets

7)  Materials specific for my area

8)  Regionally specific life history info.

9)  Videos about shorebirds feeding- to help w/ better wetland
    management.

10) Supportive materials from CA and Mexico that lets U.S. see links w/
    U.S. and shared flyways

11) More law enforcement signs

12) Speakers to assist w/ workshop

13) Hands on materials like shorebird kit/trunk

14) Web page

15\) Tools (spotting scopes, shorebird models to help w/ identification
Curriculum and visuals

16\) Volunteer watch groups

17\) Media coverage

19\) Shorebird program that meets the MA Science and Technology
Education frameworks

19\) Materials that target teenagers w/ message of joys from
watching/studying shorebirds.

20\) Updated research and census data (continual)

21\) Grant support for field resources (binoculars)

VII\. **[Capacity of organizations]{.underline}** (total govt. and
non-govt.)

Disseminate existing materials (36)

Create materials at a regional/national scale (20)

Education Staff available to teach concepts (27)

Facility to interpret shorebirds/ habitats (25)

Shorebird education training capabilities (24)

Community support (21

Evaluation capabilities (13)

Ability to support shorebird festivals (2)

Supporting experts- Included biologists, local teachers, photographers,

graphic designers, managers, community outreach coordinator, and
videographer.

VIII\. **[Future Plans]{.underline}** (total govt. and non-govt.)

Increase involvement by communities to conserve local sites (19)

Create partnerships w/ schools in e.e. activities (19)*)*

Facilitate better management by private landowners (13)

Build an exchange/clearinghouse (7)

Other (see original survey -- subjects covered expanding interpretive
capabilities, WHSRN involvement, state shorebird plan that has an ee
component, work

w/ various audiences, etc.,

Incorporate it into Japan- Shorebird Working Group meeting,

Distance learning across the state

IX\. **[Needed to accomplish goals]{.underline}** (both govt. and
non-govt.)

Resources (28)

Collaboration (19))

Replicate existing resources (8)*)*

Tie in w/ state education objectives (13)

Other ideas- personnel, better cooperation among conservation
organizations, training, greater support from Executives of the land
mgmt agencies

X. **[Models to help better forward shorebird education]{.underline}**
(both govt. and non-govt.)

Land owner contacts: International involvement:

PIF Ducks Unlimited Model

Bird Observatories More National --oriented NGO effort

Project Wild geared towards advocacy

NWR Education at ground level

Non-profit Joint Ventures

Schools sharing information on web. Audubon school program

TNC USFWS Partners for Wildlife

Standardized program offered by NPS that can be modified for regions.

More environmental education programs in schools.

USDA involvement

Trying to adapt the earth Steward project toward assisting the USFWS
(Steward McKinney Wildlife Refuge)

# Appendix E: COMMON THREADS

Define Your Audience: Most audiences need an immediate connection, in
order to \"buy into\" helping shorebirds. Whoever owns or uses the area
where shorebirds inhabit, is often the major target audience. Examples
might be beach goers, rice growers, boat craft operators, etc.

Make scientific data and management recommendations easily available for
educators to use in their teaching. Many people will join the efforts,
if they understand the facts, if it makes connections to their needs,
and if there are some benefits (e.g.‑ interior shorebirds eat insects).
Use data to develop some \"good news\" stories. People will join efforts
if they can see positive results.

Strategy to Reach People: Personal contact is an extremely effective way
to reach people, even in a highly technical society. As examples, a
beach monitor who asks a mother if her children might want to look into
the spotting scope will have a good opportunity to educate. This will
create a buy in‑‑‑ vested interest.

Financial Support: Target Category 1 Audience (Active). These are the
most committed group. Find these people at public functions that you
might offer, such as shorebird festivals, slide presentations, etc. Seek
opportunities to find supporters. Ask these supporters to use their
influence and resources to help support education and scientific
efforts.

Understand economics of the region. Promote the economic element or
create one

> (i.e. birding festivals).

# Appendix F: OUTREACH SURVEY PARTICIPANTS WITH TRAINING CAPABILITIES

**[State Agencies]{.underline}**

FL Game + Freshwater Fish Comm.

GA DNR- Nongame Program

KS Dept. of Wildlife & Parks

KY Fish and Wildlife Resources

LA Dept. of Wildlife & Fisheries

NY Div. of Wildlife

OH Div. of Wildlife

SD Dept. of Game, Fish & Parks

Utah State Div. of Wildlife Resources

Virgin Islands, Dept. of Planning & Natural Resources

**[Federal Agencies]{.underline}**

Bombay Hook NWR, Smyrna, DE

Cape Cod National Seashore, Wellfleet, MA

NPS Gateway/SIU/Great Kills Park, Staten Island, NY

USFWS- Green Pt. Env. Learning Ctr., Saginaw, MI

USFWS- Migratory Bird Mgmt., Anchorage, AK

USFWS- National Cons. Training Ctr., (Div. of Education)

**[Non-Profit/ Non-Govt. Organizations]{.underline}**

CT Audubon Society Coastal Ctr., CT

Friends of Famosa Slough, San Diego, CA

MA Audubon Society- Joppa Flats Ed. Ctr., Newburyport, MA

Manomet Center for Conservation Sciences

Maritime Aquarium, Norwalk, CT

New England Aquarium, Boston, MA

The Nature Conservancy- Block Island Bio Reserve

NJ Audubon Society

Prince William Sound Science Ctr., Cordova, AK

Save the Sound, Stamford, CT

Univ. of GA Marine Extension Service Education Unit, Savannah, GA

**[International]{.underline}**

Fundacion Vida Silvestre Argentina, Buenos Aires, Argentina

Museo de Ciencias Naturales, Tierra del Fuego, Argentina

Wetlands International- Oceania, Australia