**UNITED STATES DEPARTMENT OF THE INTERIOR**

**NATIONAL PARK SERVICE**

**SEQUOIA AND KINGS CANYON NATIONAL PARKS**

**[COMPREHENSIVE PLAN FOR]{.underline}**

**[RESOURCE EDUCATION]{.underline}**

**PUBLIC REVIEW DRAFT**

**MARCH 2006**

**[TABLE OF CONTENTS]{.underline}**

**[INTRODUCTION]{.underline}**

RESOURCE EDUCATION AND THIS PLAN 4

**[PART 1 -- BACKGROUND FOR PLANNING]{.underline}**

AGENCY POLICY AND GUIDANCE 8

MANAGEMENT POLICIES 8

GENERAL MANAGEMENT PLAN 9

MISSION, PURPOSE, AND SIGNIFICANCE OF THE PARKS 12

ISSUES AFFECTING RESOURCE EDUCATION 14

TARGET AUDIENCE PROFILES 19

VISITORS 19

PARK NEIGHBORS 22

OTHER INTERESTED PARTIES 23

ELEMENTS OF THE RESOURCE EDUCATION PROGRAM 24

DESCRIPTION OF EXISTING INTERPRETIVE PROGRAM 29

INTRODUCTION 29

PHYSICAL FACILITIES 31

RESOURCE EDUCATION STAFF 34

PERSONAL SERVICES PROGRAMMING 37

IINTERPRETIVE MEDIA 41

STATISTICAL TABLES 45

ROLE OF PARTNERS AND COOPERATORS 52

**[PART II -- PROPOSED RESOURCE EDUCATION PROGRAM]{.underline}**

GOALS OF THIS PLAN 56

PRIMARY INTERPRETIVE THEMES 59

PROGRAM ALTERNATIVES 60

INTRODUCTION 60

ALTERNATIVES SUMMARY TABLE 62

ALTERNATIVES DETAIL SHEETS 63

ANALYSIS OF ALTERNATIVES 87

DRAFT PREFERRED ALTERNATIVE 103

**[PART III -- APPENDICES]{.underline}**

APPENDIX A -PROJECT TEAM 110

APPENDIX B - BIBLIOGRAPHY 112

APPENDIX C -COORDINATION AND CONSULTATION 113

**INTRODUCTION**

**RESOURCE EDUCATION AND THIS PLAN**

*The National Park Service faces significant challenges to our
traditional management of park resources. To serve and engage an
increasingly diverse public, we must recognize that education in its
broadest sense is integral to park management. ( [Inspiring Places,
Inspiring People, An Education Strategy for the Alaska and Pacific West
Regions of the National Park Service]{.underline}, 2000, page 6)*

*Education should become a primary mission of the National Park Service.
Budgets, priorities, and organization should reflect this commitment.
([National Park System Advisory Board Report, 2000,]{.underline} page
10)*

As the national park system moves into the twenty-first century,
national park units like Sequoia and Kings Canyon National Parks face
new and unprecedented challenges. Issues such as global climate change
and national fire policy require that parks formulate and communicate
management directions on a scale that is unprecedented in the agency's
experience. Even more than in the past, successful park management now
requires a well informed public that understands and supports park
mission and management.

As put forth in Chapter 7 of *NPS Management Policies 2001*, it has long
been recognized by the National Park Service (NPS) that the key to
developing and sustaining public support is an effective and fully
developed program to communicate park values and issues to the public.
Originally, this work was done in national parks by rangers who were
described as "naturalists." In recent decades, reflecting that the
message has become much more than just natural history, such programs
have been called "interpretation." The target audience for both
naturalists and interpreters has always been park visitors.

Today, with the parks facing a broader array of issues than ever before,
interpretation for park visitors is increasingly being seen as just one
important element in a larger initiative called "resource education."
Resource education is usefully defined as an integrated program of
communication initiatives intended to involve not only park visitors but
also park neighbors, interested parties, and the general public in park
and park issues. The general goals of resource education are: (1)
strengthening public interest in the parks; (2) increasing public
awareness of the NPS and its mission; (3) generating increased awareness
of the accelerating problems facing parks; and (4) building public
support for the Service's management initiatives and programs as it
struggles to preserve parks in the 21^st^ century.

Sequoia and Kings Canyon National Parks (SEKI) have embraced the concept
of Resources Education.

At Sequoia and Kings Canyon, a full spectrum resource education plan
will entail the following primary elements:

-   Orientation Services (visitor center information desks)

> This traditional interpretive service provides the primary personal
> contact point between the NPS and park visitors. When done well, it
> transfers not only basic orientation data, but also related resource
> issues. In most parks, information desk contacts greatly outnumber
> other face-to-face resource education contacts. For most visitors this
> is the critical point at which the NPS defines what it is. Visitor
> centers are the parks' most effective means of achieving direct
> personal contact with a broad variety of park visitors. Maintaining an
> NPS presence in visitor centers is thus a significant priority.

-   Interpretive Programs (walks and talks)

> Conducted walks and talks (field interpretation) are the Service's
> longest established communication medium for direct personal contact
> with park visitors. Many of our older parks had well developed field
> naturalist programs well before Mission 66 began the construction of
> visitor centers. For many years these activities formed the heart of
> the Service's vision of interpretation, and although they remain
> highly effective, today they must be considered as just one of many
> resource education tools. Guided walks and talks nevertheless remain a
> highly effective way of communicating sophisticated messages to
> reasonably educated park visitors. Generally, they are less effective
> as a means of diversity outreach.

-   Standards-based educational services (for school groups)

> In recent years, the Service has seen an enormous increase in
> standards-based educational programming. The goal of this programming
> is to find ways to connect park stories and issues into existing state
> and national education curricula. The opportunity here is very
> significant. For the past decade, there has been a national trend
> towards strengthening educational standards and testing. Classroom
> teachers are strong influenced by these initiatives, and are often
> highly responsive when the NPS offers carefully designed programming
> intended to support existing required curricula and standards. Because
> of the cultural diversity present in the public school system,
> standards-based educational services are a highly effective means of
> outreaching to portions of society that have not been fully exposed to
> national park values and issues. Standards-based education services
> can be presented both in parks and as outreach services in non-park
> settings.

-   Interpretive Media

> Various forms of interpretive media offer enormous potential for
> communicating park messages. These include web pages, free
> publications such as park newspapers and site bulletins, wayside
> exhibits, visitor center exhibits, and electronic media such as
> low-wattage radio. Full-service national parks must employ all these
> forms of communication.

-   Public Information/Public Affairs

Traditionally, the public information/public affairs function has been
perceived by most parks as distinct and separate from interpretation.
What is now clear, however, is that these functions are a critical part
of an integrated resource education program. Public information/public
affairs should be seen as that portion of the resource education program
that communicates with the general public through the news and
entertainment media.

Within the Public Affairs context, the specialized world of fire
education in some parks also calls for attention. Although a number of
these parks have established fire education positions within their fire
management programs, fire education is really a focused subset of public
affairs program that provides not only information but also perspective
and background about these potentially controversial management
programs.

-   Partnerships

Contemporary resource education programs almost always involve working
with partnerships. Cooperating associations, field institutes, and
friends groups often play significant roles in representing our parks
and their issues to public. In this context it is critical that our
partners be integrated into coordinated resource education programs.
Partners provide both additional means of communicating with target
group and important opportunities for feedback loops. Management of
partnerships and the messages delivered by and through them is a
critical element of resource education.

Recognizing that resource education is likely to be one of the keys
factor in determining the success of Sequoia and Kings Canyon in coming
decades, these parks have prepared the following plan. The goal of these
pages is to provide guidance regarding how all the park's resource
education needs are to be addressed during the next few decades. In
essence this plan replaces in an augmented form the more narrowly drawn
document known as a *Comprehensive Interpretive Plan.*

The advantage of planning for the entirety of a park's resources
education program rather than just addressing its interpretive program
is obvious. Interpretation is just one inter-related element in the
larger world of resources education.

This plan also breaks with tradition in two other ways. The first is
that the *Comprehensive Plan for Resource Education* at Sequoia and
Kings Canyon National Parks provides not just a single recommended plan
but also alternatives. These alternatives are described and analyzed; a
preferred alternative is then proposed. It is the parks' hope that this
approach will provide a richer and more useful base for the parks'
educational program.

The other distinctive element of this plan is that it defines not only
an optimum program for the future of resources education at Sequoia and
Kings Canyon, but also specific guidance for program activity at lower
capacity levels. This path has been followed because current trends seem
to be shrinking the capacity of traditional funding sources to support
national park educational programs. Under the subject of "program
capacity," this plan will thus address not only optimum programming but
also how funding might most effectively be invested to meet the parks'
needs at reduced program capacity levels.

Finally, it should be noted that this is not a plan for physical
facilities. In general, Sequoia and Kings Canyon National Parks have
extensive and well developed interpretive facilities. Although there are
some condition issues with these facilities, no major new interpretive
facilities are proposed in this plan. Instead, this plan focuses
primarily on how to use existing facilities most effectively to meet the
parks' education goals.

Wm. Tweed

Chief Park Interpreter

Sequoia and Kings Canyon National Parks

**PART I -- BACKGROUND FOR PLANNING**

**[AGENCY POLICY AND GUIDANCE]{.underline}**

[MANAGEMENT POLICIES:]{.underline}

Guidance for all NPS activities can be found in the *Management
Policies* guidebook. Chapter 7 of this publication establishes basic
targets for the interpretation and education programs at Sequoia and
Kings Canyon National Parks. Following are some of the key policy
statements that inform and guide this plan:

> *Through interpretive and educational programs, the National Park
> Service will instill in park visitors an understanding, appreciation,
> and enjoyment of the significance of parks and their resources.
> Interpretive and educational programs will encourage the development
> of a personal stewardship ethic, and broaden public support for
> preserving park resources.*
>
> *The purpose of National Park Service interpretive and educational
> programs is to provide memorable educational and recreational
> experiences, and to foster the development of a personal stewardship
> ethic. The Service's programs will do this by forging a connection
> between park resources, visitors, the community, and park management.
> Programs will be successful when they use the right combination of
> original objects and places, firsthand experience, and effective
> media. For the purposes of this chapter, the terms "visitor" and "park
> visitor" are defined as anyone who uses a park's interpretive and
> educational services, regardless of where such use occurs.*
>
> *The Service will maintain the organizational capability to deliver
> high- quality interpretive services. High- quality interpretation will
> be the shared responsibility of all levels of NPS staff, from the
> Washington and regional directorates, through park superintendents and
> chief interpreters, to field interpreters and non- interpretive staff.
> It will be achieved through interpretive and educational services,
> media, ongoing research, planning, technical excellence in
> implementation, a well- trained staff, broad public input, and
> continual reevaluation.*
>
> *An effective park interpretive and educational program will include:*

-   *Informational and orientation programs that provide visitors with
    easy access to the information they need to have a safe and
    enjoyable park experience.*

-   *Interpretive programs that provide both on- and off- site
    presentations, and are designed to encourage visitors to form their
    own intellectual or emotional connections with the resource. All
    successful interpretive programs achieve significance by linking
    specific tangible artifacts, buildings, and places with ideas,
    events, and concepts. Interpretive programs facilitate a connection
    between the interests of visitors and the meanings of the park.*

-   *Curriculum- based educational programs that link park themes to
    national standards and state curricula, and involve educators in
    planning and development. These programs usually include pre- visit
    and post- visit materials, address different learning styles,
    include an evaluation mechanism, and provide learning experiences
    linked directly to clear objectives. Programs develop a thorough
    understanding of a park's resources in individual, regional,
    national, and global contexts, and of the park's place within the
    national park system.*

-   *Interpretive media that provide visitors with relevant park
    information, and facilitate more in- depth understanding of--- and
    personal connection with--- park themes and resources.*

> *All parks will have a current \[Comprehensive Interpretive Plan\] as
> defined in Director's Order #6 and Reference Manual 6. The CIP,
> initiated by the superintendent, and prepared by field staff with
> support from a regional office or the Harpers Ferry Center (HFC), will
> form the overall long- term vision and basis for decisions about
> interpretive and educational programs in the park. It will provide
> both long- and short- range views, and deal with all media and
> personal services. The CIP will include the long range interpretive
> plan, the annual interpretive plan, and the interpretive database.*

[GENERAL MANAGEMENT PLAN:]{.underline}

At the park level, general program guidance comes from each park's
*General Management Plan* (GMP). This is the plan that set long-term
goals for each of the park's programs. Sequoia and Kings Canyon have
just completed a GMP. Specific references in the plan to interpretation
and education include the following:

(Numerical references are to the 2004 draft GMP alternatives matrix.)

1.  *PARK VISION: Stronger educational and outreach programs provide
    enjoyment and instill park conservation values.*

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16. *EDUCATION FACILITIES/PARKSWIDE: Expand, redesign, or add
    educational facilities.*

17. *PARK EDUCATION/INTERPRETIVE PROGRAMS/PARKSWIDE : Prepare a
    comprehensive interpretive plan. Increase park orientation in
    developed areas. Expand ranger naturalist programs that focus on
    understanding and helping preserve resources, safety, and teaching
    backcountry skills. Increase interpretation of cultural resources.
    Provide more day use educational opportunities.*

18. *EDUCATIONAL PROGRAMS OUTSIDE THE PARKS/PARKSWIDE: Support resource
    protection efforts within the parks through greatly enlarged
    outreach efforts. Develop numerous partnerships. Have NPS staff
    and/or partners take programs to many regional classrooms. Create a
    classroom-focused Website to share the parks' missions. Connect the
    parks with a more diverse public by enlarging educational efforts
    outside the parks.*

> *170. VISITOR FACILITIES/CEDAR GROVE: Provide a visitor center.*
>
> *191. EDUCATIONAL FACILITIES/GRANT GROVE: Redesign and expand the
> visitor center. Consider the gas station for a potential visitor
> facility.*
>
> *199. TRAIL SYSTEM/GRANT GROVE: Provide an enhanced, self-guided trail
> system for Grant Grove and the surrounding area.*
>
> *200. BIG STUMP: Manage to maintain visible logging history as well as
> to illustrate a recovering giant sequoia grove.*
>
> *232. VISITOR EDUCATIONAL PROGRAMS/WUKSACHI : Increase traditional
> ranger naturalist programs.*
>
> *233. VISITOR FACILITIES/WUKSACHI: Provide an amphitheater for NPS
> interpretive programs.*
>
> *251. VISITOR EDUCATIONAL PROGRAMS AND FACILITIES/LODGEPOLE: Retain
> the visitor center and develop new thematic exhibits and programs with
> a wilderness emphasis. Remove the nature center.*
>
> *288. VISION/GIANT FOREST: The desired visitor experience is a walk in
> the woods to see the Big Trees. Visitors focus on the Giant Forest
> Museum/Big Trees Trail area, the General Sherman Tree, Moro Rock, and
> Crescent Meadow.*
>
> *294. GIANT FOREST VISITOR FACILITIES: Maintain the Giant Forest
> Museum, interpretive waysides, shuttles stops, residence, education
> center, restrooms at the museum area, museum overflow parking, Big
> Trees, Trail at Round Meadow, Moro Rock, Crescent Meadow, Sherman
> Tree, and trail centers.*
>
> *295. INTEPRETATION/EDUCATION/GIANT FOREST: A Giant Forest Museum
> provides visitor information desk. Provide self-guiding interpretive
> opportunities at the museum along with adjoining Big Trees and
> Hazelwood trails, and along the Congress Grove Trail.*
>
> *296. INTERPRETATION/EDUCATION/GIANT FOREST: Provide ranger-naturalist
> interpretive services at key locations in the grove.*
>
> *297. BEETLE ROCK RECREATION HALL: Adaptively reuse Beetle Rock as a
> year-round, day-use only center that provides a site for park-related
> educational activities.*
>
> *304. VISION/CRYSTAL CAVE: Crystal Cave provides the primary public
> opportunity to experience the parks' significant cave resources.*
>
> *306. CAVE TOURS/CRYSTAL CAVE: Retain a variety of tours.*
>
> *321/322. VISITOR EDUCATIONAL PROGRAMS AND FACILITIES: Expand the
> Foothills Visitor Center within the current building to meet visitor
> demand. Explore opportunities with outside partners for orientation,
> education, and management.*
>
> *359. EDUCATION PROGRAMS AND FACILITIES/MINERAL KING: Provide for
> higher levels of day use; provide more interpretive services and
> displays. Manage Atwell sequoia grove to better interpret the logging
> story.*

The *General Management Plan* establishes long-term goals for these
parks to pursue over the next several decades. The CIP/CPRE, on the
other hand, is intended to provide guidance for a shorter period of only
5-10 years. Over the longer term, these parks will seek to implement all
GMP goals. During the shorter term of this CIP/CPRE, however, it will
not be possible to carry out the entire GMP program. This plan
identifies and pursues those portions of the GMP vision that seem most
appropriate and possible at this time.

Taken in total, this body of agency guidance: (1) defines the role of
interpretation and education at SEKI, (2) identifies appropriate methods
for pursuing this work, (3) calls for a park-specific *Comprehensive
Interpretive Plan* and defines that plan, and (4) provides a general
vision of the role of resource education in these parks. These points
form the starting points for this planning effort.

**MISSION, PURPOSE AND SIGNIFICANCE OF THE PARKS**

To understand the parks' resource education program, it is necessary to
understand the parks. SEKI's 2005 draft *General Management Plan*
confirms the mission, purpose, and significance statements for Sequoia
and Kings Canyon that were first laid out in the parks' 1997 *Strategic
Plan*.

**MISSION:**

*The mission of Sequoia and Kings Canyon National Parks is to protect
forever the greater Sierran ecosystem -- including the sequoia groves
and high Sierra regions of the parks -- and it natural evolution, and to
provide appropriate opportunities to present and future generations to
experience and understand park resources and value.*

**PURPOSE:**

*It is the purpose of Sequoia and Kings Canyon National Parks to:*

-   *Protect forever the greater Sierran ecosystem -- including the
    sequoia groves and high Sierra regions of the parks -- and its
    natural evolution;*

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-   *Provide appropriate opportunities to present and future generations
    to experience and understand park resources and values;*

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-   *Protect and preserve significant cultural resources;*

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-   *Champion the values of national parks and wilderness.*

**PARK SIGNIFICANCE:**

*Sequoia and Kings Canyon National Parks are special and unique places
because they have:*

-   *The largest sequoia trees and groves in the world, including the
    world's largest tree -- the General Sherman Tree;*

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-   *An extraordinary continuum of ecosystems arrayed along the greatest
    vertical relief (1,370 to 14,495 feet elevation) of any protected
    area in the lower 48 states;*

-   *The highest, most rugged portion of the high Sierra, which is part
    of the largest contiguous alpine environment in the lower 48
    states;*

-   *Magnificent, deep, glacially carved canyons, including Kings
    Canyon, Tehipite Valley, and Kern Canyon;*

-   *The core of the largest area of contiguous wilderness in
    California, the second largest in the 48 states;*

-   *The largest preserved southern Sierra foothills ecosystem;*

-   *Almost 200 known marble caverns, many inhabited by cave wildlife
    that is found nowhere else;*

-   *A wide spectrum of prehistoric and historic sites documenting human
    adaptations in their historic settings throughout the Sierran
    environments.*

**[ISSUES AFFECTING RESOURCE EDUCATION]{.underline}**

A broad variety of issues affect or influence the resource education
program at Sequoia and Kings Canyon National Parks. The following are
some of the most significant.

REGIONAL ISSUES:

Sequoia and Kings Canyon National Parks occupy the western slope of the
southern Sierra Nevada of California. This setting defines a number of
fundamental issues. Foremost amongst these is the fact that the San
Joaquin Valley area that adjoins the parks on the west is the site of
intense human activity. This region is intensely cultivated and is the
site of large and growing cities.

Fresno and Tulare Counties, the two counties in which the parks are
found, are the two highest production (by value) agricultural counties
in the nation. Agricultural lands are farmed intensively for a very
large variety of crops ranging from oranges and walnuts to field crops
like corn and cotton. San Joaquin Valley agriculture is heavily
dependent upon both irrigation and chemicals. Each of these affects the
parks and their resources. Irrigation in the region downstream from the
parks depends very significantly on the natural runoff from parks
streams and especially from the Kings, Kaweah, and Kern Rivers. In the
past this relationship has led to pressure to build reservoirs in or
near the parks. For the moment these pressures seem largely stilled but
climate change may lead to their resurrection.

San Joaquin Valley agriculture makes very heavy use of many different
types of chemicals, including fertilizers, pesticides, herbicides,
fumigants, soil modifiers, and defoliants. Studies have demonstrated
that a very significant portion of the chemicals applied on Central
California fields vaporize and drift eastward into the Sierra Nevada.
Some studies suggest that up to 90% of some specific chemicals drift
away from application sites. Many of these chemicals can now be measured
in the parks' ecosystems. Long-term effects of chemical drift are not
well understood, but research is underway in a number of areas including
in particular affects on amphibian populations.

The cities of Fresno and Tulare Counties are growing rapidly. As of
2005, the City of Fresno claimed a population of about 450,000 while
Visalia, the biggest urban center in Tulare County, provided homes for
about 105,000. This human population is growing rapidly, with an average
gain of about 2% per annum.

Another important factor about the human populations of Central
California is that they are highly diverse. Throughout its history, the
San Joaquin Valley has been a destination for immigrants. To name only
some of the many ethnic groups that have sought out the

Valley, one could mention Japanese, Armenians, Swedes, Hmong, and
Vietnamese. During the Great Depression, the Valley was a major
destination for Dust Bowl refugees from Oklahoma and Arkansas. Today,
nearly half of the Valley's residents speak Spanish as a native
language, and the full diversity of the Valley's population is one of
its strongest characteristics. An additional useful observation about
the regional population is that it has relatively low education and
income levels. All of these factors affect the ability of the parks to
communicate.

AGENCY IDENTITY ISSUES:

Despite the fact that they have been a part of Central California since
the late nineteenth century, Sequoia and Kings Canyon National Parks do
not have an identify that is clearly understood by many of their
neighbors. This situation results, in large part, from the confusing
names that federal agencies have applied to their reservations in the
southern Sierra. Side by side, one can find not only Sequoia National
Park, but also Sequoia National Forest, and Giant Sequoia National
Monument. In addition to national parks and national forests, the region
also contains "state demonstration forests" and university research
forests. It is no wonder that visitors become confused.

All this would be academic if it were not for the fact that recreational
users actually do need to know where they are. The adjoining national
parks and national forests, for example, have different missions and
management goals, offer different types of recreational opportunities,
and require that visitors abide by different sets of laws and
regulations.

RESOURCE ISSUES:

As the 21^st^ century begins, it is apparent that Sequoia and Kings
Canyon face daunting natural resource issues. Several of these are
particularly significant.

[Fire management]{.underline} has long been a major issue in the
southern Sierra national parks. The combination of large acreages of
woody vegetation, high summer temperatures, and a Mediterranean climate
where there is little or no precipitation from May until October, have
produced an environment where fire naturally plays a major role. Most
Sierran ecosystems are fire adapted as are many individual organisms
including things as divergent as beetle species and giant sequoia trees.

Following the national pattern, Sequoia and Kings Canyon initiated a
policy of wide-spread fire suppression in the early twenty century. This
interruption of the natural fire regime led inevitably to fuel buildup,
which were first documented in the 1960s. By the late 1970s, after a
decade of study and experimental burning, SEKI implemented a fire
management program that sought to restore fire's natural role in the
environment. This program continues today.

Fire management is controversial in a number of ways. It not only
contradicts many visitor's beliefs about the necessity of fire control,
but also modifies landscapes and produces smoke that affects both
visitors and neighboring communities.

[Air quality]{.underline} issues have risen steadily in importance in
recent decades in the Sequoia and Kings Canyon region. Because of its
natural geography, which is hot, dry, and mountain-rimmed, the southern
San Joaquin Valley is a nearly perfect place to collect and intensify
summer smog. From May into October each year, the Valley suffers some of
the worst air quality conditions in the nation. Each summer day, warm
up-canyon winds move these pollutants up the western slope of the Sierra
Nevada and into Sequoia and Kings Canyon National Parks. Middle altitude
areas like Grant Grove and Giant Forest are particularly hard hit.

Air pollution in the SEKI region takes many forms, but the most damaging
is ozone, which damages living tissues including everything from tree
leaves to human lungs. On many summer days, signs in parks visitor
centers warn visitors that they should not exercise in the parks.
Visibility problems, caused by particulate pollution, affects visitors
in other ways. What ought to be grand vistas of high peaks are merely
hazy views. Yet other pollution issues relate to active chemicals
released by agricultural and industrial endeavors.

Communicating air quality issues to visitors can be difficult. Many
visitors are surprised and dismayed to find that air quality in a
national park may be inferior to the city in which they live.

[Marijuana cultivation]{.underline} has grown to be a very significant
park problem in recent years. Focused largely in the foothills area of
Sequoia National Park, large-scale cultivation first came to the
attention of park management in the late 1990s. Despite intense efforts
to limit use, the problem has persisted since that time. The impacts of
this illegal cultivation of some of the parks' most rugged foothill
terrain vary from vegetation disturbance, to fertilizer and pesticide
pollution, to water diversion from natural sources. The very high value
of the illegal products of this cultivation provide a strong incentive
for violence.

Marijuana cultivation is largely limited to areas that are, for the most
part, not heavily used by park visitors. The climatic limitations of
marijuana as a crop discourage its cultivation in the giant sequoia belt
or the High Sierra. The activity, nevertheless, represents the most
fundamental disturbance of park resources since the extinguishment of
illegal sheep grazing and logging a century ago. Some of the parks'
rarest biological environments are being severely disturbed.

Sharing this issue with park visitors requires careful balance. The park
must both warn and reassure visitors about the safety of their visits.
At the same time it must make a case why park resources should be
invested in marijuana control rather than in recreation services.

Unfortunately, [climate change]{.underline} potentially trumps all these
other resource issues. Because of their extreme relief and very wide
variety of environments, Sequoia and Kings Canyon are particularly
susceptible to the negative impacts of a warming climate. If the climate
were to warm by 3-4 degrees Fahrenheit in coming decades, which is
within the range of many current climate models, nearly all of the
native plants of these parks would be growing in the wrong
microclimates. The resulting long-term damage to the parks' ecosystems
is likely to be severe.

In this context, the immediate cause of climate change is not a critical
issue. What is clear from long-term records of things as varied as
glacial structures, river run-off cycles, and bird migration behavior is
that the parks' climate has been warming in recent decades at a rate
unmatched in thousands of years.

Talking about climate change to visitors is a challenging undertaking.
The issue carries considerable political baggage, yet cannot be ignored.
It is, in the long run, by far the most severe threat to the future of
the parks as they were originally created. Climate change literally has
the potential to undermine the very purposes for which these parks were
created.

CULTURAL ISSUES:

Several of the most significant issues facing the parks arise not from
directly from changes in park resources but are based within our
culture.

To large segments of our society, [tourism]{.underline} is the primary
purpose of these parks. Although the organic act that created the
National Park Service in 1916 clearly makes visitor enjoyment
subordinate to resource protection, the parks spend the great majority
of their budget in the support of various recreational activities,
including recreational learning. Today this tourism is changing. Visits
to the parks are increasingly short and hurried. A majority of parks
visitors are day-users. This contrasts strongly with times past when
most visitors either camped or stayed in park lodges, often for a week
or longer at a time. Engaging short-term visitors in learning
experiences is difficult. They have little time to get out of their
private vehicles and explore the parks. Yet, nearly all of the parks'
most powerful experiences come from taking time among the trees and
along the trails.

A second significant cultural issue results from broad scale demographic
change. Many of the current residents of California have come recently
from cultures that do not have strong traditions related to the
stewardship of wild lands and natural resources. This results in less
identity with the concept of national parks as "national treasures" to
be shared by all.

[Scientific literacy]{.underline} is a third cultural issue of
increasing importance to the parks. As the diversity of park users
broadens, the traditionally high levels of education that typified more
narrowly drawn users in the past has weakened. As a whole, American
citizens are not well versed in science. A recent study conducted by the
Northwestern University Medical School concluded that only 20-25 percent
of Americans are "scientifically savvy and alert." The remaining
majority has limited information available to understand the natural
world. As examples, the study notes that 20% of Americans believe that
the sun circles the earth and that fewer than a third understand the
role DNA plays in heredity.

As the challenges facing national parks intensify, the parks' need to
communicate effectively with the public about complex scientific issues
increases steadily. It's hard to explain fire management without some
understanding of plant evolution. It's difficult to explain pollution
patterns and affects without some knowledge of chemistry and biology.
Increasingly, it seems, national parks will need to teach these subjects
and others as a part of explaining parks' mission and management.

**[TARGET AUDIENCE PROFILES]{.underline}**

The resource education program at Sequoia and Kings Canyon faces a large
and complex set of potential audiences, each of which has distinct
interests and specific information needs. Understanding these audiences
is an important part of designing a resource education program.

PARK VISITORS:

Park visitors constitute the most traditional of the parks' information
audiences and have been the target of the parks' interpretive program
for many decades.

Visitor use statistics are maintained separately for the two parks:

  ----------------- --------------- ---------------- ---------------------
  CALENDAR YEAR     SEQUOIA         KINGS CANYON     TOTAL COMBINED
                                                     VISTATION

  1992              928,228         624,648          1,552,876

  1993              1,031,594       612,597          1,664,191

  1994              1,034,493       727,162          1,761,655

  1995              845,412         838,145          1,683,557

  1996              838,420         513,021          1,351,441

  1997              1,028,663       511,168          1,539,831

  1998              881,587         581,804          1,463,391

  1999              874,037         601,752          1,475,789

  2000              839,307         560,095          1,399,402

  2001              870,684         575,132          1,445,816

  2002              923,351         577,482          1,500,833

  2003              988,776         577,738          1,566,514

  2004              1,003,342       590,078          1,593,420

  2005              982,964         612,928          1,595,892
  ----------------- --------------- ---------------- ---------------------

It should be noted that the "total combined visitation" sums
double-count visitors who travel through both parks. If a number were to
be generated that counted total visitation to both parks as a single
park unit, it would be approximately one-third lower than the combined
visitation sums reported here.

Statistics from years before 1992 show higher figures for both parks,
but these were compiled using a different statistical base. It appears
that the overall number of visitors has been relatively stable in recent
years.

Within these figures there is a very strong seasonal pattern, with July
being the busiest month and December the quietest. Generally, two-thirds
of all park visitation occurs in the five-month period running from May
through September.

The most recent effort by the NPS to understand park visitors was the
*Visitor Study* carried out during the summer of 2002. This study
collected 555 responses to a detailed questionnaire, a 68.6% return
rate. Much significant information was collected:

-   The most common visiting unit (58% of the sample) was the family. An
    additional 15% were traveling in groups that included both family
    and friends.

-   When analyzed by age, visitors reflected the family orientation with
    the two highest categories being children ten and younger and adults
    of child-bearing age.

-   According to the survey, less than 10% of visitors were over 60
    years of age.

-   Only 10% of the sample identified themselves as Hispanic.

-   86% reported that English was their primary language.

-   Education levels were high, with 56% reporting a bachelors degree or
    higher within their group.

-   More than half (55%) reported visiting more than once during their
    lifetimes.

-   Californians represented 65% of total visitation. No other state
    provided more than 2% of overall visitation.

-   Approximately 10% of the sample came from outside the United States.

-   Day-use visitors (less than 24 hours) reflected 38% of the total.
    Only 18% of the visitors remained in the park longer than 4 days.

-   The biggest sources of pre-visit information were previous visits
    (51%), friends (40%), guidebooks (37%), and the park web page (37%).

-   76% of visitors saw SEKI as their primary destination during the
    trip in which they visited the parks.

-   The most popular activities were sightseeing/driving (82%), day
    hiking (62%) and picnicking (38%).

-   While in the parks, visitors received their information from the
    park brochure (92%), the parks newspaper (60%), visitor center
    exhibits (56%), and visitor center information desks (47%).

-   Smaller percentages used other interpretive services including
    self-guiding trails (45%), evening campfire programs (12%), and
    ranger-led walks and talks (9%).

In summary, according to the *Visitor Study*, the typical peak-season
park visitor in 2002 was a family group with one or more adults with a
college-level degree; the group was staying for one or more nights in a
park lodge or campground and its members were sightseeing and enjoying
hiking and picnicking. Most were Californians, but 10% came from outside
the United States.

What this data does not seem to capture, when it is compared to what is
happening in the park day-to-day, is that the diversity of park visitors
is probably much greater than represented. On many days, and at many
sites within the parks, Hispanic use seems to dominate. The percentage
of visitors in the study who identified themselves as Hispanic (10%)
thus seems very low. Informal attempts to sample visitors in other ways
suggest much higher numbers. It is likely that this group was
significantly under-reported during this study, reflecting the distrust
many Hispanic Californians feel for government in general and especially
for the federal government that enforces immigration law.

Other California ethnic groups also seem much more visible than
indicated by the figures, especially Californians of Asian or
East-Indian descent.

Data from elsewhere in California suggest that the state's Hispanic
residents have relatively low education levels. The Asian and
East-Indian populations are more complex and harder to typify. Most,
however, are relatively new users of national parks.

Because of the time of year at which the study was conducted, it is
likely that the overall significance of international visitation was
underestimated. During spring and fall, international visitors often
seem to dominate the parks.

The study reports that 38% of visitors were visiting the park for less
than 24 hours. This data was generated at the time of the year when
camping and lodging use is at its peak. If SEKI is in line with other
national parks, and this seems likely, then the percentage of day-user
is growing steadily. On a year-round basis it is probably approaching
50%.

All this suggests a more complex pattern than captured in the 2002
*Visitor Study*:

-   High season use is still dominated by the traditional park visitor
    -- a well-educated family that is staying several days in the parks.

-   However, even at peak season, park use in recent years has become
    strikingly more diverse in its cultural origins; at the same time
    the number of day-use visitors as a percentage of overall use seems
    to be growing. Many of these non-traditional park users have
    relatively limited educations and know little about national parks.

-   Spring and fall use is dominated by international travelers,
    retirees, and young couples without children (many of them
    international travelers also).

-   Winter (snow season) use is dominantly day-use, focuses on snowplay,
    appears to draw heavily from local populations, and is heavily
    Hispanic. A smaller group of traditional park visitors resides
    overnight in park lodges during the winter and enjoys cross-country
    skiing and snowshoeing.

PARK NEIGHBORS:

Another important potential park audience is to be found in the parks'
neighbors. Over time, the attitudes of the parks' neighbor about the
reservation's mission and management can be expected to have a
significant impact upon the parks themselves.

Beginning locally, the parks' most immediate neighbors are to be found
in gateway communities. The most immediate gateway community for Sequoia
and Kings Canyon is the unincorporated town of Three Rivers, which is
located adjacent to the Ash Mountain Entrance. With a population of
between 2,500 and 3,000, this dispersed residential community relies
heavily on the parks. Not only is the NPS by far the largest local
employer, but also a majority of local businesses depend on park tourism
for their sustenance. Three Rivers, for example, offers park visitors
more than 400 motel rooms. Like many gateway communities Three Rivers
residents hold strong and often divergent opinions about what the parks
ought to be and how they are managed.

The State Route 180 corridor leading to the Big Stump Entrance has not
yet developed a defined commercial gateway community aimed at park
visitors.

Moving beyond the parks' immediate gateway communities, the larger world
of Central California begins to come into focus. In recent decades, this
region has evolved from a mostly rural and agricultural area to one that
contains major urban centers. The two parks are located entirely within
the counties of Tulare (population 368,000) and Fresno (population
799,000) (data from 2000 census). The dominant communities in these
counties are the cities of Visalia (population 100,000) and Fresno
(population 450,000)

Of great significance to understanding this region is the data that the
population of Tulare County is 50% Hispanic while that of Fresno is 44%.
Both percentages continue to rise. Also significant is that these
populations are relatively young. In Tulare County alone, for example,
each elementary school grade has about 9,000 students enrolled.

Over 750,000 people now live within 90 minutes travel time of the
entrances to Sequoia and Kings Canyon National Parks. This is a huge
potential audience.

Extending our view to those portions of California that are within five
hours of the parks, the potential audience is enlarged to take in the
metropolitan areas of Southern California (including Los Angeles,
Anaheim, and San Bernardino/Riverside), the San Francisco Bay Area
(including San Francisco, San Jose, and Oakland), and the Sacramento
Metropolitan Area. The total population within this travel zone
approaches 30 million persons. The complexity of this potential audience
cannot be exaggerated. Nearly every world culture and language is
represented. The network of media outlets includes hundreds of
newspapers and dozens of major television channels.

OTHER AUDIENCES:

Moving beyond California, interest in Sequoia and Kings Canyon National
Parks stretches worldwide. As noted above, a minimum of 10% of the
parks' visitors come from outside the United States. Guide books about
these parks and their features have been printed in several European
languages. Several European cultures, including especially the German
and British, seem especially fascinated by the giant sequoias.

The same can be said for school children worldwide. The parks receive
numerous letters and emails from students all over the globe seeking
information about the parks' resources and features.

**[ELEMENTS OF THE RESOURCE EDUCATION PROGRAM]{.underline}**

To facilitate understanding and provide structure for analysis, this
plan organizes the SEKI Resource Education Program into work elements.
Each element has a distinct purpose. It is also useful to define which
elements best serve which audiences.

## VISITOR CENTERS

These parks have three full-service "visitor centers" (Foothills,
Lodgepole, and Grant Grove) as well as a fourth facility, the Giant
Forest Museum, which functions in the same manner. At Cedar Grove the
parks maintain seasonal contact station that provides orientation
services on a much smaller scale. The Cedar Grove facility is called a
"visitor center," but does not function on that level since it does not
have an exhibit area. (The Wilderness Permit Office also oversees the
operation of permit stations at Roads End in Kings Canyon and Mineral
King.)

**Purpose**: To provide basic visitor orientation, answer visitor
questions, and share useful informational materials. Through exhibits,
to provide visitors with introductory insights into why the parks are
significant. Finally, through the cooperation of the Sequoia Natural
History Association, to provide visitors with opportunities to purchase
informational materials about the parks and/or the natural world. The
primary goal at visitor centers is to give visitors the information they
need to have enjoyable, safe, low-impact visits to the parks.

**Audience**: Park visitors; self-selected. No target group. Staff
responds to those who come in the door. Visitor center users come from
no single group, but tend to reflect the more traditional user groups.

## INTERPRETIVE PROGRAMS:

Most interpretive programs takes the form of guided walks, interpretive
talks, demonstrations, or campfire programs. These are usually described
within the Service as "personal services" because they are presented
live by park staff.

Ranger-naturalists, cave naturalists, volunteers, and Sequoia Field
Institute staff present these activities at all of the major developed
areas of these parks.

**Purpose:** To involve visitors in experiencing the parks' resources
and to provide interpretive information and informed perspective
regarding park resources and mission for the purpose of building and
sustaining public support

**Audience:** Park visitors; self-selected, but affected by marketing
efforts. Participants tend to be repeat visitors with deep national park
roots; also international visitors seeking in-depth understanding.

**[ROVING/ASSIGNED STATIONS]{.underline}**:

This function takes place at selected, heavily used sites within the
parks such as the General Grant and General Sherman Trees. The entrance
to Crystal Cave is another site with excellent potential. This function
is carried out by ranger-naturalist, volunteers, and cave naturalists.

**Purpose:** To contact visitors in recreational settings and provide
them with messages that lead them to greater appreciation of the park
and its mission.

**Audience:** Park visitors; employee-selected or self-selected.
Potential audience is highly representative of all types of park users.
This provides staff with an opportunity to seek out visitors from groups
who do not usually participate in interpretive activities or use
information desks. These visitors should be given reason to believe that
they are genuinely welcome here and that the parks offer something of
value to them and their families.

**[INTERPRETIVE MEDIA:]{.underline}**

# Interpretive Media communicate park messages through "non-personal" channels including free publications, visitor center exhibits, wayside exhibits, web sites, and TIS (travelers information system) radio broadcasting.

**[Purpose:]{.underline}** To transmit park messages (everything from
simple orientation to detailed natural history data, to emergency
information) to persons beyond the reach of the parks' personal services
interpretive programming.

**[Audience:]{.underline}** Park visitors, neighbors, and other
interested persons; self-selected. Potential users must be attracted to
the media. May be affected by marketing. Different media have different
potential audiences.

**[IN-PARK EDUCATION:]{.underline}**

In-park educational services provide structured experiences to school
groups visiting the parks. Programs are presented at Foothills, Giant
Forest/Lodgepole, and Grant Grove by NPS and SNHA staff. Programs are
specifically designed for target grades and based on California State
Standards.

**Purpose:** To provide visiting school groups with quality, structured
learning experiences that support standards goals for particular grades.

**Audience**: Park visitors; teacher selected. Groups come primarily
from schools within day-use traveling distance from the parks. Grant
Grove is by far the most visited venue.

**[OUTREACH EDUCATION:]{.underline}**

Outreach educational services provide structured experiences within
classroom settings that are within day-time travel distance of the
parks. Programs are specifically designed for target grades and based on
California State Standards.

Programs can be provided by either ranger-naturalists or SNHA staff.

**Purpose:** To take park messages and stories to school children (and
their families) who would otherwise never be able to learn about the
parks; also to support State education standards.

**Audience:** School children in neighboring communities, particularly
sites where most residents have little or no exposure to the parks.

**[PUBLIC AFFAIRS:]{.underline}**

The Public Affairs program communicates park stories and values through
the news and entertainment media. Messages are communicated primarily
through the Public Information Officer, Fire Education Specialist, and
Chief of Interpretation. Public Affairs also plays a significant role in
community relations, which includes direct outreach efforts to community
groups and organizations.

**Purpose:** To communicate park stories, perspectives and positions to
the general public. Media employed are most commonly television, radio,
and newspapers. The Public Affairs staff also works with magazine and
book authors.

**Audience:** General public, park neighbors, public officials,
interested persons worldwide. Audience usually is exposed the messages
as they watch television, read newspapers, etc.

**[VOLUNTEER MANAGEMENT:]{.underline}**

Volunteer Management recruits, places, and otherwise supports persons
and/or organizations who wish to volunteer to assist the parks These
persons are termed "Volunteers in Parks" or VIPs." The program also
manages the parks' small VIP budget and develops VIP reports and
statistics. Function also coordinates the parks' relationship with the
Student Conservation Association (SCA) program, which provides the parks
with student interns.

**Purpose:** The purpose of Volunteer Management is to strengthen the
parks' VIP and SCA programs and thus enhance the capacity of all parks
programs. Interpretation is a major user of volunteers.

**Audience:** There is no direct public audience, but many volunteers
communicate with visitors as they assist with various other program
elements.

**[PROGRAM MANAGEMENT:]{.underline}**

# Based at park headquarters, this function consists of the Chief, Division of Interpretation and Cultural Resources (Chief Park Naturalist) , who manages and supervises the Division, and a one-person administrative support office.

**Purpose:** The purpose of Program Management is to provide overall
direction, coordination, and vision to all the Division's programs and
to oversee Division-wide administrative functions such as priority
setting, hiring, budget, and payroll. The management function also
coordinates the interface between the Division and other parks programs.

**Audience:** There is no direct public audience, but actions of this
function affect all the other communication channels.

In conclusion, it is useful to connect SEKI's program elements with the
four basic interpretive functions defined in the NPS *Management
Guidelines*:

+-------------+-------------+-------------+-------------+-------------+
|             | Information | I           | Stan        | I           |
|             | &           | nterpretive | dards-Based | nterpretive |
|             |             |             |             |             |
|             | Orientation | Programs    | Education   | Media       |
+-------------+-------------+-------------+-------------+-------------+
| Visitor     | XX          |             |             | XX          |
| Centers     |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| I           |             | XX          |             |             |
| nterpretive |             |             |             |             |
|             |             |             |             |             |
| Programs    |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Roving      |             | XX          |             |             |
+-------------+-------------+-------------+-------------+-------------+
| I           | XX          |             |             | XX          |
| nterpretive |             |             |             |             |
| Media       |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| In-Park     |             |             | XX          |             |
|             |             |             |             |             |
| Education   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Outreach    |             |             | XX          |             |
|             |             |             |             |             |
| Education   |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Public      | XX          |             |             |             |
| Affairs     |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Volunteer   | XX          | XX          | XX          | XX          |
|             |             |             |             |             |
| Management  |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+
| Program     | XX          | XX          | XX          | XX          |
|             |             |             |             |             |
| Management  |             |             |             |             |
+-------------+-------------+-------------+-------------+-------------+

**[DESCRIPTION OF EXISTING INTERPRETIVE PROGRAM]{.underline}**

**[INTRODUCTION:]{.underline}**

Any plan for the future of resource education at Sequoia and Kings
Canyon National Parks must take into account the existing program and
how it has evolved over time.

The concept of resource education at these parks dates back more than
eighty years. The first formal program began in the early 1920s, when
Walter Fry, who had retired in 1920 from his assignment as the parks'
first civilian superintendent, was appointed federal magistrate for
Sequoia and General Grant National Parks. Fry, who had been an assiduous
student of the natural history of the parks during his years as park
ranger, chief ranger, and, finally, superintendent, found that his new
position required relatively little time, and with the encouragement of
Superintendent John R. White, he began in 1922 to write and distribute
nature bulletins about the parks. This effort was well received, and the
following year Fry initiated the Sequoia Nature Guide Service, which
operated out of a tent museum in Giant Forest. Soon thereafter, the
museum function was given a room in the park's 1921 Giant Forest
administration building, and the Giant Forest Museum was born.

Fry's efforts paralleled similar initiatives in other national parks,
and in the same year that the Sequoia Nature Guide Service began, the
National Park Service appointed Yosemite ranger Ansel Hall as the Chief
Naturalist for the national parks. Over the next few years, under Hall's
leadership and with the strong support of NPS Director Stephen Mather,
naturalist positions were created in a number of national parks.
Sequoia's turn came in 1929, when Frank Been arrived to become the first
permanent staff naturalist for Sequoia and General Grant National Parks.
By 1931, Been had a summer staff of two seasonal naturalists working in
Giant Forest. The interpretive program as we know it had begun.

During the following decade the naturalist program grew significantly.
Civilian Conservation Corps enrollees built formal amphitheaters for
evening programs and expanded trails for visitor enjoyment. The Giant
Forest Museum was expanded, and in 1939, funds were received to begin
the development of a trail within Crystal Cave. The cave opened to the
public on May 29, 1940. Two months earlier, following a model developed
at Yosemite, Sequoia had initiated its own cooperating Association. The
formal establishment of the Sequoia Natural History Association occurred
on April 10, 1940.

With the exception of the war years of the 1940s, the interpretive
program at Sequoia and Kings Canyon (In 1940, the new Kings Canyon
National Park absorbed the much smaller General Grant National Park.)
grew steadily over the next several decades. By the late 1970s, as the
program approached its peak, permanent naturalist staffs were stationed
each summer at Giant Forest/Lodgepole, Dorst Creek Campground, Grant
Grove, and Cedar Grove. Supporting this core group, a summer corps of
nearly forty seasonal ranger-naturalists presented programs to the
public.

Along the way, a number of key interpretive facilities were constructed,
particularly during Mission 66, a ten-year effort initiated during the
Eisenhower administration to rehabilitate the national parks in time for
the 50^th^ birthday of the National Park Service in 1966. At SEKI,
Mission 66 constructed modern visitor centers at Grant Grove and
Lodgepole. The same funding source reconstructed the historic
amphitheaters at Grant Grove and Lodgepole and built a new facility at
Dorst Creek Campground.

The era of steady growth ended in the early 1980s, and in the succeeding
quarter century the history of the program has been largely about
adjusting to changing times and making efficient use of existing
resources. The first significant budget cuts came in 1982 and resulted
in the end of ranger-naturalist tours at Crystal Cave and the transfer
of that interpretive feature to the Sequoia Natural History Association.
Continued loss of funding capacity has since reduced the summer
interpretive program substantially. The size of the permanent staff has
remained relatively stable, but the number of seasonal
ranger-naturalists has been cut by about 40%.

Running contrary to the history of reduced staffing capacity has been
continued growth in interpretive facilities. Since 1980, two major
interpretive facilities have been added to the program -- the Foothills
Visitor Center and the Giant Forest Museum.

Mission 66 constructed a new headquarters building at Ash Mountain, but
the design of that structure did not provide for a visitor information
function. The building contained a small public lobby, but initially it
was staffed by the Chief Ranger's secretary. When the demand for public
information at this site overwhelmed this arrangement, staffing of this
room shifted to the Division of Interpretation. Public use of the
facility continued to grow, and by the late 1980s the public had made it
clear that a full service visitor was needed at the south entrance to
Sequoia National Park. In the early 1990s, using funds donated by the
Sequoia Natural History Association, a structural addition to the
headquarters building was constructed that provided room for what became
the Foothills Visitor Center. The facility was completed in 1996, when
natural history exhibit were installed.

The history of the current Giant Forest Museum in some ways begins with
the closing of the earlier facility of the same name in 1964. For many
years this building had served as the primary visitor contact site in
Sequoia National Park. When the Lodgepole Visitor Center opened in 1964,
the original Giant Forest Museum was closed and razed.

In 1980, the NPS approved a long-term plan to remove commercial
facilities from the Giant Forest and restore the grove to a more natural
condition. The plan also called for a significant new interpretive
presence in the area and identified the historic Giant Forest Market
building for this purpose. A decade of planning for this shift began in
the middle 1980s and led eventually to the development of the current
Giant Forest Museum and adjoining interpretive plaza. This new facility
opened in December, 2001.

**[PHYSICAL FACILITIES]{.underline}**:

In its eighty years of operations, the education programs at Sequoia and
Kings Canyon National Parks have developed a substantial list of
physical facilities dedicated to the education of park visitors.

[Visitor Centers and Related Facilities]{.underline}

> **Grant Grove (Kings Canyon) Visitor Center:** This full-service
> visitor center was constructed during Mission 66. The information
> lobby was redesigned with new furnishings in the late 1990s; new
> exhibitry is being installed in 2006 using funding generated by park
> entrance and camping fees. When the rehabilitation is complete, the
> facility will contain a children's discovery room designed to serve
> visiting school groups. The new exhibits are bi-lingual with the
> second language being Spanish. This is the first time this has been
> tried at SEKI. The facility is being renamed the "Kings Canyon Visitor
> Center" to emphasize that it now focuses on the park as a whole rather
> than just the Grant Grove area.
>
> **Lodgepole Visitor Center:** Also constructed during Mission 66, this
> facility has exhibits dating from 1978 and lobby furnishings from
> 1989. This visitor center contains the two parks' only major
> auditorium, which seats approximately 100 persons. (
>
> **Foothills Visitor Center:** Occupying an addition to the Ash
> Mountain headquarters building constructed in 1992, this is a
> relatively small facility. The exhibits date from 1996.
>
> **Giant Forest Museum:** A visitor center in everything but name, this
> facility contains extensive exhibits as well as an information desk.
> It adjoins a major outdoor plaza with extensive wayside exhibitry.
>
> **Cedar Grove Visitor Center:** Housed in an historic log cabin ranger
> station erected in 1931, this facility provides visitors with an
> information desk and book sales area. There are no permanent exhibits
> although a small wayside complex is located nearby.
>
> **Walter Fry Nature Center:** This facility occupies an old
> concessions market building in Lodgepole Campground. The building was
> originally erected about 1935 and enlarged significantly in 1969. It
> was converted to an informal nature center in 1985 with locally
> developed interactive exhibits. The facility was not operated in 2005.
>
> **Beetle Rock Education Center:** Erected by the park concessioner in
> 1940, this structure originally served as the recreation hall for the
> Camp Kaweah housekeeping cabin complex. During the Giant Forest
> restoration project, the decision was made to save and rehabilitate
> the structure and convert it to an education center to be operated by
> SNHA. During the summer of 2005, an experimental family nature program
> was housed at Beetle Rock. This experiment will be repeated during the
> summer of 2006. The facility is managed by the Sequoia Field Institute
> branch of SNHA.

[Amphitheaters]{.underline}

> **Cedar Grove Amphitheater:** Located adjacent to the Cedar Grove
> Visitor Center, this simple facility seats about 150 persons and has a
> projection booth.
>
> **Sunset (Grant Grove) Amphitheater:** This large amphitheater, which
> seats up to 400 persons, is in Sunset Campground, which is across
> Highway 180 from the Grant Grove Visitor Center. Rear projection is
> provided from within the screen structure.
>
> **Dorst Creek Amphitheater:** Located towards the west end of this
> spacious campground, this facility seats about 200 persons and has a
> rear projection AV system.
>
> **Wuksachi Lodge Amphitheater:** A temporary facility, this
> amphitheater consists of simple wooden benches and a small fire pit.
> There is no AV capacity. A permanent amphitheater for Wuksachi has
> been designed but never funded.
>
> **Lodgepole Amphitheater:** Occupying a site that has been in use for
> this purpose since the 1930s, the Lodgepole Amphitheater currently is
> in poor condition. In its current layout, it seats about 150 persons
> and has a projection booth. The facility is slated for rehabilitation
> by park maintenance in 2006.
>
> **Potwisha Amphitheater:** A small amphitheater without AV capacity,
> this facility seats about 50 persons.
>
> **Mineral King Amphitheater:** Yet another simple facility without AV
> capacity, this small amphitheater is located adjacent to the Mineral
> King Ranger Station.

[Self-Guiding Trails]{.underline}

> **Zumwalt Meadow Nature Trail:** This one-mile-long loop is located
> about four miles east of the Cedar Grove Visitor Center in the heart
> of the Kings Canyon. An SNHA brochure is available onsite.
>
> **Grant Tree Trail:** This one-half-mile loop offers both an SNHA
> brochure and wayside exhibits. Funding is in hand for new waysides,
> and when they are installed the brochure will be phased out.
>
> **Sherman Tree Trail Complex:** These new routes provide access to the
> Sherman Tree from both the new parking area located north of the tree
> and the new accessibility parking area being constructed to the west.
> Wayside exhibits are located through the area. The portion of the
> trail that connects the new west parking area with the tree meets
> accessibility standards.
>
> **Big Trees Trail:** Opened in 2002, this one-mile-long loop begins
> and ends for the able-bodied at the Giant Forest Museum. Wayside
> exhibits tell the story. Accessible parking for the Big Trees Trail is
> located ¼ mile east of the Giant Forest Museum. From this parking area
> the portion of the trail that has waysides is completely accessible.
>
> **Other Trails:** In addition to the self-guiding trails listed above,
> Sequoia and Kings Canyon have a number of other trails that at some
> time have been managed as self-guiding visitor experiences. Several
> are worthy of note:
>
> *Congress Trail:* For many years, this two-mile loop served as the
> primary self-guiding trail in the Giant Forest area. Interpretation
> was provided through a brochure. With the re-design of the Sherman
> Tree area, this loop now approaches 3 miles in length and the trail
> has been suspended as a self-guiding experience pending further
> analysis of how visitors will use the area.
>
> *Crystal Cave Trail:* The half-mile trail leading down to the cave
> entrance from the parking lot contains a number of old waysides.
>
> *Mineral King Nature Trail:* This short loop begins at the east end of
> Cold Spring Campground in Mineral King Valley. Several simple waysides
> are present, but the trail is in poor condition and hard to access
> since it has no trailhead parking.

**[RESOURCE EDUCATION STAFF:]{.underline}**

In early FY 2006, the NPS at SEKI had 11 ONPS-funded permanent personnel
dedicated to interpretation and education:

Chief of Interpretation (GS-13)

Office Automation Assistant (GS-6)

Sequoia-South District Interpreter (GS-11)

Foothills Area Interpreter (GS-9)

Sequoia-North District Interpreter (GS-11)

Giant Forest Area Interpreter (GS-9)

Kings Canyon District Interpreter (GS-11)

Grant Grove Area Interpreter (GS-9)

Education Coordinator (GS-9)

Exhibit Specialist (GS-11)

Public Information Officer (GS-11)

In addition, funding from fire management supported the GS-11 Fire
Education Specialist position.

Each of these permanent positions has specific responsibilities:

> CHIEF OF INTERPRETATION (GS-13): Provides overall guidance and
> supervision to the resource education program; also represents the
> program to park management.
>
> OFFICE AUTOMATION ASSISTANT GS-6) Serves as the administrative system
> specialist for the program, responsible for reporting time and
> attendance, helping track the division budget, manages procurement and
> personnel systems, and so forth.
>
> DISTRICT INTERPRETERS (GS-11): These three positions provide direct,
> daily management and supervision to the field interpretation program.
>
> AREA INTERPRETERS (GS-9): These three positions serve as assistants to
> the district interpreters, directly oversee visitor center operations,
> and provide training and guidance to seasonal ranger-naturalists.
>
> INTERPRETIVE SPECIALIST: Manages the parks' interpretive media program
> including outdoor wayside exhibits, visitor center exhibits, free
> publications, and the parks' website.
>
> EDUCATION COORDINATOR: Oversees and provides standards-based
> educational programming to school groups visiting the parks.
>
> PUBLIC INFORMATION OFFICER: Manages the relationship between the parks
> and the news and entertainment media; also serves as park lead for
> (non-academic) community outreach activities.
>
> FIRE EDUCATIONAL SPECIALIST: Work with both the news and entertainment
> media and educational organizations to build understanding of and
> support for the parks' fire management program.

During the summer of 2005, at peak season, the National Park Service
also employed 24 seasonal ranger-naturalists to provide interpretive
services to visitors. All of these positions worked essentially
full-time. These positions were distributed as follows:

Cedar Grove:

1 GS-7 (area lead)

2 GS-5

Grant Grove:

5 GS-5

Giant Forest/Lodgepole:

1 GS-7 (cave coordination)

10 GS-5

Foothills:

4 GS-5

Mineral King:

1 GS-7 (area lead)

Funding for these positions was as follows:

21 ONPS

1.  Donation from Delaware North Companies Parks and Resorts

2.  NPS Interpretation Donation Fund (visitor center boxes)

GS-5 seasonal ranger-naturalist positions represent the parks' primary
visitor services staff during the busier half of the year. These
positions operate visitor centers, present interpretive programs, and
represent the parks at selected site while on roving or assigned station
duty.

GS-7 seasonal ranger-naturalist positions either serve as supervisors of
GS-5 seasonal positions and/or work in locations where direct daily
supervision is not available.

Supplementing the NPS effort at the Grant Grove Visitor Center in FY
2005 was a USDA -- Forest Service staff consisting of three persons and
providing 7 days labor per week. This staff was provided by the Forest
Service in order to help the Grant Grove Visitor Center answer visitor
questions about the neighboring Giant Sequoia National Monument.

Finally, two additional positions focused on project management. One, a
term position working four days a week, managed the FLREA-funded
orientation wayside project, while the other, also FLREA-funded, was a
seasonal position focusing on AV improvements.

Working closely with NPS staff was an SNHA field staff of approximately
equal size. These positions were allocated as follows at peak-season:

Grant Grove:

1 Bookstore manager

2 Sales clerks (part-time)

Giant Forest/Lodgepole:

1 Bookstore manager

7 Sales and cave ticket clerks (full-time)

1 Sales and cave ticket clerk (part-time)

Foothills:

1 Bookstore manager

3 Sales and cave ticket clerks (full-time)

1 Sales and cave ticket clerk (part-time)

Crystal Cave:

1 Cave manager

1 Assistant cave manager

7 Cave naturalists

SNHA also has a headquarters staff consisting of an additional 7
full-time positions. These employees included the Association's
Executive Director, its program leads for finance, sales, and field
operations, and a number of support positions.

Supporting all the above were a number of part-time and full-time
volunteers including two from the Student Conservation Association.

SEKI describes the combined NPS, SNHA, and volunteer staff as the "SEKI
Interpretive Team." All parts are necessary to sustain current levels of
service.

**[PERSONAL SERVICES PROGRAMMING:]{.underline}**

In the language of the NPS, "personal services" interpretation or
education occurs when a person talks directly about a park-related
subject to park visitors or other audiences

The SEKI Interpretive Team uses its staff to present many types of
personal services interpretation. The following summarizes the FY05
program, which differs only in minor details from the program pursued in
other recent years.

This description is organized around the service's basic interpretive
functions as defined in *NPS Management Policies*:

-   Information and Orientation

-   Interpretive Programs

-   Standards-Based Education

[Information and Orientation]{.underline}

Visitor centers form the heart of the SEKI visitor orientation program.
Each park visitor center contains an information desk, and it is at
these desks that park rangers, SNHA personnel, and others answer visitor
questions.

During FY05, three visitor centers operated daily throughout the year.
These were located at Grant Grove, Giant Forest, and Foothills. The
Lodgepole Visitor Center was closed from early November until early
April. Cedar Grove was open daily from late June until Labor Day and
provided limited weekend service for several weeks before and after this
period. Hours varied locally, ranging from 7 to 10 hours daily depending
upon local use patterns and time of the year.

During the course of the year over 800,000 persons visited these
facilities.

[Interpretive Programs]{.underline}

Interpretive activities, generally defined as walks, talks, roving, and
evening programs, are presented in these parks by both NPS and SNHA
staff.

The **NPS program** is best described as a three-level effort, with
different program levels during peak season, shoulder seasons, and
off-season (winter).

*Peak Season***:** Peak season interpretive programming at Sequoia and
Kings Canyon occurs annually from late June through late August. This
corresponds closely with visitor cycles, which reflect the fact that the
sole time that most California school calendars leave open for family
vacations runs from mid-June to about August 20^th^.

In anticipation of this period of peak visitor demand, both NPS and SNHA
seek to reach full summer employment in early June. This allows for
training and program preparation prior to the initiation of peak season
programming in late June.

The last week of July, 2005, represented a typical sample of peak season
programming. During the seven-day period that began Sunday, July 24^th^,
and ran through Saturday, July 30^th^, NPS staff (including volunteers)
guided visitors on 126 separate daytime events. Most were either
traditional nature walks or formal talks at a site like a visitor center
plaza. These efforts were distributed across the parks in the following
manner:

Daytime Walks and Talks:

  --------------- ------------------------- -----------------------------
  Park Area       Number of Activities      Types of Activities

  Cedar Grove     9                         2

  Grant Grove     17                        3

  Giant Forest    63                        10

  Foothills       31                        6

  Mineral King    6                         4
  --------------- ------------------------- -----------------------------

The great majority of these activities attracted between 15 and 25
persons each.

Formal roving occurs when ranger-naturalists are assigned to busy areas
of the parks for the purpose of making visitor contacts and protecting
park features. During these assignments, rangers talks to 30-60 visitors
per hour. Roving is concentrated in the more heavily used areas of the
parks.

During the sample period in July, 2005, the follow interpretive roving
occurred:

Roving/Assigned Stations Work:

  -------------------------- --------------------------------------------
  Park Area                  Number of Hours During Sample Week

  Cedar Grove                N/A

  Grant Grove                44

  Giant Forest               90

  Foothills                  27

  Mineral King               N/A
  -------------------------- --------------------------------------------

Evening programs are another program focus area. During the sample
period, ranger-naturalists presented 23 campfire and other types of
evening programs. These were distributed as follows:

Evening Programs:

  -------------------------- --------------------------------------------
  Park Area                  Number of Programs

  Cedar Grove                3

  Grant Grove                7

  Giant Forest               8

  Foothills                  3

  Mineral King               2
  -------------------------- --------------------------------------------

Average attendance varied by location and night of the week, but
attendance most nights fell between 75 and 125 persons at the major
amphitheaters at places like Cedar Grove, Grant Grove, and Lodgepole.
Audiences generally fell in the 20-30 persons range at the smaller sites
such as Potwisha and Mineral King.

*Shoulder Seasons:* At Sequoia and Kings Canyon, the shoulder seasons
generally are defined as running from April 1^st^ through mid-June and
again from Labor Day through the end of October. During these times of
the year, weather conditions are generally good for tourism, but use
levels are significantly less than when schools are in summer vacation
mode.

During both spring and fall shoulder seasons, limited interpretive walks
and talks are presented at Grant Grove, Giant Forest, and Foothills.
Most daytime events are on weekends or holidays. Generally most areas
see no more than 1-2 daytime activities daily, and most of these are
shorter talks or walks at popular features. Evening programs are usually
presented 1-2 nights per week at Grant Grove and Giant Forest. Roving at
this time of the year is incidental.

During the shoulder seasons interpretive activities are not presented at
Cedar Grove or Mineral King.

*Off-Season (winter):* Winter changes everything in the sequoia groves
at Grant Grove and Giant Forest. These areas remain open to visitors
year-round, but most years snow falls regularly from November through
March. By New Year's, the snow has often reached sufficient depth to
require the use of snowshoes to explore the forest. During the deep snow
period, ranger-guided snowshoe walks are given most weekends at both
sites. Indoor evening programs also occur, mostly on Saturday nights.
Roving is incidental only.

The **SNHA Program** of interpretive activities is focused mostly on
Crystal Cave. The cave usually opens in the second week of May and runs
through the end of October. During that period, fee-based cave tours are
offered daily. Schedule frequency runs from 4 times per day in the
shoulder season to ten per day during peak season. Tour size is limited
to 50 persons and reservations are required. Tickets must be purchased
at either the Lodgepole or Foothills visitor centers. In recent years,
approximately 50,000 persons annually have enjoyed these hour-long
tours. The cave is closed the remainder of the year.

SNHA also operates a seminar program. Seminars are fee-based, one or
multi-day events that provide in-depth information about the parks.
During the 2005 season, SNHA offered 20 seminars with a total attendance
of about 500 persons.

[Standards-Based Education]{.underline}

During 2005, the **NPS standards-based educational program** at Sequoia
and Kings Canyon was limited to in-park programming. Weather and school
calendars had the usual effect of focusing school visits to the parks to
fall and especially spring. Standards-based programs were offered at
Grant Grove and Foothills. The programs at Grant Grove were by far the
most heavily patronized:

**NPS** Standards-Based Education Programs \-- 2005:

  ----------------- --------------------------- -------------------------
  Park Area         Number of Programs          Number of Students Served
                    Presented                   

  Grant Grove       70                          1,924

  Foothills         16                          428
  ----------------- --------------------------- -------------------------

The NPS did not have an outreach education program during 2005 and has
never carried out more than experimental programming in this important
area.

**SNHA** also carried out a **standards-based program**, an outreach
program designed to take a message about the caves of the parks to
schools. During the winter of 2004-2005, SNHA staff visited 78
classrooms with their hour-long program and shared information with
2.326 students.

**[INTERPRETIVE MEDIA:]{.underline}**

Sequoia and Kings Canyon employ a variety of interpretive media to
communicate with park visitors. The most important are:

-   Park Brochure

-   Park Newspaper

-   Community Newsletters

-   Parks website

-   Visitor Center exhibits

-   Wayside exhibits

-   Site bulletins

-   Travelers Information System radio

-   SNHA Publications Program

[Park Brochure]{.underline}

Like almost all NPS units, Sequoia and Kings Canyon, in cooperation with
Harpers Ferry Center, maintain a full-color brochure which is
distributed to all park visitors at the entrance stations. The "park
brochure," as it is called by the staff, contains a useful road map of
the parks together with an illustrated explanation of the significance
of the parks. This latter statement focuses primarily upon the giant
sequoias and the Sierra Nevada. Approximately 300,000 brochures are
distributed annually. The brochure is also for sale at parks visitor
centers. Funding for the brochure comes from national sources and is not
borne by the parks.

[Park Newspaper]{.underline}

The park newspaper, formally know as the *Guide*, but also remembered
fondly as the *Sequoia Bark* by many park employees, is published four
times annually to coincide with the seasons. (Minor changes in seasonal
editions are sometimes made if an issue is reprinted during its period
of use.) The current 12-page format includes everything from what to see
and do to commercial facilities hours. A 4-page inset describes SNHA
programs. Funding for publication comes from SNHA, but editorial content
and layout of the 12-page section are the responsibility of the NPS. The
*Guide* is distributed free of charge at park entrance stations and
visitor centers. It is also distributed, upon request, to other venues
seeking information about the parks and serves as the primary mail-out
item in response to telephone requests for printed information. In
facsimile form, it can also be found on the park website. About 300,000
newspapers are distributed annually.

[Community Newsletters]{.underline}

Each year, the Public Affairs office issues four community newsletters.
Two of these focus on general park news and management while the other
two focus primarily on fire management. Approximately 5,000 of these are
mailed to all addresses in several communities bordering the two parks.

[Parks' Website]{.underline}

The parks' website is a powerful information outlet that is growing
rapidly in significance. The SEKI site is a part of
[www.nps.gov](http://www.nps.gov/), the agency-wide site that is one of
the most visited in the nation. The SEKI site is organized on several
levels. Persons seeking basic pre-visit orientation will find that
material easy to access, but those with more technical needs will also
find much here including park planning documents and NEPA compliance
materials. As a part of a Service-wide effort, the site is being
redesigned during the winter of 2005-2006.

[Wayside exhibits]{.underline}

Wayside exhibits offer a cost-effective way to place park information in
a variety of physical settings. In general, SEKI waysides fall into one
of two categories -- orientation exhibits and subject matter exhibits.

As this is being written, SEKI is in the midst of a major wayside
enhancement effort. FLREA funding has been made available both to
develop a parks-wide system of orientation waysides and to replace
and/or otherwise upgrade subject matter panels across the parks. This
work, which is costing over \$400,000, will go on for several years
before it is complete and should revolutionize the quality of SEKI's
waysides. The project manager in the parks' interpretive media office is
working almost entirely on this project.

[Site Bulletins]{.underline}

Reflecting the evolving nature of electronic information systems and the
increased cost of traditional printing, SEKI has established the goal in
recent years of reducing the number and distribution of site bulletins.
In most cases, the information traditionally contained within these
simple handouts can be placed on the parks' webpage and made available
through that medium. There is still a demand for such handouts, however,
and it may be some years, if ever, before this program is completely
extinguished.

[Travelers Information System Radio]{.underline}

Low-wattage radio is a useful way of communicating short, time-sensitive
messages to persons traveling in private vehicles. Such a system already
exists for the Ash Mountain entrance, and, in cooperation with the
Forest Service, another system is being installed at Squaw Valley along
the State Route 180 corridor leading to Big Stump. The need for a third
system has been identified at Giant Forest.

[SNHA Publications Program]{.underline}

For many years, the Sequoia Natural History Association has published
materials specifically about Sequoia and Kings Canyon National Parks.
This material is sold in parks' visitor centers and occasionally outside
the parks as well. The current SNHA publications list included the
following items as of June, 2005. In each case, the title is followed by
a date when the existing supply will be exhausted; further comments
about the future of the publication may follow.

*A Place for Wonder;* 2011

*Beneath the Giants*; End of \'06; Reprint 2008

*Challenge of the Big Trees (*hard cover); Late \'05; Discontinue

*Challenge of the Big Trees*(soft cover): End of \'06; Produce new
edition.

*Col. Young and Buffalo Soldiers;* 2010

*Crystal Cave Boo*; End of \'05;Will go out of print, and be replaced
with smaller book of tour*.*

*Crystal Cave Color and Learn;* End of \'05; Produced in-house as
needed.

*Did You Know*; End of \'08; Replace with a coloring book

*Discovering Sierra...* book series (3 books) Published with Yosemite
Association; as needed.

*From Pioneers to Preservationists;* End of \'09; 2010

*General Grant Grove Trail;* 2006; Goes out of print in 2007 per NPS
request.

*General Sherman Tree;* End of 2010

*Giant Sequoias*; End of 2013

*Handbook of Trail Building;* End of 2010; Will go out of print

*Indians of SEKI;* Late \'05; Will go out of print.

*Junior Ranger program booklets;* New booklet being produced for 2006

*Kaweah Remembered*; 2020

*Manmade Bear*; Summer 2005; Slow seller - won\'t reprint

*Mather Mt. Party*; Mid \'06 Slow seller, but should reprint for its
interpretive value

*Rae Lakes Loop Map*; 2006; 2006

*Sequoia & Kings Canyon Discovery;* End of \'04; Do not reprint. Replace
with coloring book*.*

*Ski Trails of Grant Grove;* End of \'05; Produced in-house as needed.

*Ski Trails of Sequoia*; Winter 06/07 Reprint as needed - \"on demand\"
reprint

*Story of Devils Postpile*; End of \'07 Profitable - Reprint planned for
2008

*To Find the Biggest Tree;* End of \'09; Author passed away probably
won\'t re-print

*Trails of Cedar Grove;* 2008; Reprint as needed

*Trails of GG and vicinity*; 2011

*Trails of Giant Forest;* Mid \'05; 2006

*Trails of Grant Grove;* End of 2010; Reprint as needed

*Trails of LP/Wolverton*; End of \'09; Reprint as needed

*Trails of Mineral King;* End of \'09; Reprint as needed

*Wildflowers of SEKI;* End of \'07; Reprint 2008

*Zumwalt Meadow Guide*; 2010

**[STATISTICAL TABLES]{.underline}**

The following tables document the accomplishments of the field
interpretive program for the years 2000 through 2005. Covering six
years, they provide a baseline for assessing the effectiveness of the
program in recent years.

#### TABLE ONE -- VISITOR CENTER/MUSEUM ATTENDANCE (AND DAYS OPEN)

+---------+---------+---------+---------+---------+---------+---------+
|         | *       | *       | ***Lo   | *       | ***Fo   | ***To   |
|         | **Grant | **Cedar | dgepole | **Giant | othills | tals*** |
|         | Grove   | Grove   | VC***   | Forest  | VC***   |         |
|         | VC***   | VC***   |         | Mu      |         |         |
|         |         |         |         | seum*** |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 181,863 | Closed  | 229,195 | Under   | 171,134 | 582,192 |
| 2000*** | (365)   |         | (297)   | const   | (365)   | (1027)  |
|         |         |         |         | ruction |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 181,085 | 13,909  | 239,797 | Under   | 182,005 | 616,769 |
| 2001*** | (365)   | (98)    | (350)   | const   | (365)   |         |
|         |         |         |         | ruction |         | (1,196) |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 207,401 | 11,701  | 197,992 | 150,893 | 179,635 | 747,622 |
| 2002*** | (365)   | (100)   | (302)   | (292)   | (365)   | (1,424) |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 190,498 | 8,840   | 193,008 | 229,531 | 190,995 | 812,872 |
| 2003*** | (365)   | (80)    | (259)   | (365)   | (365)   | (1,434) |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 197,977 | 8,668   | 184,070 | 206,047 | 187,774 | 784,536 |
| 2004*** | (365)   | (88)    | (266)   | (365)   | (365)   | (1,449) |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 194,443 | 9,849   | 155,790 | 240,170 | 189,592 | 789,844 |
| 2005*** | (364)   | (90)    | (184 )  | (365)   | (365)   |         |
|         |         |         |         |         |         | (1,368) |
+---------+---------+---------+---------+---------+---------+---------+

TABLE TWO -- ATTENDANCE AT EVENING PROGRAMS (AND NUMBER OF EVENTS)

+---------+---------+---------+---------+---------+---------+---------+
| ***     | *       | *       | ***Lo   | *       | ***     | ***To   |
| Evening | **Grant | **Cedar | dgepole | **Footh | Mineral | tals*** |
| P       | Grove   | G       | & Giant | ills*** | King*** |         |
| rograms | Area*** | rove*** | Forest  |         |         |         |
| \--***  |         |         | A       |         |         |         |
|         |         | ***     | reas*** |         |         |         |
| ***     |         | Area*** |         |         |         |         |
| 2004*** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 8,655   | 6,572   | 15,458  | 602     | 1046    | 32,333  |
|  *2000* | (87)    | (62)    | (218)   | (15)    | (36)    | (418)   |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 8,259   | 7155    | 15,272  | 1,099   | 1050    | 32,835  |
|  *2001* | (106)   | (61)    | (160)   | (28)    | (40)    | (395)   |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 8,311   | 4,908   | 13,531  | 1,249   | 785     | 28,784  |
|  *2002* | (98)    | (57)    | (141)   | (37)    | (40)    | (373)   |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 6,738   | 4,822   | 10,247  | 1,675   | 518     | 24,000  |
|  *2003* | (68)    | (41)    | (115)   | (70)    | (25)    | (319)   |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 7,378   | 4,121   | 13,531  | 1,873   | 834     | 27,737  |
|  *2004* | (87)    | (36)    | (194)   | (66)    | (36)    | (419)   |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 7,999   | 2,785   | 11,493  | 2,443   | 715     | 25,435  |
|  *2005* | (84)    | (33)    | (106)   | (67)    | (33)    | (323)   |
+---------+---------+---------+---------+---------+---------+---------+

TABLE THREE -- ATTENDANCE AT GUIDED WALKS (AND NUMBER OF EVENTS)

+---------+---------+---------+---------+---------+---------+---------+
| **      | *       | *       | ***Lo   | *       | ***     | ***To   |
| *Ranger | **Grant | **Cedar | dgepole | **Footh | Mineral | tals*** |
| -guided | Grove   | Grove   | & Giant | ills*** | King*** |         |
| Walks   | Area*** | Area*** | Forest  |         |         |         |
| and     |         |         | A       |         |         |         |
| T       |         |         | reas*** |         |         |         |
| alks*** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 4,894   | 1,914   | 11,936  | 768     | 303     | 19,815  |
|  *2000* | (202)   | (125)   | (612)   | (38)    | (58)    | (1035)  |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 9,371   | 2,538   | 24,443  | 929     | 265     | 37,546  |
|  *2001* | (269)   | (118)   | (762)   | (46)    | (55)    | (1,250) |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 11,610  | 1,411   | 9,968   | 1009    | 314     | 24,312  |
|  *2002* | (214)   | (111)   | (569)   | (65)    | (49)    | (1,008) |
+---------+---------+---------+---------+---------+---------+---------+
| ######  | 5,157   | 1,173   | 9,923   | 3,667   | 316     | 20,236  |
|  *2003* | (229)   | (83)    | (524)   | (390)   | (50)    | (1,276) |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 4,081   | 1,718   | 12,278  | 5,028   | 378     | 23,483  |
| 2004*** | (168)   | (73)    | (586)   | (366)   | (47)    | (1,240) |
+---------+---------+---------+---------+---------+---------+---------+
| ***     | 4,307   | 707     | 17,902  | 7,223   | 485     | 30,624  |
| 2005*** | (220)   | (79)    | (735)   | (581)   | (52)    | (1,667) |
+---------+---------+---------+---------+---------+---------+---------+

#### TABLE FOUR -- CONTACTS MADE ROVING (AND NUMBER OF HOURS INVESTED)

+---------+---------+---------+---------+---------+---------+---------+
| **      | *       | *       | ***Lo   | *       | ***     | ***To   |
| *Roving | **Grant | **Cedar | dgepole | **Footh | Mineral | tals*** |
| Cont    | G       | Grove   | & Giant | ills*** | King*** |         |
| acts*** | rove*** | Area*** | Forest  |         |         |         |
|         |         |         | A       |         |         |         |
|         | ***     |         | reas*** |         |         |         |
|         | Area*** |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ####    | 11,586  | 7,182   | 36,810  | 5,115   | 1,417   | 62,110  |
| ## 2000 | (235)   | (193)   | (700)   | (517,   |         | (1,645) |
|         |         |         |         | in      |         |         |
|         |         |         |         | cluding |         |         |
|         |         |         |         | MK)     |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ####    | 16,979  | 4,551   | 41,934  | 7,090   | 2,012   | 72,566  |
| ## 2001 | (361)   | (115)   | (875)   | (500,   |         | (1,851) |
|         |         |         |         | in      |         |         |
|         |         |         |         | cluding |         |         |
|         |         |         |         | MK      |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ####    | 20,823  | 3,127   | 29,394  | 5,875   | 1,872   | 61,091  |
| ## 2002 | (390)   | (50)    | (652)   | (500,   |         | (1,592) |
|         |         |         |         | in      |         |         |
|         |         |         |         | cluding |         |         |
|         |         |         |         | MK)     |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| ####    | 26,316  | 842     | 21,016  | 6,683   | 1,209   | 56,066  |
| ## 2003 | (423)   | (23)    | (537)   | (222)   | (38)    | (1,243) |
+---------+---------+---------+---------+---------+---------+---------+
| 2004    | 23,231  | 1,982   | 31,961  | 11,500  | 1,485   | 70,159  |
|         | (385)   | (m)     | (603)   | (322)   | (55)    | (       |
|         |         |         |         |         |         | 1,365+) |
+---------+---------+---------+---------+---------+---------+---------+
| 2005    | 31,786  | 2,686   | 27,210  | 12,930  | 1,260   | 75,872  |
|         | (486)   | (m)     | (446)   | (442)   | (59)    |         |
|         |         |         |         |         |         | (       |
|         |         |         |         |         |         | 1,433+) |
+---------+---------+---------+---------+---------+---------+---------+

TABLE FIVE -- TOTAL NPS INTERPRETIVE CONTACTS OF THE FIELD PROGRAM

+---------------+-------+-------+-------+---------+---------+-------+
|               | ***20 | ***20 | ***20 | ***     | ***     | ***20 |
|               | 05*** | 04*** | 03*** | 2002*** | 2001*** | 00*** |
+---------------+-------+-------+-------+---------+---------+-------+
| ***Visitor    | 78    | 78    | 81    | 747,622 | 616,796 | 58    |
| Center        | 9,844 | 4,536 | 2,872 | persons | persons | 2,192 |
| Contacts***   |       | pe    | pe    |         |         | pe    |
|               | (1    | rsons | rsons |         |         | rsons |
|               | ,368) |       |       |         |         |       |
+---------------+-------+-------+-------+---------+---------+-------+
| ***Evening    | 2     | 2     | 2     | 28,784  | 32,835  | 3     |
| Programs***   | 5,435 | 7,737 | 4,000 | (373    | (395    | 2,333 |
|               | (323  | (419  | (319  | pr      | pr      | (418  |
|               | prog  | prog  | prog  | ograms) | ograms) | prog  |
|               | rams) | rams) | rams) |         |         | rams) |
+---------------+-------+-------+-------+---------+---------+-------+
| ***Guided     | 3     | 2     | 2     | 24,312  | 37,546  | 1     |
| Walks***      | 0,624 | 3,483 | 0,236 | (1,008  | (1,250  | 9,815 |
|               | (     | (     | (     | events) | events) | (     |
|               | 1,667 | 1,240 | 1,276 |         |         | 1035) |
|               | ev    | ev    | ev    |         |         |       |
|               | ents) | ents) | ents) |         |         |       |
+---------------+-------+-------+-------+---------+---------+-------+
| ***Roving     | 7     | 7     | 5     | 61,091  | 72,566  | 6     |
| Contacts***   | 5,872 | 0,159 | 6,066 | (1,592  | (1,851  | 2,110 |
|               |       | (1,   | (     | hours)  | hours)  | (1    |
|               | (1    | 365+) | 1,243 |         |         | ,645) |
|               | ,433+ | hours | h     |         |         |       |
|               | h     |       | ours) |         |         |       |
|               | ours) |       |       |         |         |       |
+---------------+-------+-------+-------+---------+---------+-------+
| ***Total      | 92    | 90    | 91    | 861,809 | 759,743 | 69    |
| Contacts***   | 1,775 | 5,915 | 3,174 | Visitor | Visitor | 6,450 |
|               | Vi    | Vi    | Vi    | C       | C       | Vi    |
|               | sitor | sitor | sitor | ontacts | ontacts | sitor |
|               | Con   | Con   | Con   |         |         | Con   |
|               | tacts | tacts | tacts |         |         | tacts |
+---------------+-------+-------+-------+---------+---------+-------+

TABLE SIX -- PEAK SEASON INTERPRETIVE STAFFING

+---------+---------+---------+---------+---------+---------+---------+
|         | *       | *       | *       | *       | *       | *       |
|         | *2000** | *2001** | *2002** | *2003** | *2004** | *2005** |
+---------+---------+---------+---------+---------+---------+---------+
| **NPS @ | 1       | 2       | 3       | 3       | 3       | 3       |
| Cedar** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Other | 2 SNHA  | 1 SCA   | 1 SCA   | 1 SCA   | 1 SCA   | 1 SCA   |
| @       | @ Roads |         |         |         |         |         |
| Cedar** | End     | 1 VIP   |         | 2VIP    |         | 2 VIP   |
|         |         |         |         | (p-t)   |         | (p-t)   |
+---------+---------+---------+---------+---------+---------+---------+
| **NPS   | 5       | 6       | 6       | 4       | 5       | 5       |
| @**     |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| **      |         |         |         |         |         |         |
| Grant** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **SNHA  | 2       | 2       | 2       | 3       | 3       | 3       |
| @       |         |         |         |         |         |         |
| Grant** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Other | 1.4     | 1.4     | 1.4     | 1.4     | 1.4     | 1.4     |
| @       | USFS    | USFS    | USFS    | USFS    | USFS    | USFS    |
| Grant** |         |         |         |         |         |         |
|         |         |         |         | 1 SCA   | 1 SCA   | 1 SCA   |
|         |         |         |         | (p-t)   | (p-t)   | (p-t)   |
+---------+---------+---------+---------+---------+---------+---------+
| **NPS @ | 11      | 14      | 14      | 10      | 11      | 11      |
| LP/GF** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **SNHA  | 4       | 5       | 8       | 8       | 7.5     | 7       |
| @**     |         |         |         |         |         |         |
|         |         |         |         |         |         |         |
| **      |         |         |         |         |         |         |
| LP/GF** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Other | 4 VIP   | 1 SCA   | 0       | 1 VIP   | 1 SCA   | 2 SCA   |
| @       | (p-t)   |         |         |         |         |         |
| LP/GF** |         | 1 VIP   |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **NPS   | 3       | 3       | 4       | 3       | 4       | 4       |
| @**     |         |         |         |         |         |         |
|         |         |         |         |         | 2 (p-t) |         |
| **Foot  |         |         |         |         |         |         |
| hills** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **SNHA  | 2.8     | 2       | 2       | 2       | 4.5     | 4.5     |
| @       |         |         |         |         |         |         |
| Foot    |         | 2 (p-t) | 2 (p-t) | 2 (p-t) |         |         |
| hills** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Other | 4 VIP   | 3 VIP   | 3 VIP   | 6 VIP   | 3 VIP   | M       |
| @**     | (p-t)   | (p-t)   | (p-t)   | (p-t)   | (p-t)   | ultiple |
|         |         |         |         |         |         | VIPs    |
| **Foot  |         |         |         |         |         | (p-t)   |
| hills** |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **NPS @ | 1       | 1       | 1       | 1       | 1       | 1       |
| Mineral |         |         |         |         |         |         |
| K.**    |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Other | 0       | 0       | "S      | 0       | 9 VIP   | M       |
| @**     |         |         | everal" |         | (p-t)   | ultiple |
|         |         |         | VIPs    |         |         | VIPs    |
| **      |         |         | (p-t)   |         |         | (p-t)   |
| Mineral |         |         |         |         |         |         |
| K.**    |         |         |         |         |         |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Total | 21      | 26      | 28      | 21      | 24      | 24      |
| NPS**   |         |         |         |         |         |         |
|         |         |         |         |         | 2 (p-t) |         |
+---------+---------+---------+---------+---------+---------+---------+
| **Total | 10.8    | 9       | 12      | 13      | 15      | 14.5    |
| SNHA**  |         |         |         |         |         |         |
|         |         | 2 (p-t) | 2 (p-t) | 2 (p-t) |         |         |
+---------+---------+---------+---------+---------+---------+---------+

**TABLE SEVEN: USE OF TIME BY PERCENTAGE DURING WEEK OF JULY 24-31,
2005**

The week in question was selected as representative of peak-season park
staffing. This table demonstrates where time actually went. The same raw
material is used again in Table Eight, but with actual hours shown
rather than percentage of hours.

+-----------+-----------+-----------+-----------+-----------+-----------+
|           | **Cedar   | **Grant   | **GF/LP** | **Fo      | **Mineral |
|           | Grove**   | Grove**   |           | othills** | King**    |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Total   | 168 hours | 460 hours | 980 hours | 423 hours | 40 hours  |
| work      |           |           |           |           |           |
| hours     |           |           |           |           |           |
| avai      |           |           |           |           |           |
| lable\*** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **% of    | 38.6%     | 43.9%     | 41.4%     | 39.7%     | N/A       |
| hours**   |           |           |           |           |           |
|           |           |           |           |           |           |
| **used in |           |           |           |           |           |
| VC**      |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **% of    | 16.0%     | 08.0%     | 07.1%     | 16.7%     | 18.25%    |
| hours**   |           |           |           |           |           |
|           | 9 events  | 17 events | 63 events | 31 events | 6 events  |
| **used    |           |           |           |           |           |
| for**     |           |           |           |           |           |
|           |           |           |           |           |           |
| **Walks   |           |           |           |           |           |
| and       |           |           |           |           |           |
| Talks**   |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **% of    | 06.2%     | 03.0%     | 01.8%     | \<01.0%   | 05.0%     |
| hours**   |           |           |           |           |           |
|           | 3         | 7         | 8         | 3         | 2         |
| **used    | programs  | programs  | programs  | programs  | programs  |
| for**     |           |           |           |           |           |
|           |           |           |           |           |           |
| **        |           |           |           |           |           |
| Evening** |           |           |           |           |           |
|           |           |           |           |           |           |
| **        |           |           |           |           |           |
| Program** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **% of    | N/A       | 09.5%     | 09.1%     | 06.0%     | N/A       |
| hours     |           |           |           |           |           |
| used for  |           |           |           |           |           |
| roving**  |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **% of    | 39.2%     | 35.6%     | 40.6%     | 37.6%     | 76.75%    |
| time used |           |           |           |           |           |
| for       |           |           |           |           |           |
| "oth      |           |           |           |           |           |
| er"\*\*** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

\* Includes NPS, SNHA, SCVA, VIP, and USFS labor; also includes time of
first and second level NPS interpretive supervisors.

\*\* "Other" includes supervision, management, training, program
preparation, sick and annual leave, etc.

TABLE EIGHT: USE OF TIME BY HOURS DURING WEEK OF JULY 24-31, 2005

+---------+---------+---------+---------+---------+---------+-------+
|         | **Cedar | **Grant | **      | **Foot  | **      | **Tot |
|         | Grove** | Grove** | GF/LP** | hills** | Mineral | als** |
|         |         |         |         |         | King**  |       |
+---------+---------+---------+---------+---------+---------+-------+
| **Total | 168     | 460     | 9       | 423     | 40      | 2071  |
| work    | hours   | hours   | 80hours | hours   | hours   |       |
| hours   |         |         |         |         |         | hours |
| availa  |         |         |         |         |         |       |
| ble\*** |         |         |         |         |         |       |
+---------+---------+---------+---------+---------+---------+-------+
| **      | 65      | 202     | 406     | 168     | N/A     | 841   |
| Hours** | hours   | hours   | hours   | hours   |         | hours |
|         |         |         |         |         |         |       |
| **used  |         |         |         |         |         |       |
| in VC** |         |         |         |         |         |       |
+---------+---------+---------+---------+---------+---------+-------+
| **      | 27      | 36      | 70      | 70      | 6 hours | 209   |
| Hours** | hours   | hours   | hours   | hours   |         | hours |
|         |         |         |         |         | 6       |       |
| **used  | 9       | 17      | 63      | 31      | events  | 126   |
| for**   | events  | events  | events  | events  |         | e     |
|         |         |         |         |         |         | vents |
| **Walks |         |         |         |         |         |       |
| and     |         |         |         |         |         |       |
| Talks** |         |         |         |         |         |       |
+---------+---------+---------+---------+---------+---------+-------+
| **      | 10      | 14      | 18      | 3 hours | 2 hours | 47    |
| Hours** | hours   | hours   | hours   |         |         | hours |
|         |         |         |         | 3       | 2       |       |
| **used  | 3       | 7       | 8       | p       | p       | 23    |
| for**   | p       | p       | p       | rograms | rograms | pro   |
|         | rograms | rograms | rograms |         |         | grams |
| **Ev    |         |         |         |         |         |       |
| ening** |         |         |         |         |         |       |
|         |         |         |         |         |         |       |
| **Pr    |         |         |         |         |         |       |
| ogram** |         |         |         |         |         |       |
+---------+---------+---------+---------+---------+---------+-------+
| **Hours | N/A     | 44      | 88      | 24      | N/A     | 156   |
| used    |         | hours   | hours   | hours   |         | hours |
| for     |         |         |         |         |         |       |
| r       |         |         |         |         |         |       |
| oving** |         |         |         |         |         |       |
+---------+---------+---------+---------+---------+---------+-------+
| **Hours | 66      | 164     | 398     | 158     | 32      | 818   |
| used    | hours   | hours   | hours   | hours   | hours   | hours |
| for     |         |         |         |         |         |       |
| "other" |         |         |         |         |         |       |
| \*\***  |         |         |         |         |         |       |
+---------+---------+---------+---------+---------+---------+-------+

\* Includes NPS, SNHA, SCVA, VIP, and USFS labor; also includes time of
first and second level NPS interpretive supervisors.

\*\* "Other" includes supervision, management, training, program
preparation, sick and annual leave, etc.

**TABLE NINE -- STANDARDS-BASED EDUCATION PROGRAMS\* \***

  -------- -------- -------- -------- -------- -------- -------- --------
           1999     2000     2001     2002     2003     2004     2005

           919      1,586    1,365    1,725    1,625    1,502    2,402
  -------- -------- -------- -------- -------- -------- -------- --------

\*Total number of students attending activities conducted within the
parks.

**TABLE TEN -- CRYSTAL CAVE ATTENDANCE (SNHA)**

  --------------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
                  **1999**   **2000**   **2001**   **2002**   **2003**   **2004**   **2005**

  **May**         3,585      3,659      3,749      5,148      4,604      5,441      3,908

  **June**        7,325      7,742      8,587      10,118     9,454      9,208      8,225

  **July**        14,761     14,281     15,735     16,481     16,348     15,893     15,355

  **August**      16,199     14,639     18,561     16,835     19,347     16,040     13,953

  **September**   5,907      5450       6,256      6,192      5,438      6,666      5,833

  **October**     0          0          0          2,554      2,877      2,375      2,600

  **November**    0          0          0          273        83         0          0

  **Total:**      47,777     44,226     52,888     57,601     58,151     55,623     49,874
  --------------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

**[ROLE OF PARTNERS AND COOPERATORS]{.underline}**

Partners and cooperators play a significant role in the resources
education program at Sequoia and Kings Canyon National Park. Without
partnerships and the parks' many cooperators, the resource education
program would accomplish significantly less each year.

**[SEQUOIA NATURAL HISTORY ASSOCIATION]{.underline}**

Established in 1940 specifically to support educational programming at
Sequoia and Kings Canyon, the Sequoia Natural History Association (SNHA)
has become over time an essential part of the parks' resource education
program. Today the Association fills many important roles. These
include:

*Sales of Educational Merchandise:* SNHA operates educational
merchandise outlets in all the parks' visitor centers as well as a mail
order service. Major bookstores function in the visitor centers at Grant
Grove, Lodgepole, and Foothills, as well as in the Giant Forest Museum.
Smaller, secondary outlets are present at the Cedar Grove Visitor
Center, Crystal Cave, and the Mineral King Ranger Station. Of these
facilities, all are staffed by SNHA sales clerks except for Cedar Grove
and Mineral King. Park rangers also help make sales at all locations.

These outlets have two major purposes. The first is that the merchandise
serves as a critical educational resource to visitors. Visitors seeking
trail maps, bird books, flower guides, park histories, and much, much
more, know that SNHA outlets are the best source of SEKI material.
SNHA's sales program also is profitable, and the net revenue from this
program is what supports the other many good things SNHA does for the
resource education program.

*Park-Specific Publications for Sale*: SNHA is the primary publisher of
park-specific materials. For details, including a full list of SNHA
publications, see "Interpretive Media."

*Free Publications:* SNHA provides funds for the publication of four
editions of the park newspaper each year. For details, see "Interpretive
Media."

*Visitor Center Support:* SNHA provides (as of 2005) approximately 50%
of the labor used to staff the parks' information desks in the visitor
centers and related facilities. This is a major function that provides
very substantial value to the parks, since the parks' ONPS-funded
interpretive staff is not sufficient to staff these facilities
completely and conduct a significant interpretive program. A listing of
SNHA positions supporting visitor center operations can be found in
"Resource Education Staff."

*Crystal Cave Tours:* Since 1982, SNHA has managed and staffed the
interpretive tour program at Crystal Cave. All visitors who tour the
cave do so on guided tours, and the guided tour program is an SNHA
function. To support this function, SNHA has a seasonal staff of up to
nine persons directly assigned to the cave plus ticket sales clerks at
both Lodgepole and Foothills visitor centers. In recent years an average
of about 50,000 persons have toured Crystal Cave each year during the
May-through-October cave season. The cave is a substantial source of
SNHA revenue, second in significance only to visitor center sales.

*Seminar Program:* Since 1983, SNHA has operated a fee-based seminar
program that brings together small groups of interested individuals with
highly qualified instructors to explore parks-related subjects. Over the
years many different types of activities have been offered ranging from
single-day seminars on subjects like bears to multi-day wilderness
adventures. These programs are presented under the Sequoia Field
Institute brand name.

*Beetle Rock Education Center:* Associated with the Sequoia Field
Institute is the Beetle Rock Education Center, an assembly hall and
classroom located in Giant Forest near the Giant Forest Museum. This
facility is managed by SNHA and available for both NPS and SNHA
educational uses.

*Direct Donations:* Direct donation of cash aid to the National Park
Service by SNHA is a minor function. In recent years less than 1% of
SNHA gross revenue has gone to direct cash aid. These small sums are
used mostly for minor purchases in support of the parks' educational and
cultural resources programs.

In summary, it is hard to imagine the parks' educational program without
SNHA. As the parks' designated cooperating association, SNHA provides
half of the staff that operates the parks' visitor centers and, at
Crystal Cave, SNHA provides half the guided walks and talks that occur
in the parks. SNHA staff participate in the parks Interpretive
Management Team, and the Chief Park Interpreter serves as an advisor to
the SNHA board of directors and attends its meetings.

**[SEQUOIA FUND]{.underline}**

Created by SNHA in 1985, the purpose of the Sequoia Fund (formally the
"Sequoia and Kings Canyon National Parks Foundation") is to raise funds
for park needs. The Fund's mission is not focused particularly upon the
parks' educational programs, but in practice most of the Funds more
successful projects have had an educational component.

The largest and most successful of the Fund's efforts in support of
education was its fundraising for the restoration of the building that
houses Beetle Rock Education Center. This campaign raised approximately
\$250,000, and the facility now in existence owes its presence directly
to this effort. The Sequoia Fund has also carried out a number of
smaller projects in support of education including education videos and
exhibit support.

As FY06 began, the Sequoia Fund committed to initiating a major new
fundraising project for the parks that will have major resource
education value. The proposalis to raise several hundred thousand
dollars to support a "Ranger in the Classroom" project in the Central
Valley.

**[STUDENT CONSERVATION ASSOCIATION]{.underline}**

For more than twenty years, the Student Conservation Association (SCA)
has supported the SEKI by recruiting student interns to work in the
parks as conservation assistants. These volunteers, who receive a small
stipend from SCA, have been used to staff visitor centers, present
interpretive activities to park visitors, and carry out special
projects. Funding for this program comes from SCA, park programs, and
SNHA. In recent years 2-4 SCA volunteers have worked each year in
resource-education-related work at SEKI.

**[SEQUOIA FOR YOUTH]{.underline}**

Sequoia for Youth is a unique program that brings middle school students
to the parks from several schools in Los Angeles and Central California.
Originally created by a teacher at Edison Middle School in South Central
Los Angeles, the program today is supported by a self-organized alliance
that includes local businesses and service clubs. The Save-the-Redwoods
League has also supported this effort. Program participants come to the
parks for several days and take part in a number of different
activities.

**[OTHER ORGANIZATIONS AND RELATIONSHIPS]{.underline}**

In recent years, Sequoia and Kings Canyon have worked on various
projects with many partners depending upon the availability of grants
and other funding. The list includes:

-   U.S. Army Corps of Engineers (Lake Kaweah)

-   College of the Sequoias

-   Reedley College

-   Sequoia Riverlands Trust

-   Sequoia Union School

-   Three Rivers School

-   Three Rivers Business Association

-   Tulare County Office of Education

-   University of California at Merced

-   Woodlake High School

**[VOLUNTEERS]{.underline}**

The final level of partnership, and one of the most significant,
reflects those individuals who volunteer their time to assist the parks.
The NPS tracks and manages these efforts through the Volunteers in Parks
(VIP) program. VIPs work on many park projects, but many support
resource education functions. In recent years, SEKI has reported each
year the donation of between 40,000 and 60,000 hours of time to the
parks.

A major limiting factor in the SEKI VIP program is the limited amount of
seasonal housing available in the parks, particularly during peak season
at locations like Lodgepole and Grant Grove. With more housing, the role
of VIPs in the parks could be extended significantly.

**PART II -- PROPOSED RESOURCE EDUCATION PROGRAM**

**[GOALS OF THIS PLAN]{.underline}**

**[INTRODUCTION]{.underline}**

Goals help inform plans by establishing targets and desired conditions.
For this plan, two sets of goals have been prepared. Each speaks to a
different aspect of the resources education program. The two sets of
goals are for:

-   The resource education program (as a whole)

-   Visitor experiences

The following definitions specify what each of these goals intends to
achieve.

*Resource Education Program Goals:* This set of goals summarizes what
the resource education program as a whole should accomplish. This is the
highest level goal set.

*Visitor Experience Goals:* Park visitors are not the sole focus of the
SEKI Resources Education program, but they remain a primary concern.
Resource Education programming, most of it in the form of traditional
interpretive services, can play a significant role in determining the
nature of visitor experiences and, ultimately, visitor support for
parks. To help design and evaluate the SEKI Resources Education program,
visitor experience goals have thus been developed.

**[RESOURCE EDUCATION PROGRAM GOALS:]{.underline}**

The Resource Education Program at Sequoia and Kings Canyon National
Parks will be successful if:

-   Park neighbors, concerned citizen, and other interested persons are
    able to obtain information easily about the parks, their features
    and management, and why they are significant.

-   Park visitors are provided with educational experiences that provide
    opportunities for visitors to learn those things that are necessary
    to enjoy their visits and appreciate the parks (See "Visitor
    Experience Goals" section of this plan).

-   Park visitors enjoy the parks in non-consumptive ways that leave the
    parks unimpaired for future generations.

-   Park visitors enjoy the parks safely because they understand the
    risks involved in exploring natural environments.

-   Park visitors find the major educational features and facilities of
    the parks to be physically accessible and that programmatic
    accommodations are available broadly for those with physical,
    hearing, and/or vision impairments.

-   All interested persons are able to obtain basic information about
    the unprecedented anthropogenic pressures that appear to threaten
    many of the parks' most desirable biological features.

-   Schools and other educational organizations have ready access to
    information and programs that employ park-related subjects to
    support and strengthen standards-based education.

-   The news media have ready access to accurate information about park
    management, current events, and long-term trends in the parks.

-   Park employees are sustained as a team by providing them with
    accurate and insightful information about what is going on within
    the parks and why.

**[VISITOR EXPERIENCE GOALS:]{.underline}**

The Resource Education Program at Sequoia and Kings Canyon National
Parks will be successful if:

-   Potential visitors are able to access orientation and
    activity-planning information easily so that they may quickly and
    efficiently plan their itineraries, obtain necessary permits, and
    locate park destinations.

-   Park visitors have the opportunity to interact with the natural and
    cultural resources of Sequoia and Kings Canyon National Parks in
    ways that provide safe, satisfying experiences and have minimum
    impacts on those resources.

-   Visitors are encouraged to experience park environments in
    non-consumptive ways and provided information and skill-training
    that increased the potential enjoyment of such activities. These
    efforts will focus especially on exploring getting visitors out of
    their vehicles and onto footpaths and trails..

-   Visitors have opportunities to learn about the parks' resources and
    their significance through a variety of interpretive experiences and
    media.

-   Visitors have the opportunity to gain an understanding of the Sierra
    Nevada's ecosystems, the parks' biotic communities and their
    constituent elements, and the interrelatedness of such systems.

-   Visitors have the opportunity to learn about and appreciate park
    resources that are not readily accessible or available.

-   Visitors are introduced to the vulnerability of the parks' resources
    to human activities inside and outside park boundaries and will have
    the opportunity to learn about the parks' management programs and
    their goals.

-   Visitors are provided opportunities to learn skills which will allow
    them to enjoy the parks in sustainable, non-consumptive ways.

-   Visitors are encouraged to appreciate the National Park System and
    its mission and to recognize naturalness and wildness as values
    preserved in the parks.

**[Primary Interpretive Themes:]{.underline}**

A key element in any communications plan is the defining of critical
messages. In the National Park Service these have long taken the form of
"primary interpretive themes."

Primary interpretive themes define the over-arching messages that direct
the content of the SEKI Resource Education program. Purposely general in
nature, each of these themes identifies a broad subject matter area of
importance to the future of these parks. It should be expected that all
communication taking place as a part of the SEKI Resource Education
program will have a direct tie to one or more of these themes.

-   As national parks, Sequoia and Kings Canyon protect landscapes and
    ecosystems that offer enormous recreational, educational,
    scientific, and philosophical value to the 21^st^ century.

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-   Because of the enormous topographic relief of the southern Sierra
    Nevada, the range contains a very wide range of environments,
    habitats, and organisms.

-   Giant sequoias, which grow naturally only on the western slopes of
    the Sierra Nevada, have evolved survival strategies that allow them
    to become the largest, and some of the oldest, trees in the world.

-   The southern Sierra Nevada was created by, and continues to be
    shaped by, powerful geologic forces that have generated landscapes
    of great scenic interest.

-   Sequoia and Kings Canyon National Parks protect the heart of
    California's largest wilderness -- a world where humans can still
    experience our planet as it was before humanity so modified much of
    it.

-   The southern Sierra Nevada is being subjected to unprecedented
    anthropogenic pressures that threaten the survival of many of the
    range's most desirable and significant features.

**[PROGRAM ALTERNATIVES]{.underline}**

**[INTRODUCTION]{.underline}**

Unlike most interpretive plans, the *Comprehensive Plan for Resource
Education, Sequoia and Kings Canyon National Park* contains
alternatives. The purpose of these alternatives is to show the different
ways that the SEKI Resources Education Program could pursue its goals.
It is hoped that this process of defining alternatives will help the
public, agency partners, and park staff understand the choices SEKI
faces as it designs its resource education program.

The alternatives outline four basic strategies for resource education at
SEKI:

1.  The first alternative ("A -- SERVE ALL AUDIENCES") would attempt to
    sustain a balanced program that serves all audiences (including park
    visitors, park neighbors, and educational groups) in an equitable
    and balanced fashion.

2.  The second alternative ("B - EMPHASIZE STANDARDS-BASED EDUCATION")
    explores a program that places primary emphasis on the needs of
    standards-based education; services for park visitors are reduced or
    in some cases terminated.

3.  The third alternative ("C - EMPHASIZE VISITOR SERVICES") defines an
    approach that gives primacy to the needs of park visitors.
    Standards-based services are proportionally minimized or eliminated.

4.  The final alternative ("D -- EMPHASIZE TECHNOLOGY AND INTERPRETIVE
    MEDIA") returns to serving both park visitors and standards-based
    clients but does so not through direct use of staff (rangers and
    others) but primarily through the extensive use of electronic and
    graphic media.

The alternatives also incorporate a second critical concept -- program
capacity. In this context, "capacity" is defined as the ability of the
NPS and its partners to provide educational services and carry out
educational programming. Within the alternatives, three levels of
program capacity are defined:

1.  ENHANCED: This level of service reflects one less constrained by
    financial constraints than the current program. It defines how the
    program might most usefully grow if given the opportunity.

2.  BASELINE: This level reflects the FY 2005 capacity of the SEKI
    interpretive program. For details see the "Current Program
    Description" section of this plan.

3.  REDUCED: This third level of service describes a program more
    constrained by budget than "Baseline." It therefore outlines how
    program assets might most usefully be reallocated in a tighter
    budget situation than that enjoyed recently by the SEKI program.

In summary, there are four conceptual alternatives, and for each of
these, this plan defines three program capacity levels. Conceptually,
the alternatives are thus structured in this way:

  ----------------- ----------------- ----------------- -----------------
  Alternative A     Alternative B     Alternative C     Alternative D

  Enhanced Capacity Enhanced Capacity Enhanced Capacity Enhanced Capacity

  Baseline Capacity Baseline Capacity Baseline Capacity Baseline Capacity

  Reduced Capacity  Reduced Capacity  Reduced Capacity  Reduced Capacity
  ----------------- ----------------- ----------------- -----------------

A detailed table that summarizes the content of each of these boxes can
be found on the following pages.

There is no formal "no action" alternative, although the baseline level
of Alternative C resembles the program presented in recent years.

Following the summary table are twelve individual worksheets for each of
the alternatives at each of the capacity levels. These work sheets
provide substantial detail about these proposals.

Common to all these alternatives are some basic assumptions about
staffing. The biggest single consumer of staff time in the SEKI resource
education program is the visitor center information desk program. At the
four major visitor centers (Grant Grove, Lodgepole, Giant Forest Museum,
and Foothills) it is impossible to provide adequate visitor service from
May through September with only one employee on duty to answer questions
and sell SNHA merchandise. A minimum of two persons is required. During
the remainder of the year one person will usually suffice at any one
time. Also assumed in these alternatives is that an average of between
30% and 40% of total work time is required for supervision, training,
program preparation, travel to event sites, and so forth.

**[ALTERNATIVES SUMMARY TABLE]{.underline}**

+-------------+-------------+-------------+-------------+-------------+
| PROGRAM     | **          | **          | **          | **          |
|             | ALTERNATIVE | ALTERNATIVE | ALTERNATIVE | ALTERNATIVE |
| CAPACITY    | A**:        | B:**        | C:**        | D**:        |
|             |             |             |             |             |
|             | SERVE ALL   | EMPHASIZE   | EMPHASIZE   | EMPHASIZE   |
|             | AUDIENCES   | STAN        | VISITOR     |             |
|             |             | DARDS-BASED | SERVICES    | TECHNOLOGY  |
|             |             | EDUCATION   |             | AND         |
|             |             |             |             | I           |
|             |             |             |             | NTERPRETIVE |
|             |             |             |             | MEDIA       |
+-------------+-------------+-------------+-------------+-------------+
| ENHANCED    | (A-E) Seek  | (B-E) Focus | (C-E)       | (D-E)       |
|             | to provide  | is on       | Emphasize   | Emphasize   |
| CAPACITY    | program     | maximizing  | services to | technology  |
|             | that meets  | potential   | park        | and         |
|             | all agency  | for         | visitors.   | i           |
|             | standards   | stan        | Lengthen    | nterpretive |
|             | and most    | dards-based | visitor     | media to    |
|             | GMP goals;  | education   | center      | communicate |
|             | provide     | activities. | hours and   | park        |
|             | full        | In-park     | increase    | messages in |
|             | spectrum of | programs    | ranger      | lieu of     |
|             | services    | are         | presence in | direct      |
|             | including   | enhanced,   | those       | personal    |
|             | visitor     | but primary | facilities. | services.   |
|             | o           | emphasis    | Increase    | Serve both  |
|             | rientation, | area is     | ranger-led  | park        |
|             | i           | outreach    | walks and   | visitors    |
|             | nterpretive | education.  | talks.      | and other   |
|             | programs,   | Education   | Increase    | audiences.  |
|             | stan        | staff       | roving at   | Upgrade     |
|             | dards-based | enlarged to | key park    | web-based   |
|             | educational | support     | features.   | services.   |
|             | services    | this        | Enhance     | Explore     |
|             | and         | effort.     | waysides    | more        |
|             | i           | Basic       | and other   | intense use |
|             | nterpretive | visitor     | media that  | of TIS      |
|             | media.      | center      | serve park  | radio       |
|             | Enhance     | operations  | visitors.   | systems and |
|             | service     | sustained.  | Enlarge     | other       |
|             | levels at   | Low level   | services    | electronic  |
|             | visitor     | NPS         | for school  | media       |
|             | centers;    | programs    | groups      | including   |
|             | increase    | provide     | visiting    | low-wattage |
|             | walks and   | limited     | parks, but  | and/or      |
|             | talks and   | schedules   | discontinue | satellite   |
|             | roving.     | of          | outreach    | broadcast   |
|             | Implement   | i           | efforts.    | systems for |
|             | significant | nterpretive |             | outdoor     |
|             | outreach    | programming |             | use.        |
|             | education   | during peak |             | Explore new |
|             | program.    | season and  |             | t           |
|             | Improve     | roving at a |             | echnologies |
|             | media       | few key     |             | including   |
|             | services.   | sites.      |             | IPOD        |
|             | Make        |             |             | downloading |
|             | increased   |             |             | as means of |
|             | use of      |             |             | providing   |
|             | volunteers. |             |             | visitor     |
|             |             |             |             | information |
|             |             |             |             | Base        |
|             |             |             |             | stan        |
|             |             |             |             | dards-based |
|             |             |             |             | educational |
|             |             |             |             | services on |
|             |             |             |             | web.        |
|             |             |             |             | Provide     |
|             |             |             |             | limited     |
|             |             |             |             | scale       |
|             |             |             |             | roving      |
|             |             |             |             | programs.   |
|             |             |             |             | Augment     |
|             |             |             |             | these with  |
|             |             |             |             | si          |
|             |             |             |             | gnificantly |
|             |             |             |             | enhanced    |
|             |             |             |             | s           |
|             |             |             |             | elf-guiding |
|             |             |             |             | activities  |
|             |             |             |             | based on    |
|             |             |             |             | exhibits,   |
|             |             |             |             | brochures,  |
|             |             |             |             | or          |
|             |             |             |             | electronic  |
|             |             |             |             | media.      |
|             |             |             |             | Increase    |
|             |             |             |             | number of   |
|             |             |             |             | s           |
|             |             |             |             | elf-guiding |
|             |             |             |             | trails.     |
+-------------+-------------+-------------+-------------+-------------+
| BASLINE     | (A-B) Using | (B-B) Using | (C-B) Using | (D-B)       |
|             | existing    | existing    | existing    | Emphasize   |
| CAPACITY    | (           | capacity,   | capacity,   | technology  |
|             | "baseline") | focus       | focus       | and         |
|             | capacity,   | efforts     | efforts     | i           |
|             | continue to | primary on  | primarily   | nterpretive |
|             | provide     | stan        | on park     | media to    |
|             | balanced    | dards-based | visitors.   | communicate |
|             | spectrum of | education   | Sustain     | park        |
|             | services    | services.   | visitor     | messages.   |
|             | for all     | Enhance     | orientation | Reduce      |
|             | audiences   | in-park     | services    | number of   |
|             | including   | educational | and         | seasonal    |
|             | visitor     | services;   | i           | positions   |
|             | o           | create new  | nterpretive | and shift   |
|             | rientation, | outreach    | media;      | funds to    |
|             | i           | program.    | enhance     | media       |
|             | nterpretive | Provide     | i           | program.    |
|             | programs,   | stan        | nterpretive | Upgrade     |
|             | stan        | dards-based | p           | web-based   |
|             | dards-based | services    | rogramming; | services.   |
|             | educational | both within | reduce      | Explore     |
|             | services    | parks and   | and/or      | more        |
|             | and         | to schools  | eliminate   | intense use |
|             | i           | in          | stan        | of TIS      |
|             | nterpretive | surrounding | dards-based | radio       |
|             | media. All  | region.     | education   | systems and |
|             | services    | Reduce      | services.   | other       |
|             | limited by  | visitor     |             | electronic  |
|             | capacity    | orientation |             | media.      |
|             | c           | services,   |             | Focus       |
|             | onstraints. | especially  |             | stan        |
|             |             | at          |             | dards-based |
|             |             | Lodgepole   |             | educational |
|             |             | and Cedar   |             | services on |
|             |             | Grove;      |             | web. Limit  |
|             |             | discontinue |             | NPS staff   |
|             |             | NPS-funded  |             | to visitor  |
|             |             | i           |             | orientation |
|             |             | nterpretive |             | function at |
|             |             | p           |             | visitor     |
|             |             | rogramming. |             | centers.    |
|             |             |             |             | Replace     |
|             |             |             |             | ra          |
|             |             |             |             | nger-guided |
|             |             |             |             | i           |
|             |             |             |             | nterpretive |
|             |             |             |             | activities  |
|             |             |             |             | with        |
|             |             |             |             | s           |
|             |             |             |             | elf-guiding |
|             |             |             |             | activities  |
|             |             |             |             | based on    |
|             |             |             |             | exhibits,   |
|             |             |             |             | brochures,  |
|             |             |             |             | or          |
|             |             |             |             | electronic  |
|             |             |             |             | media.      |
|             |             |             |             | Increase    |
|             |             |             |             | number of   |
|             |             |             |             | s           |
|             |             |             |             | elf-guiding |
|             |             |             |             | trails.     |
+-------------+-------------+-------------+-------------+-------------+
| REDUCED     | (A-R) Using | (B-R) Using | (C-R) Focus | (D-R)       |
|             | reduced     | reduced     | limited     | Emphasize   |
| CAPACITY    | capacity,   | capacity,   | i           | technology  |
|             | continue to | focus       | nterpretive | and         |
|             | provide     | efforts     | program on  | i           |
|             | balanced    | primarily   | busiest     | nterpretive |
|             | spectrum of | on          | areas of    | media to    |
|             | services    | stan        | parks.      | communicate |
|             | including   | dards-based | Sustain     | park        |
|             | visitor     | outreach    | programs    | messages.   |
|             | o           | services.   | there to    | Explore     |
|             | rientation, | Shift       | maximum     | more        |
|             | i           | emphasis    | degree      | intense use |
|             | nterpretive | away from   | possible by | of TIS      |
|             | programs,   | visit       | reducing    | radio       |
|             | stan        | or-oriented | visitor     | systems and |
|             | dards-based | portions of | o           | other       |
|             | educational | visitor     | rientation, | electronic  |
|             | services    | o           | roving, and | media.      |
|             | and         | rientation, | i           | Focus       |
|             | i           | i           | nterpretive | stan        |
|             | nterpretive | nterpretive | media. No   | dards-based |
|             | media. All  | program and | stan        | educational |
|             | services    | i           | dards-based | services on |
|             | severely    | nterpretive | educational | web. Limit  |
|             | limited by  | media       | services    | NPS staff   |
|             | capacity    | functions.  | provided.   | to visitor  |
|             | c           | All         |             | orientation |
|             | onstraints. | services    |             | function at |
|             | Several     | severely    |             | visitor     |
|             | visitor     | limited by  |             | centers.    |
|             | centers     | capacity    |             | Replace     |
|             | closed or   | c           |             | ra          |
|             | turned over | onstraints. |             | nger-guided |
|             | the         |             |             | i           |
|             | partners.   |             |             | nterpretive |
|             | All         |             |             | activities  |
|             | remaining   |             |             | with        |
|             | walks and   |             |             | s           |
|             | talks       |             |             | elf-guiding |
|             | presented   |             |             | activities  |
|             | by SNHA.    |             |             | based on    |
|             | Staff time  |             |             | exhibits or |
|             | available   |             |             | brochures.  |
|             | for media   |             |             | Increase    |
|             | management  |             |             | number of   |
|             | and         |             |             | s           |
|             | education   |             |             | elf-guiding |
|             | c           |             |             | trails.     |
|             | oordination |             |             | Reduce      |
|             | reduced.    |             |             | overall     |
|             |             |             |             | program by  |
|             |             |             |             | ceasing     |
|             |             |             |             | seasonal    |
|             |             |             |             | services    |
|             |             |             |             | utilizing   |
|             |             |             |             | ranger-n    |
|             |             |             |             | aturalists. |
+-------------+-------------+-------------+-------------+-------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [Serve all audiences]{.underline}

**CAPACITY LEVEL:** [Baseline]{.underline}

**ALTERNATIVE CODE:** [A-B]{.underline}

**DESCRIPTION:** Using existing ("baseline") capacity, continue to
provide balanced spectrum of services for all audiences including
visitor orientation, interpretive programs, standards-based educational
services and interpretive media. All services limited by capacity
constraints.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-June through Labor Day.               |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 40/60% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by that agency.     |
+--------------------+-------------------------------------------------+
| Interpretive       | Daily NPS interpretive programming at Cedar     |
| Programs           | Grove, Grant Grove, Giant Forest, and Foothills |
|                    | during peak season. Reduced programming in same |
|                    | areas during shoulder seasons. Less-than-daily  |
|                    | summer programming at Mineral King.             |
|                    |                                                 |
|                    | Operate peak-season nature center in Giant      |
|                    | Forest/Lodgepole area and provide activities    |
|                    | for families with children. Staff primarily     |
|                    | with volunteers or partners. Hours and days of  |
|                    | operation limited by availability of non-NPS    |
|                    | staffing.                                       |
|                    |                                                 |
|                    | During off-season, limited NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove, Giant        |
|                    | Forest, and Foothills. Major emphasis sites are |
|                    | Grant Tree, Sherman Tree, and selected picnic   |
|                    | and river sites in Hospital Rock / Ash Mountain |
|                    | corridor. Reduced programming at same sites in  |
|                    | shoulder season.                                |
|                    |                                                 |
|                    | Limited (less than daily) NPS roving program at |
|                    | Cedar Grove, Crystal Cave, and Mineral King.    |
|                    |                                                 |
|                    | Off-season NPS roving at selected sites on      |
|                    | weekends and holidays only responding to local  |
|                    | use needs and staffing availability.            |
+--------------------+-------------------------------------------------+
| Interpretive Media | Attention balanced primarily between webpage    |
|                    | management, publications (park newspaper and    |
|                    | brochure), and exhibit projects (primarily      |
|                    | FLREA-funded). One GS-11 PFT position           |
|                    | (ONPS-funded) dedicated to this function.       |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | One PFT position (ONPS-funded) serves as        |
|                    | coordinator for this function. Program will     |
|                    | focus on activities such as school groups       |
|                    | visiting Grant Grove, teacher training, website |
|                    | material development for off-site use, etc.     |
|                    |                                                 |
|                    | Continue "Sequoia for Youth" program relying    |
|                    | primarily on non-ONPS funding to support        |
|                    | activities. Limited ranger time may continue to |
|                    | be invested.                                    |
+--------------------+-------------------------------------------------+
| Outreach Education | Seek to establish new program using term        |
|                    | employees and outside funding. Implement        |
|                    | program only to extent possible using non-ONPS  |
|                    | funding.                                        |
+--------------------+-------------------------------------------------+
| Public Affairs     | Park responds to media inquiries but has only   |
|                    | limited proactive PIO capacity. Community       |
|                    | outreach activities in the form of talks to     |
|                    | organizations, public events attendance, etc.,  |
|                    | pursued in balance with media work.             |
|                    |                                                 |
|                    | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer. Fire Education      |
|                    | Specialist position staffed if funded by FPA.   |
|                    | Seasonal media assistant position staffed if    |
|                    | funded by Visitor Protection Division.          |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia-South       |
| Management         | Interpretive District Staff.                    |
+--------------------+-------------------------------------------------+
| Division           | Two PFT positions (ONPS-funded) dedicated to    |
| Management         | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief invests significant time in fundraising   |
|                    | activities.                                     |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides \<60% of the staffing necessary   |
|                    | year-round to operate the parks' visitor        |
|                    | centers.                                        |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the fee-based Sequoia Field       |
|                    | Institute, which offers in-depth, park-related  |
|                    | seminars.                                       |
|                    |                                                 |
|                    | SNHA operates and staffs the Beetle Rock        |
|                    | Education Center.                               |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [SERVE ALL AUDIENCES]{.underline}

**CAPACITY LEVEL:** [ENHANCED]{.underline}

**ALTERNATIVE CODE:** [A-E]{.underline}

**DESCRIPTION:** Seek to provide program that meets all agency standards
and most GMP goals; provide full spectrum of services including visitor
orientation, interpretive programs, standards-based educational services
and interpretive media. Enhance service levels at visitor centers;
increase walks and talks and roving. Implement significant outreach
education program. Improve media services. Make increased use of
volunteers.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-May through mid-September. Lengthen   |
|                    | peak-season operating hours to 7:00 -- 20:00 at |
|                    | GGVC, LPVC, GFMU, and FHVC. Provide longer      |
|                    | hours at Cedar Grove VC. Increase seasonal      |
|                    | staff as required.                              |
|                    |                                                 |
|                    | Provide staffing for a cooperative visitor      |
|                    | centers in off-park sites.                      |
|                    |                                                 |
|                    | Restore permanent GS-9 ranger positions at      |
|                    | Lodgepole and Cedar Grove.                      |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 60/40% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by agency.          |
+--------------------+-------------------------------------------------+
| Interpretive       | Provide substantial and varied program of daily |
| Programs           | NPS interpretive programming at Cedar Grove,    |
|                    | Grant Grove, Giant Forest, Foothills, and       |
|                    | Mineral King during peak season. Sustain daily  |
|                    | walks at Grant Grove, Giant Forest, and         |
|                    | Foothills during shoulder seasons. Seasonal     |
|                    | staff enlarged as required.                     |
|                    |                                                 |
|                    | Provide ranger staff for nature center in Giant |
|                    | Forest/Lodgepole area and schedule activities   |
|                    | for families with children.                     |
|                    |                                                 |
|                    | During off-season, provide NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists may present |
|                    | fee-based interpretive seminars offering more   |
|                    | in-depth learning opportunities.                |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove, Giant        |
|                    | Forest, and Foothills. Major emphasis sites,    |
|                    | including Grant Tree, Sherman Tree, Crystal     |
|                    | Cave, and selected picnic and river sites in    |
|                    | Hospital Rock / Ash Mountain corridor, are      |
|                    | reliably staffed during hours of heavy use.     |
|                    | Reduced programming at same sites in shoulder   |
|                    | seasons.                                        |
|                    |                                                 |
|                    | Limited (less than daily) NPS roving program at |
|                    | Cedar Grove and Mineral King.                   |
|                    |                                                 |
|                    | If shuttle system implemented in Giant Forest,  |
|                    | either assign seasonal rangers to buses and/or  |
|                    | bus stops or provide special media to provide   |
|                    | visitor information and guidance.               |
|                    |                                                 |
|                    | Off -season NPS roving at selected sites at     |
|                    | Grant Grove, Giant Forest, and Foothills on     |
|                    | weekends and holidays only.                     |
+--------------------+-------------------------------------------------+
| Interpretive Media | Enhance and augment interpretive media          |
|                    | programs, including especially web pages,       |
|                    | exhibits, and publications. Create new          |
|                    | self-guiding trails using waysides, brochures,  |
|                    | or low wattage broadcast systems; add wayside   |
|                    | exhibits; add TIS radio systems.                |
|                    |                                                 |
|                    | Existing GS-11 shifts to GS-12; serves as media |
|                    | program lead and directly manages publications  |
|                    | and exhibits.                                   |
|                    |                                                 |
|                    | Add new GS-9 writer/editor position provide     |
|                    | text for expanded media program.                |
|                    |                                                 |
|                    | Add new GS-9 position to manage web pages and   |
|                    | other electronic media including TIS radio and  |
|                    | in-park video systems operated by               |
|                    | concessioners. Position also will handle        |
|                    | maintenance of electronic systems.              |
|                    |                                                 |
|                    | Project Manager (GS-9, term; LFT; project       |
|                    | funded) focuses on FLREA projects.              |
+--------------------+-------------------------------------------------+
| In-park Education  | Using NPS staff and funds, provide significant  |
|                    | program of in-park educational services at      |
|                    | Grant Grove, Giant Forest, and Foothills.       |
|                    | Program overseen by Education Specialist (see   |
|                    | Outreach Education).                            |
+--------------------+-------------------------------------------------+
| Outreach Education | Implement program that provides substantial,    |
|                    | visible, frequent ranger presence in 2^nd^,     |
|                    | 3^rd^, and 4^th^ grade classrooms in            |
|                    | Tulare/Kings/Fresno county region. Program also |
|                    | provides ranger presence at TCOE's SCICON       |
|                    | facility for Tulare County 6^th^ graders as     |
|                    | well as for comparable facilities in other      |
|                    | Central California counties. Overall program    |
|                    | fully integrated and coordinated with           |
|                    | educational programs presented by partners      |
|                    | including Tulare County OE, Fresno County OE,   |
|                    | USACE, and Sequoia Riverlands Trust.            |
|                    |                                                 |
|                    | NPS staff enlarged using NPS and donated funds. |
|                    | One PFT GS-11 Education specialist added to     |
|                    | existing GS-9 education position; also multiple |
|                    | term and seasonal positions depending upon      |
|                    | funding. VIPs recruited to support program.     |
|                    |                                                 |
|                    | Also area of emphasis for SNHA Sequoia Field    |
|                    | Institute. SFI staff present programs which are |
|                    | complementary to NPS effort.                    |
+--------------------+-------------------------------------------------+
| Public Affairs     | Public affairs program enhanced to allow more   |
|                    | proactive management of media relationship.     |
|                    | Community outreach activities in the form of    |
|                    | talks to organizations, public events           |
|                    | attendance, etc., pursued in balance with media |
|                    | work.                                           |
|                    |                                                 |
|                    | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer. Additional STF      |
|                    | position created to increase office capacity.   |
|                    |                                                 |
|                    | Fire Education Specialist position staffed if   |
|                    | funded by FPA.                                  |
+--------------------+-------------------------------------------------+
| Volunteer          | Full-time VIP coordinator position created to   |
| Management         | recruit and manage staff to support in-park     |
|                    | visitor services.                               |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief park Interpreter invests significant time |
|                    | in fundraising.                                 |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 40% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the fee-based Sequoia Field       |
|                    | Institute, which offers in-depth, park-related  |
|                    | seminars.                                       |
|                    |                                                 |
|                    | SNHA operates and staffs the Beetle Rock        |
|                    | Education Center.                               |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [SERVE ALL FUNCTIONS]{.underline}

**CAPACITY LEVEL:** [Reduced]{.underline}

**ALTERNATIVE CODE:** [A-R]{.underline}

**DESCRIPTION:** (A-R) Using reduced capacity, continue to provide
balanced spectrum of services including visitor orientation,
interpretive programs, standards-based educational services and
interpretive media. All services severely limited by capacity
constraints. Several visitor centers closed or turned over the partners.
All remaining walks and talks presented by SNHA. Staff time available
for media management and education coordination reduced.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year.         |
|                    |                                                 |
|                    | Operate Giant Forest Museum daily except close  |
|                    | four weekdays each week November through March. |
|                    | or turn over to partner.                        |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner.           |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; close, merge with   |
|                    | wilderness permit function, or turn over to     |
|                    | partner.                                        |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 25/75% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | Discontinue all ONPS-funded walks and talks.    |
| Programs           | Merge Sequoia-North and Sequoia-South District  |
|                    | Interpreter positions and abolish one GS-11     |
|                    | position.                                       |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists present     |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. Program      |
|                    | scale determined by revenue flow generated.     |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Ranger-naturalist presence most days at General |
| Stations           | Sherman and General Grant trees during peak     |
|                    | season.                                         |
|                    |                                                 |
|                    | Limited off-season roving at selected sites at  |
|                    | Grant Grove, Giant Forest, and Foothills on     |
|                    | selected weekends and holidays responding to    |
|                    | local needs.                                    |
+--------------------+-------------------------------------------------+
| Interpretive Media | Reduced attention focused primarily on webpage  |
|                    | management, publications (park newspaper and    |
|                    | brochure), and exhibit projects (primarily      |
|                    | FLREA-funded). Reduce number of annual editions |
|                    | of park newspaper; simply park webpage so that  |
|                    | less material is time-sensitive and required    |
|                    | periodic revision.                              |
|                    |                                                 |
|                    | One PFT position (ONPS-funded) dedicated 60% to |
|                    | this function. Remaining time used to sustain   |
|                    | orientation services and roving.                |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Limited number of programs presented spring and |
|                    | fall at Grant Grove, Giant Forest, and          |
|                    | Foothills by local staff. Program overseen by   |
|                    | District Interpreters. Current GS-9 education   |
|                    | coordinator positions abolished.                |
+--------------------+-------------------------------------------------+
| Outreach Education | Implement program to extent possible using      |
|                    | non-ONPS funding and tem employees.             |
+--------------------+-------------------------------------------------+
| Public Affairs     | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer.                     |
|                    |                                                 |
|                    | Fire Education Specialist (GS-11) staffed if    |
|                    | funded by FPA.                                  |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to existing staff.     |
| Management         |                                                 |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 75% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the fee-based Sequoia Field       |
|                    | Institute, which may offer in-depth,            |
|                    | park-related seminars, including naturalist     |
|                    | activities during peak season at Grant Grove    |
|                    | and Giant Forest.                               |
|                    |                                                 |
|                    | SNHA may consider closing Beetle Rock Education |
|                    | Center if use and finances do not justify       |
|                    | investment.                                     |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES TABLE**

**ALTERNATIVE:** [EMPHASIZE STANDARDS-BASED EDUCATION]{.underline}

**CAPACITY LEVEL:** [BASELINE]{.underline}

**ALTERNATIVE CODE:** [B-B]{.underline}

**DESCRIPTION:** Using existing capacity, focus efforts primary on
standards-based education services. Enhance in-park educational
services; create new outreach program. Provide standards-based services
both within parks and to schools in surrounding region. Reduce visitor
orientation services, especially at Lodgepole and Cedar Grove;
discontinue NPS-funded interpretive programming.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year.         |
|                    |                                                 |
|                    | Operate Giant Forest Museum daily except close  |
|                    | three weekdays November through March.          |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner. Shift     |
|                    | staffing to Roving/Assigned Stations duties.    |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; close, merge with   |
|                    | wilderness permit function, or turn over to     |
|                    | partner.                                        |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 40/60% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | Discontinue all ONPS-funded walks and talks.    |
| Programs           | Shift labor to education services. Merge        |
|                    | Sequoia-North and Sequoia-South interpretive    |
|                    | districts and convert one GS-11 position to     |
|                    | GS-9.                                           |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists may present |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. Program      |
|                    | scale determined by revenue flow generated.     |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Sustain low-level program using ONPS-funded     |
| Stations           | labor diverted from LPVC operations.            |
|                    |                                                 |
|                    | Ranger-naturalist presence most days during     |
|                    | peak season at General Sherman and General      |
|                    | Grant trees.                                    |
|                    |                                                 |
|                    | Limited spring and fall roving at selected      |
|                    | sites at Grant Grove, Giant Forest, and         |
|                    | Foothills.                                      |
|                    |                                                 |
|                    | Winter roving on selected weekends and holidays |
|                    | limited to time available from permanent        |
|                    | staff..                                         |
+--------------------+-------------------------------------------------+
| Interpretive Media | One PFT position (ONPS-funded) dedicated to     |
|                    | this function. Attention balanced primarily     |
|                    | between webpage management, publications (park  |
|                    | newspaper and brochure) management, and exhibit |
|                    | project management (primarily FLREA-funded).    |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Enhance in-park education program. Provide      |
|                    | substantial program of standards-based programs |
|                    | to schools groups visiting Grant Grove, Giant   |
|                    | Forest, and Foothills.                          |
|                    |                                                 |
|                    | Shift half of seasonal labor previously used    |
|                    | for summer Interpretive Programs to spring and  |
|                    | fall in-park education programming. Convert     |
|                    | existing PFT GS-9 position to GS-11 to          |
|                    | supervise this and outreach education.          |
+--------------------+-------------------------------------------------+
| Outreach Education | Implement new outreach education program using  |
|                    | ONPS funds as well as donations and labor from  |
|                    | partners. Shift other half of seasonal labor    |
|                    | previously used for summer Interpretive         |
|                    | Programs to outreach education services during  |
|                    | school year. Program would be overseen by GS-11 |
|                    | education coordinator.                          |
+--------------------+-------------------------------------------------+
| Public Affairs     | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer and handles both     |
|                    | media and community-relations issues.           |
|                    |                                                 |
|                    | Fire Education Specialist (GS-11) staffed if    |
|                    | funded by FPA.                                  |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia             |
| Management         | Interpretive District staff.                    |
+--------------------+-------------------------------------------------+
| Division           | Two PFT positions (ONPS-funded) dedicated to    |
| Management         | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief Park Interpreter invests significant time |
|                    | in fundraising.                                 |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 60% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers. (SNHA may provide 100% of      |
|                    | staff to operate LPVC if it desires to keep     |
|                    | this sales outlet open.)                        |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which focuses on standards-based educational    |
|                    | programming; SFI also provides fee-based        |
|                    | interpretive services, but only on              |
|                    | self-sustaining basis.                          |
|                    |                                                 |
|                    | SNHA operates Beetle Rock Education Center.     |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [EMPHASIZE STANDARDS-BASED EDUCATION]{.underline}

**CAPACITY LEVEL:** [ENHANCED]{.underline}

**ALTERNATIVE CODE:** [B-E]{.underline}

**DESCRIPTION:** Focus is on maximizing potential for standards-based
education activities. In-park programs are enhanced, but primary
emphasis area is outreach education. Education staff enlarged to support
this effort. Basic visitor center operations sustained. Low level NPS
programs provide limited schedules of interpretive programming during
peak season and roving at a few key sites.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-June through Labor Day.               |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 50/50% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | Sustain low level NPS program. Daily NPS        |
| Programs           | activities at Grant Grove and Giant Forest      |
|                    | during peak season; less-than-daily programs    |
|                    | during same period at Cedar Grove and           |
|                    | Foothills. No programs at Mineral King.         |
|                    |                                                 |
|                    | During off-season, limited NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Sustain low-level NPS program. NPS presence     |
| Stations           | most days during peak season at General Sherman |
|                    | and General Grant trees.                        |
|                    |                                                 |
|                    | Limited spring and fall roving at selected      |
|                    | sites at Grant Grove, Giant Forest, and         |
|                    | Foothills.                                      |
|                    |                                                 |
|                    | Winter roving on selected weekends and holidays |
|                    | limited to time available from permanent staff. |
+--------------------+-------------------------------------------------+
| Interpretive Media | Existing ONPS-funded GS-11 position remains     |
|                    | dedicated to this function. Attention balanced  |
|                    | primarily between webpage management,           |
|                    | publications (park newspaper and brochure)      |
|                    | management, and exhibit project management      |
|                    | (primarily FLREA-funded).                       |
|                    |                                                 |
|                    | New PFT GS-11 position created to develop and   |
|                    | sustain web materials to support pre-visit and  |
|                    | post-visit aspects of standards-based           |
|                    | educational programs; web pages also developed  |
|                    | to offer park-related materials to distant      |
|                    | students worldwide.                             |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Area of maximum emphasis. Provide extensive     |
|                    | program of standards-based programs to schools  |
|                    | groups visiting Grant Grove, Giant Forest, and  |
|                    | Foothills.                                      |
|                    |                                                 |
|                    | Increase seasonal staff to present programs.    |
|                    | Convert existing PFT GS-9 position to GS-11 to  |
|                    | supervise this and outreach education.          |
+--------------------+-------------------------------------------------+
| Outreach Education | Implement program that provides substantial,    |
|                    | visible, frequent ranger presence in 2^nd^,     |
|                    | 3^rd^, and 4^th^ grade classrooms in            |
|                    | Tulare/Kings/Fresno county region. Program also |
|                    | provides ranger presence at TCOE's SCICON       |
|                    | facility for Tulare County 6^th^ graders as     |
|                    | well as for comparable facilities in other      |
|                    | Central California counties. Overall program    |
|                    | fully integrated and coordinated with           |
|                    | educational programs presented by partners      |
|                    | including TCOE, USACE, and Sequoia Riverlands   |
|                    | Trust.                                          |
|                    |                                                 |
|                    | Staff enlarged using both NPS and donated       |
|                    | funds. One PFT GS-11 Education specialist added |
|                    | to existing GS-9 staff; also multiple term and  |
|                    | seasonal positions depending upon funding. VIPs |
|                    | recruited to support program.                   |
|                    |                                                 |
|                    | Also area of emphasis for SNHA Sequoia Field    |
|                    | Institute. SFI staff present programs which are |
|                    | complementary to NPS effort.                    |
+--------------------+-------------------------------------------------+
| Public Affairs     | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer, providing media and |
|                    | community outreach services.                    |
|                    |                                                 |
|                    | Fire Education Specialist (GS-11) staffed if    |
|                    | funded by FPA.                                  |
+--------------------+-------------------------------------------------+
| Volunteer          | Full-time VIP coordinator position created to   |
| Management         | recruit and manage staff to support outreach    |
|                    | education activities.                           |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief Park Interpreter                          |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 50% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which focuses on standards-based educational    |
|                    | programming.                                    |
|                    |                                                 |
|                    | SNHA operates Beetle Rock Education Center.     |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [EMPHASIZE STANDARDS-BASED EDUCATION]{.underline}

**CAPACITY LEVEL:** [REDUCED]{.underline}

**ALTERNATIVE CODE:** [B-R]{.underline}

**DESCRIPTION:** Using reduced capacity, focus efforts primarily on
standards-based outreach services. Shift emphasis away from
visitor-oriented portions of orientation, interpretive program, and
interpretive media functions. All services severely limited by capacity
constraints.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year. Operate |
|                    | Giant Forest Museum daily except close for four |
|                    | weekdays each week November through March, or   |
|                    | turn facility over to SNHA four days each week. |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner.           |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; close, merge with   |
|                    | wilderness permit function, or turn over to     |
|                    | partner.                                        |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 25/75% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if that agency funds          |
|                    | positions.                                      |
+--------------------+-------------------------------------------------+
| Interpretive       | Discontinue all ONPS-funded walks and talks.    |
| Programs           | Merge Sequoia-North and Sequoia-South           |
|                    | interpretive distr5icts and abolish one GS-11   |
|                    | position.                                       |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists may present |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs may also be |
|                    | presented in other areas and seasons as funds   |
|                    | and demand allow. Program scale determined by   |
|                    | revenue flow generated.                         |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Discontinue all peak-season ONPS-funded roving  |
| Stations           | and assigned station work by seasonals.         |
|                    |                                                 |
|                    | Off --season roving on selected weekends and    |
|                    | holidays limited to time available from         |
|                    | permanent staff.                                |
+--------------------+-------------------------------------------------+
| Interpretive Media | Existing ONPS-funded GS-11 position 60%         |
|                    | dedicated to this function. Attention balanced  |
|                    | primarily between webpage management,           |
|                    | publications (park newspaper and brochure)      |
|                    | management, and exhibit project management      |
|                    | (primarily FLREA-funded). Remaining 40% of time |
|                    | used to sustain education program.              |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Discontinue in-park education services. Provide |
|                    | teacher training workshops as staffing allows.  |
+--------------------+-------------------------------------------------+
| Outreach Education | Implement limited outreach education program    |
|                    | using ONPS funds as well as donations and labor |
|                    | from partners. Focus all seasonal labor not     |
|                    | needed for orientation services on this         |
|                    | function Program overseen by GS-9 education     |
|                    | coordinator.                                    |
+--------------------+-------------------------------------------------+
| Public Affairs     | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer, providing media and |
|                    | community outreach services.                    |
|                    |                                                 |
|                    | Fire Education Specialist (GS-11) staffed if    |
|                    | funded by FPA.                                  |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to existing staff.     |
| Management         |                                                 |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief Park Interpreter leads fundraising        |
|                    | effort.                                         |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 75% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers. (SNHA may provide 100% of      |
|                    | staff necessary to keep sales outlets at        |
|                    | Lodgepole and Cedar Grove open.)                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which provides fee-based,s tandards-based       |
|                    | educational programming. SFI also provides      |
|                    | fee-based interpretive services, but only on a  |
|                    | self-sustaining basis.                          |
|                    |                                                 |
|                    | SNHA may decide to close Beetle Rock Education  |
|                    | Center if use and finances do not justify       |
|                    | operation.                                      |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [EMPHASIZE VISITOR SERVICES]{.underline}

**CAPACITY LEVEL:** [BASELINE]{.underline}

**ALTERNATIVE CODE:** [C-B]{.underline}

**DESCRIPTION:** Using existing capacity, focus efforts primarily on
park visitors. Sustain visitor orientation services and interpretive
media; enhance interpretive programming; reduce and/or eliminate
standards-based education services.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-June through Labor Day.               |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 50/50% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | Daily NPS interpretive programming at Cedar     |
| Programs           | Grove, Grant Grove, Giant Forest, and Foothills |
|                    | during peak season. Reduced programming in same |
|                    | areas during shoulder seasons.                  |
|                    |                                                 |
|                    | Less-than-daily summer programming at Mineral   |
|                    | King. Activity levels enhanced with labor       |
|                    | shifted from education programming including    |
|                    | GS-9 PFT position.                              |
|                    |                                                 |
|                    | During off-season, limited NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists present     |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. SFI          |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities.                                  |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove, Giant        |
|                    | Forest, and Foothills. Major emphasis sites are |
|                    | Grant Tree, Sherman Tree, and selected picnic   |
|                    | and river sites in Hospital Rock / Ash Mountain |
|                    | corridor. Reduced programming at same sites in  |
|                    | shoulder season.                                |
|                    |                                                 |
|                    | Limited (less than daily) NPS roving program at |
|                    | Cedar Grove, Crystal Cave, and Mineral King.    |
|                    |                                                 |
|                    | Off season NPS roving at selected sites at      |
|                    | Grant Grove, Giant Forest, and Foothills on     |
|                    | weekends and holidays.                          |
+--------------------+-------------------------------------------------+
| Interpretive Media | Attention focused primarily on webpage          |
|                    | management, publications (park newspaper and    |
|                    | brochure) management, and exhibit project       |
|                    | management (primarily FLREA-funded). One PFT    |
|                    | position (ONPS-funded) dedicated to this        |
|                    | function.                                       |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Discontinue existing program; shift PFT GS-9    |
|                    | and seasonal labor to Interpretive Programs and |
|                    | Roving/Assigning Station work.                  |
+--------------------+-------------------------------------------------+
| Outreach Education | No NPS or SNHA program.                         |
+--------------------+-------------------------------------------------+
| Public Affairs     | Focus is on both media needs and community      |
|                    | outreach.. One PFT GS-11 position (ONPS-funded) |
|                    | serves as Public Information Officer.           |
|                    |                                                 |
|                    | Fire Education Specialist staffed if funded by  |
|                    | FPA.                                            |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia-South       |
| Management         | Interpretive District Staff.                    |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 50% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers fee-based naturalist activities    |
|                    | for visitors, as well as multi-day seminars.    |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [EMPHASIZE VISITOR SERVICES]{.underline}

**CAPACITY LEVEL:** [ENHANCED]{.underline}

**ALTERNATIVE CODE:** [C-E]{.underline}

**DESCRIPTION:** Emphasize services to park visitors. Lengthen visitor
center hours and increase ranger presence in those facilities. Increase
ranger-led walks and talks. Increase roving at key park features.
Enhance waysides and other media that serve park visitors. Enlarge
services for school groups visiting parks, but discontinue outreach
efforts.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October, also weekends and        |
|                    | holidays during remainder of the year. Operate  |
|                    | Cedar Grove VC daily mid-May through            |
|                    | mid-September. Lengthen peak-season operating   |
|                    | hours to 7:00 -- 20:00 at GGVC, LPVC, GFMU, and |
|                    | FHVC. Increase seasonal staff.                  |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 60/40% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | Multiple daily NPS interpretive programs at     |
| Programs           | Cedar Grove, Grant Grove, Giant Forest,         |
|                    | Foothills, and Mineral King during peak season. |
|                    | Program has substantial variety and depth.      |
|                    | Reduced programming in same areas during        |
|                    | shoulder seasons. Seasonal staff enlarged and   |
|                    | work seasons lengthened.                        |
|                    |                                                 |
|                    | Programs provided in Spanish as well as         |
|                    | English.                                        |
|                    |                                                 |
|                    | STF GS-9 park ranger positions restored at      |
|                    | Lodgepole and Cedar Grove.                      |
|                    |                                                 |
|                    | Staff nature center in Giant Forest/Lodgepole   |
|                    | area and provide activities for families with   |
|                    | children.                                       |
|                    |                                                 |
|                    | During off-season, limited NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists present     |
|                    | in-depth fee-based interpretive programming     |
|                    | daily at Grant Grove and Giant Forest during    |
|                    | peak season; selected fee-based programs also   |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand justify. SFI        |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities.                                  |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove, Giant        |
|                    | Forest, Crystal Cave, and Foothills. Major      |
|                    | emphasis sites, including Grant Tree, Sherman   |
|                    | Tree, Crystal Cave, and selected picnic and     |
|                    | river sites in Hospital Rock / Ash Mountain     |
|                    | corridor, are reliably staffed during hours of  |
|                    | heavy use. Reduced programming at same sites in |
|                    | shoulder seasons.                               |
|                    |                                                 |
|                    | Limited NPS roving program at Cedar Grove and   |
|                    | Mineral King.                                   |
|                    |                                                 |
|                    | If shuttle system implemented in Giant Forest,  |
|                    | assign seasonal rangers to buses and/or bus     |
|                    | stops to provide visitor information and        |
|                    | guidance.                                       |
|                    |                                                 |
|                    | Off season NPS roving at selected sites at      |
|                    | Grant Grove, Giant Forest, and Foothills on     |
|                    | weekends and holidays only.                     |
+--------------------+-------------------------------------------------+
| Interpretive Media | Emphasis placed on increasing media services    |
|                    | for park visitors. Additional self-guiding      |
|                    | trails developed. Number of TIS radio systems   |
|                    | increased. Wayside exhibits increased in number |
|                    | and quality.                                    |
|                    |                                                 |
|                    | Existing GS-11 PFT position remains dedicated   |
|                    | to this function. Attention balanced between    |
|                    | webpage management, publications (park          |
|                    | newspaper and brochure) management, and exhibit |
|                    | project management (primarily FLREA-funded).    |
|                    |                                                 |
|                    | Project management staff enlarged as required   |
|                    | to work on projects using term hiring authority |
|                    | and project funds.                              |
+--------------------+-------------------------------------------------+
| In-park Education  | Sustain and enlarge existing program by         |
|                    | augmenting seasonal NPS staff in shoulder       |
|                    | seasons.                                        |
+--------------------+-------------------------------------------------+
| Outreach Education | No NPS or SNHA program.                         |
+--------------------+-------------------------------------------------+
| Public Affairs     | Focus is on both media needs and community      |
|                    | outreach.. One PFT GS-11 position (ONPS-funded) |
|                    | serves as Public Information Officer.           |
|                    | Additional seasonal support position funded.    |
|                    |                                                 |
|                    | Fire Education Specialist staffed if funded by  |
|                    | FPA.                                            |
+--------------------+-------------------------------------------------+
| Volunteer          | Full-time VIP coordinator position created to   |
| Management         | recruit and manage staff to support in-park     |
|                    | visitor services.                               |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief Park Interpreter addressed fundraising as |
|                    | a priority.                                     |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 40% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers fee-based naturalist activities    |
|                    | for visitors, as well as multi-day seminars.    |
|                    |                                                 |
|                    | Sequoia Fund focuses efforts on project that    |
|                    | will support in-park visitor services.          |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [EMPHASIZE VISITOR SERVICES]{.underline}

**CAPACITY LEVEL:** [REDUCED]{.underline}

**ALTERNATIVE CODE:** [C-R]{.underline}

**DESCRIPTION:** Focus limited interpretive program on busiest areas of
parks. Sustain programs there to maximum degree possible by reducing
visitor orientation, roving, and interpretive media. No standards-based
educational services provided.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year. Limit   |
|                    | NPS VC hours to no more than 8:00 to 17:00      |
|                    | hours even at peak season. Extended hours only  |
|                    | if staffed by SNHA on a basis that makes        |
|                    | economic sense including utility costs.         |
|                    |                                                 |
|                    | Operate Giant Forest Museum daily except close  |
|                    | four weekdays (or turn over to partner)         |
|                    | November through March.                         |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner. Shift     |
|                    | staffing to Roving/Assigned Stations duties.    |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; either close or     |
|                    | turn over to partner or wilderness permit       |
|                    | function.                                       |
|                    |                                                 |
|                    | Merge Sequoia-North and Sequoia-South           |
|                    | Interpretive Districts and abolish one GS-11    |
|                    | district interpreter position.                  |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 25/75% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by that agency.     |
+--------------------+-------------------------------------------------+
| Interpretive       | Limited daily NPS interpretive programming at   |
| Programs           | Grant Grove and Giant Forest during peak        |
|                    | season; very limited programming at these sites |
|                    | during shoulder seasons. No NPS program at      |
|                    | Cedar Grove or Mineral King.                    |
|                    |                                                 |
|                    | During off-season, very limited NPS programming |
|                    | on selected weekends and holidays at Grant      |
|                    | Grove, Giant Forest, and Foothills; programs    |
|                    | presented only by year-round staff and only as  |
|                    | time allows.                                    |
|                    |                                                 |
|                    | No nature center program in Giant               |
|                    | Forest/Lodgepole area.                          |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists may present |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. SFI          |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities. Program scope determined by      |
|                    | ability of offering to sustain themselves       |
|                    | economically.                                   |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove and Giant     |
|                    | Forest. Major emphasis sites are Grant Tree and |
|                    | Sherman Tree.                                   |
|                    |                                                 |
|                    | Off season NPS roving at selected sites on      |
|                    | weekends and holidays only responding to local  |
|                    | use needs.                                      |
+--------------------+-------------------------------------------------+
| Interpretive Media | Attention focused primarily on webpage          |
|                    | management, publications (park newspaper and    |
|                    | brochure) management, and exhibit project       |
|                    | management (primarily FLREA-funded). One PFT    |
|                    | position (ONPS-funded) dedicated 100% to this   |
|                    | function.                                       |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Discontinue program; abolish GS-9 education     |
|                    | coordinator position.                           |
|                    |                                                 |
|                    | SNHA may offer fee-based educational services   |
|                    | within park if demand proves sufficient and     |
|                    | program can be made self-sustaining.            |
+--------------------+-------------------------------------------------+
| Outreach Education | Seek to establish program using term employees  |
|                    | and outside funding. Implement program only to  |
|                    | extent possible using non-ONPS funding.         |
|                    |                                                 |
|                    | SNHA may offer fee-based educational services   |
|                    | outside park if demand proves sufficient and    |
|                    | program can be made self-sustaining.            |
+--------------------+-------------------------------------------------+
| Public Affairs     | Park responds to media inquiries but has only   |
|                    | limited proactive PIO capacity. Community       |
|                    | outreach activities in the form of talks to     |
|                    | organizations, public events attendance, etc.,  |
|                    | pursued in balance with media work.             |
|                    |                                                 |
|                    | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer. Fire Education      |
|                    | Specialist position staffed if funded by FPA.   |
|                    | Seasonal media assistant position staffed if    |
|                    | funded by Visitor Protection Division.          |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia-South       |
| Management         | Interpretive District Staff.                    |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief invests significant time in fundraising   |
|                    | activities.                                     |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides \<75% of the staffing necessary   |
|                    | year-round to operate the parks' visitor        |
|                    | centers.                                        |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers in-depth, park-related seminars on |
|                    | a fee basis. Same program may offer             |
|                    | interpretive programs and education programs if |
|                    | demand proves sufficient to sustain effort      |
|                    | financially.                                    |
|                    |                                                 |
|                    | SNHA may consider closing Beetle Rock Education |
|                    | Center if use and revenue do not justify        |
|                    | continued investment in facility.               |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
|                    |                                                 |
|                    | Donation funds may also be sought to sustain    |
|                    | media programs and products.                    |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [Emphasize Technology and Interpretive
Media]{.underline}

**CAPACITY LEVEL:** [BASELINE]{.underline}

**ALTERNATIVE CODE:** [D-B]{.underline}

**DESCRIPTION:** Emphasize technology and interpretive media to
communicate park messages. Reduce number of seasonal positions and shift
funds to media program. Upgrade web-based services. Explore more intense
use of TIS radio systems and other electronic media. Focus
standards-based educational services on web. Limit NPS staff to visitor
orientation function at visitor centers. Replace ranger-guided
interpretive activities with self-guiding activities based on exhibits,
brochures, or electronic media. Increase number of self-guiding trails.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year.         |
|                    |                                                 |
|                    | Operate Giant Forest Museum daily except close  |
|                    | four days each week November through March. or  |
|                    | turn over to partner.                           |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner.           |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; close, merge with   |
|                    | wilderness permit function, or turn over to     |
|                    | partner.                                        |
|                    |                                                 |
|                    | Shift resources saved to additional funding for |
|                    | interpretive media program.                     |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 40/60% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | No NPS-funded interpretive programs presented   |
| Programs           | by park rangers. Enlarge program of             |
|                    | self-guiding trails by adding multiple new      |
|                    | venues.                                         |
|                    |                                                 |
|                    | Using technology, enlarge variety of languages  |
|                    | in which park information is available.         |
|                    |                                                 |
|                    | Shift resources saved to additional funding for |
|                    | interpretive media program.                     |
|                    |                                                 |
|                    | Merge Sequoia-North and Sequoia-South           |
|                    | interpretive districts and shift surplus        |
|                    | position to interpretive media office.          |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists present     |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. SFI          |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities.                                  |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Limited roving/assigned station NPS programming |
| Stations           | daily during peak season at Grant Grove and     |
|                    | Giant Forest. Major emphasis sites are Grant    |
|                    | Tree and Sherman Tree                           |
|                    |                                                 |
|                    | Off season NPS roving at selected sites on      |
|                    | weekends and holidays only.                     |
+--------------------+-------------------------------------------------+
| Interpretive Media | Enhance and augment interpretive media          |
|                    | programs, including especially web pages,       |
|                    | exhibits, and publications.                     |
|                    |                                                 |
|                    | Existing GS-11 shifts to GS-12; serves as       |
|                    | overall media program lead and directly manages |
|                    | publications and exhibits work.                 |
|                    |                                                 |
|                    | Add new (term) GS-9 writer/editor position to   |
|                    | be funded by resources shifted from staff       |
|                    | reductions in visitor centers and interpretive  |
|                    | programs.                                       |
|                    |                                                 |
|                    | Add new GS-9 position (vice Sequoia North       |
|                    | District Interpreter) to manage web pages and   |
|                    | other electronic media including TIS radio and  |
|                    | in-park video systems operated by               |
|                    | concessioners.                                  |
|                    |                                                 |
|                    | Shift GS-9 education coordinator position to    |
|                    | this branch to manage education web pages; see  |
|                    | below.                                          |
|                    |                                                 |
|                    | Project Manager (GS-9, term; LFT; project       |
|                    | funded) focuses on FLREA projects.              |
+--------------------+-------------------------------------------------+
| In-park Education  | Shift focus from ranger-hosted activities to    |
|                    | self-guided activities based on web page        |
|                    | pre-visit information. Utilize existing         |
|                    | ONPS-funded education coordinator to coordinate |
|                    | this function                                   |
+--------------------+-------------------------------------------------+
| Outreach Education | Pursue outreach education through internet      |
|                    | strategy. Utilize existing ONPS-funded          |
|                    | education coordinator to coordinate this        |
|                    | function                                        |
+--------------------+-------------------------------------------------+
| Public Affairs     | Function addresses both news media and          |
|                    | community outreach issues. One PFT GS-11        |
|                    | position (ONPS-funded) serves as Public         |
|                    | Information Officer.                            |
|                    |                                                 |
|                    | Fire Education Specialist staffed if funded by  |
|                    | FPA.                                            |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia             |
| Management         | Interpretive District staff.                    |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 60% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers fee-based naturalist activities    |
|                    | for visitors, as well as multi-day seminars.    |
|                    |                                                 |
|                    | SNHA assists with data distribution (IPOD       |
|                    | download) sales.                                |
|                    |                                                 |
|                    | Sequoia Fund to consider raising funds for park |
|                    | implementation of new technologies.             |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [EMPHASIZE TECHNOLOGY AND INTERPRETIVE
MEDIA]{.underline}

**CAPACITY LEVEL:** [ENHANCED]{.underline}

**ALTERNATIVE CODE:** [D-E]{.underline}

**DESCRIPTION:** Emphasize technology and interpretive media to
communicate park messages in lieu of direct personal services. Serve
both park visitors and other audiences. Upgrade web-based services.
Explore more intense use of TIS radio systems and other electronic media
including low-wattage and/or satellite broadcast systems for outdoor
use. Explore new technologies including IPOD downloading as means of
providing visitor information Base standards-based educational services
on web. Provide limited scale roving programs. Augment these with
significantly enhanced self-guiding activities based on exhibits,
brochures, or electronic media. Increase number of self-guiding trails.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-June through Labor Day.               |
|                    |                                                 |
|                    | Enhance visitor centers with interactive        |
|                    | exhibitry                                       |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 50/50% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by that agency.     |
+--------------------+-------------------------------------------------+
| Interpretive       | Develop electronic self-guiding trails (with    |
| Programs           | hand-held receivers) at key park features like  |
|                    | Grant and Sherman trees. Provided similar       |
|                    | services for motor touring.                     |
|                    |                                                 |
|                    | Using technology, enlarge variety of languages  |
|                    | in which park information is available.         |
|                    |                                                 |
|                    | If shuttle system implemented in Giant Forest,  |
|                    | develop electronic audio tours to provide       |
|                    | information to riders.                          |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists present     |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. SFI          |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities.                                  |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Limited roving/assigned station NPS programming |
| Stations           | daily during peak season at Grant Grove and     |
|                    | Giant Forest. Major emphasis sites are Grant    |
|                    | Tree and Sherman Tree                           |
|                    |                                                 |
|                    | Off season NPS roving at selected sites on      |
|                    | weekends and holidays only.                     |
+--------------------+-------------------------------------------------+
| Interpretive Media | Enhance and augment interpretive media          |
|                    | programs, including especially web pages,       |
|                    | exhibits, and publications. Create new          |
|                    | self-guiding trails using waysides, brochures,  |
|                    | or low wattage and/or satellite broadcast       |
|                    | systems; add wayside exhibits; add TIS radio    |
|                    | systems.                                        |
|                    |                                                 |
|                    | Explore and implement if applicable new         |
|                    | technologies for interpretive purposes          |
|                    | including audio and video file-downloading to   |
|                    | IPOD units.                                     |
|                    |                                                 |
|                    | Existing GS-11 shifts to GS-12; serves as media |
|                    | program lead and directly manages publications  |
|                    | and exhibits.                                   |
|                    |                                                 |
|                    | Add new (term) GS-9 writer/editor position to   |
|                    | be funded by resources shifted from staff       |
|                    | reductions in visitor centers and interpretive  |
|                    | programs.                                       |
|                    |                                                 |
|                    | Add new GS-9 position (vice Sequoia North       |
|                    | District Interpreter) to manage web pages and   |
|                    | other electronic media including TIS radio and  |
|                    | in-park video systems operated by               |
|                    | concessioners. Position would also address      |
|                    | maintenance of technological systems.           |
|                    |                                                 |
|                    | Shift GS-9 education coordinator position to    |
|                    | this branch to manage education web pages; see  |
|                    | below.                                          |
|                    |                                                 |
|                    | Project Manager (GS-9, term; LFT; project       |
|                    | funded) focuses on FLREA projects.              |
+--------------------+-------------------------------------------------+
| In-park Education  | Shift focus from ranger-hosted activities to    |
|                    | self-guided activities based on web page        |
|                    | pre-visit information or other new              |
|                    | technologies.                                   |
+--------------------+-------------------------------------------------+
| Outreach Education | Pursue outreach education through internet      |
|                    | strategy.                                       |
+--------------------+-------------------------------------------------+
| Public Affairs     | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer.                     |
|                    |                                                 |
|                    | Fire Education Specialist staffed if funded by  |
|                    | FPA.                                            |
+--------------------+-------------------------------------------------+
| Volunteer          | Dedicated GS-9 position for purpose of          |
| Management         | recruiting volunteers with technological        |
|                    | skills.                                         |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 50% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers fee-based naturalist activities    |
|                    | for visitors, as well as multi-day seminars.    |
|                    |                                                 |
|                    | SNHA assists with data distribution (IPOD       |
|                    | download) sales.                                |
|                    |                                                 |
|                    | Sequoia Fund to consider raising funds for park |
|                    | implementation of new technologies.             |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [Emphasize Technology and Interpretive
Media]{.underline}

**CAPACITY LEVEL:** [REDUCED]{.underline}

**ALTERNATIVE CODE:** [D-R]{.underline}

**DESCRIPTION:** Emphasize technology and interpretive media to
communicate park messages. Explore more intense use of TIS radio systems
and other electronic media. Focus standards-based educational services
on web. Limit NPS staff to visitor orientation function at visitor
centers. Replace ranger-guided interpretive activities with self-guiding
activities based on exhibits or brochures. Increase number of
self-guiding trails. Reduce overall program by ceasing seasonal services
utilizing ranger-naturalists.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year.         |
|                    |                                                 |
|                    | Operate Giant Forest Museum daily except close  |
|                    | four days each week November through March. or  |
|                    | turn over to partner.                           |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner.           |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; close, merge with   |
|                    | wilderness permit function, or turn over to     |
|                    | partner.                                        |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 25/75% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC.                              |
+--------------------+-------------------------------------------------+
| Interpretive       | No NPS-funded interpretive programs presented   |
| Programs           | by park rangers. Enlarge program of             |
|                    | self-guiding trails by adding multiple new      |
|                    | venues.                                         |
|                    |                                                 |
|                    | Merge Sequoia-North and Sequoia-South           |
|                    | interpretive districts and abolish surplus      |
|                    | position.                                       |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists present     |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. SFI          |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities.                                  |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | No NPS-funded roving or assigned station        |
| Stations           | program.                                        |
+--------------------+-------------------------------------------------+
| Interpretive Media | Focus available NPS staff on interpretive media |
|                    | programs, including especially web pages,       |
|                    | exhibits, and publications.                     |
|                    |                                                 |
|                    | Existing GS-11 position to focus on             |
|                    | publications, exhibits, and branch management.  |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Shift focus from ranger-hosted activities to    |
|                    | self-guided activities based on web page        |
|                    | pre-visit information. Abolish existing         |
|                    | ONPS-funded GS-9 education coordinator.         |
+--------------------+-------------------------------------------------+
| Outreach Education | Pursue outreach education through internet      |
|                    | strategy                                        |
+--------------------+-------------------------------------------------+
| Public Affairs     | Function addresses both media and community     |
|                    | outreach issues. One PFT GS-11 position         |
|                    | (ONPS-funded) serves as Public Information      |
|                    | Officer.                                        |
|                    |                                                 |
|                    | Fire Education Specialist staffed, if funded by |
|                    | FPA.                                            |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia             |
| Management         | Interpretive District staff.                    |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 75% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers fee-based naturalist activities    |
|                    | for visitors, as well as multi-day seminars.    |
|                    |                                                 |
|                    | Sequoia Fund to consider raising funds for park |
|                    | implementation of new technologies.             |
+--------------------+-------------------------------------------------+

**[ANALYSIS OF ALTERNATIVES]{.underline}**

**[INTRODUCTION]{.underline}**

The purpose of this section of the plan is to assess the relative value
to Sequoia and Kings Canyon National Parks of the four alternative
approaches proposed for resource education at the parks. To ensure
consistency in our analysis, each of the alternatives will be subjected
to a consistent set of questions. These questions are:

1.  How well does the alternative carry out the resource education goals
    of the General Management Plan?

2.  How well does the alternative meet the needs of park visitors?

3.  How well does the alternative meet the needs of standards-based
    educational institutions?

4.  What effect does the alternative have on other park programs?

5.  How ambitious is the alternative in its need for fiscal and staff
    resources?

6.  How well does the alternative meet the needs of the NPS to
    communicate its mission and programs to the public?

In order to address these questions in a consistent fashion, it is
useful to provide some definition as to what these questions mean.

*Question 1: How well does the alternative carry out the resource
education goals of the General Management Plan?*

The GMP does not propose an integrated program of educational
initiatives for the parks. That is the purpose of this plan. It does,
however, establish a number of long-term (15-20 year) goals for the
parks' resource education program. Of these, those that relate most
directly to the alternatives can be summarized as follows:

-   Strengthen educational and outreach programs

-   Expand, redesign, or add educational facilities

-   Prepare a Comprehensive Interpretive Plan

-   Expand ranger-naturalist programs within the parks

-   Increase park orientation

-   Greatly enlarge outreach efforts

-   Create a classroom-focused website

-   Expand the Grant Grove Visitor Center

-   Provide a visitor center at Cedar Grove

-   Retain the Lodgepole Visitor Center

-   Construct a permanent amphitheater at Wuksachi Village

-   Enhance the self-guiding trail system at Grant Grove

-   Provide ranger-naturalist services in Giant Forest

-   Expand the Foothills Visitor Center

-   Provide more interpretive services at Mineral King

-   Retain tours at Crystal Cave

Several of these goals relate to the construction of new facilities, and
are thus beyond the scope of this plan, which focuses on operational
issues. For this reason, the following questions will be dropped from
our analysis:

-   Expand, redesign, or add educational facilities

-   Expand the Grant Grove Visitor Center

-   Construct a permanent amphitheater at Wuksachi Village

-   Expand the Foothills Visitor Center

In addition it is not useful to evaluate the GMP goal that a
Comprehensive Interpretive Plan be created since this plan has now been
drafted.

All other goals will be evaluated.

*Question 2: How well does the alternative meet the needs of park
visitors?*

Park visitors generally interact with the resource education program at
several levels. The first occurs as they seek orientation information
prior to their visits, generally either by visiting the SEKI webpage or
by calling the park and requesting pre-visit information. Once in the
parks, visitors usually seek orientation information at visitor centers
and through interpretive media like free publications and waysides. The
final level comes when visitors seek involvement in learning activities
such as walks, talks, and evening programs. Roving/assigned station
services also play a role here.

*Question 3: How well does the alternative meet the needs of
standards-based educational institutions?*

The world of standards-based education looks to Sequoia and Kings Canyon
for several different sorts of services. These include facilities and
services for visiting school groups, outreach education services, and
web-based services.

*Question 4: What effect does the alternative have on other park
programs?*

Resource education activities help support the needs of many other park
divisions and programs. Visitor Centers, for example, provide campground
information, explain park laws and regulations, and warn visitors about
risks and dangers. Interpetive programs contain much information about
resources management issues and programs. Public affairs work with the
news media provides an outlet for information about park management
directions to neighbors and interested special interest groups. Changes
in these programs therefore has the obvious potential of impacting
non-interpretive park programs.

*Question 5: How ambitious is the alternative in its need for fiscal and
staff resources?*

In the baseline political setting, many questions exist about the best
use of federal funds and the proper long-term level of federal staffing.
For this reason, it is useful to outline the implications of each of the
proposals in terms of the funds and personnel they would require.
Because the alternatives are conceptual in nature, this question will be
answered through comparison of the relative expense of the alternatives
rather than with hard numbers.

*Question 6: How well does the alternative meet the needs of the NPS to
communicate its mission and programs to the public?*

In answering this question, an attempt will be made to evaluate the
overall impact of the proposed balance of services on these parks.

**[ALTERNATIVE A: BALANCED FOCUS]{.underline}**

**Alternative A: Sustain a balanced program that serves all audiences
(including park visitors, park neighbors, and educational organizations
(visiting school groups and off-site schools) in an equitable fashion.**

*Question 1: How well does the alternative carry out the resource
education goals of the General Management Plan?*

  ------------------- ----------------- ----------------- -----------------
  GMP GOAL            Enhanced Level    Baseline Level    Reduced Level

  *Strengthen         Yes, limited      No. This level of No. Programs and
  education and       enhancement in    activity does not services reduced.
  outreach programs.* most program      strengthen        
                      areas.            programs.         

  *Expand             Yes. Program      No, but programs  No. All programs
  ranger-naturalist   level increased   do continue at    are discontinued.
  programs within the above baseline.   baseline level.   
  parks*                                                  

  *Increase park      No, but high      No.               No.
  orientation*        level of                            
                      orientation                         
                      sustained.                          

  *Greatly enlarge    Limited increase  No.               No.
  outreach efforts*   possible and                        
                      possibly more if                    
                      private funds                       
                      raised.                             

  *Create a           Yes. Increased    No.               No.
  classroom-focused   staffing would                      
  website*            support                             

  *Provide a visitor  Yes, on a         Yes, on a         No. Facility
  center at Cedar     seasonal basis.   seasonal basis.   closed.
  Grove*                                                  

  *Retain the         Yes, on a         Yes, on a         No. Facility
  Lodgepole Visitor   seasonal basis.   seasonal basis    closed.
  Center*                                                 

  *Enhance the        Yes. Increased    No.               No.
  self-guiding trail  staffing would                      
  system at Grant     support                             
  Grove*                                                  

  *Provide            Yes               Yes               No.
  ranger-naturalist                                       
  services in Giant                                       
  Forest*                                                 

  *Provide more       Yes. Increased    No change in      No.
  interpretive        staffing would    service level     
  services at Mineral support.          from baseline     
  King*                                                   

  *Retain tours at    Yes.              Yes.              Yes.
  Crystal Cave*                                           
  ------------------- ----------------- ----------------- -----------------

*Question 2: How well does the alternative meet the needs of park
visitors?*

[Enhanced Level:]{.underline} The needs of park visitors are well met.
The major visitor centers operate year round, and Lodgepole and Cedar
Grove are available seasonally. Rangers are usually present in visitors
centers. A strong program of traditional interpretive activities
continues Roving rangers are present at key features.. Investment in
off-site visitor centers would extend visitor services to neighbors and
persons not yet arrived at the parks.

[Baseline Level:]{.underline} The needs of park visitors are met
reasonably well. All visitor centers are open (Lodgepole and Cedar Grove
seasonally) but there is more SN HA presence and less NPS. Interpretive
activities and roving occur at levels that resemble recent years.

[Reduced Level:]{.underline} Park visitors will notice very definite
drop-off in services and satisfaction. Lodgepole and Cedar Grove visitor
centers no longer operate or are staffed entirely by partners and thus
do not function as NPS facilities. Almost all visitor center staffing
comes from SNHA. Interpretive activities have been discontinued except
for SNHA fee-based programs. Roving occurs at two key locations only.

*Question 3: How well does the alternative meet the needs of
standards-based educational institutions?*

[Enhanced Level]{.underline}: A significant program of outreach
education is created using a mix of NPS and donated funds. The existing
within-park programs are increased in number.

[Baseline Level:]{.underline} The parks continue to offer limited
programming for visiting school groups; there is no NPS outreach
program. A small outreach program is operated by SNHA.

[Reduced Level:]{.underline} Very little is done for standards-based
education. The education coordinator position is abolished. A very
limited program continues for visiting school groups; there is no NPS
outreach capacity. Any outreach that occurs would require donated funds.

*Question 4: What effect does the alternative have on other park
programs?*

[Enhanced Level:]{.underline} At the enhanced level, the effects of
other park programs are universally positive. The Resource Education
Program effectively carries out all of its various roles. Visitors are
given numerous opportunities to understand park rules, recognize
hazards, and study resources management issues.

[Baseline Level:]{.underline} The effectiveness of the program is still
relatively strong at this level. No major interpretive support roles are
completely dropped.

[Reduced Level:]{.underline} At the reduced level, major service gaps
begin to develop. The ability of the resources education program to
support park operations through visitor orientation is weakened by the
closure of the Lodgepole and Cedar Grove visitor centers; the same
effect results from the reduction of the Giant Forest Museum to a
less-than-daily facility during the winter. It could be expected that
visitor protection and campground staffs would have to pick up
substantial parts of this workload. The termination of interpretive
walks and talks removes one of the most effective methods of building
understand of and support for resources management programs, and the
programs will thus be more controversial and difficult to manage.

*Question 5: How ambitious is the alternative in its need for fiscal and
staff resources?*

[Enhanced Level:]{.underline} This is by far the most expensive
alternative and service level in terms of fiscal and staff resources. To
provide the level of service proposed, the following would be required:

-   GS-9 STF ranger positions are reestablished at Lodgepole and Cedar
    Grove

-   Additional NPS seasonal staff for park visitor centers

-   Additional NPS seasonal staff for off-site visitor centers

-   Additional NPS seasonal staff for interpretive activities

-   Media branch chief promoted from GS-11 to GS-12

-   A new PFT writer-editor position

-   Additional NPS seasonal staff to present educational activities

-   A new PFT GS-11 education specialist position

-   Additional NPS seasonal staff for outreach education

-   Additional part-time labor in the public affairs office

-   A new PFT GS-9 volunteer coordinator position

[Baseline Level:]{.underline}

This level of service would require that the baseline program capacity
be sustained. Some assets would be re-allocated.

[Reduced Level:]{.underline}

Baseline permanent staff would be reduced by one GS-11 district
interpreter's position and by one GS-9 education coordinator position.

Significant reductions would occur in NPS seasonal staffing including
elimination of the GS-7 lead position at Cedar Grove and reductions in
ranger-naturalists in all areas.

*Question 6: How well does the alternative meet the needs of the NPS to
communicate its mission and programs to the public?*

[Enhanced Level:]{.underline} The parks' ability to communicate would be
significantly increased. Traditional in-park avenues for communication
would be preserved and outreach education programs begun on a
significant scale. The parks would be in a significantly better position
to communicate their mission and programs.

[Baseline Level:]{.underline} There is really little change here from
the existing program. In-park communication would be relatively strong,
and outreach efforts extremely weak. The park would continue to be
well-supported by its regular users but would make little progress with
neighboring communities or new generations of Central Californians. In
the long run this path would leave the parks weaker than they are now.

[Reduced Level:]{.underline} At this capacity level, the ability of the
parks to communicate their mission and programs would be severely
compromised. Traditional forms of in-park communicate would be further
reduced and outreach capacity would remain non-existent. The parks'
would be expected, over time, to be significantly less connected to both
visitors and neighbors.

**[ALTERNATIVE B: EMPHASIZE STANDARDS-BASED EDUCATION:]{.underline}**

**Alternative B: Place primary emphasis on the needs of standards-based
education; services for park visitors are reduced or in some cases
terminated.**

*Question 1: How well does the alternative carry out the resource
education goals of the General Management Plan?*

+-----------------+-----------------+-----------------+-----------------+
| GMP GOAL        | Enhanced Level  | Baseline Level  | Reduced Level   |
+-----------------+-----------------+-----------------+-----------------+
| *Strengthen     | Services for    | Services for    | Limited         |
| education and   | standards-based | standards-based | services for    |
| outreach        | education       | education       | standards-based |
| programs.*      | significantly   | enlarged; other | education; most |
|                 | enhanced; other | programs        | other services  |
|                 | services        | reduced or      | severely        |
|                 | reduced.        | eliminated.     | reduced or      |
|                 |                 |                 | eliminated.     |
+-----------------+-----------------+-----------------+-----------------+
| *Expand         | No, programs    | No              | No              |
| ra              | are reduced to  | ra              | ra              |
| nger-naturalist | relatively low  | nger-naturalist | nger-naturalist |
| programs within | level to allow  | programs.       | programs.       |
| the parks*      | focus on        |                 |                 |
|                 | education       | SNHA presents   | SNHA presents   |
|                 |                 | some fee-based  | some fee-based  |
|                 |                 | programs.       | programs.       |
+-----------------+-----------------+-----------------+-----------------+
| *Increase park  | No. Service     | No. Lodgepole   | No. Lodgepole   |
| orientation*    | approximately   | and Cedar Grove | and Cedar Grove |
|                 | equal to        | closed.         | closed.         |
|                 | baseline level  |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Greatly        | Yes.            | Yes.            | Limited new     |
| enlarge         | Significant     |                 | program created |
| outreach        | program         |                 |                 |
| efforts*        | created.        |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Create a       | Yes.            | Yes.            | No.             |
| cl              |                 |                 |                 |
| assroom-focused |                 |                 |                 |
| website*        |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Provide a      | Yes,            | No.             | No.             |
| visitor center  | seasonally.     |                 |                 |
| at Cedar Grove* |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Retain the     | Yes,            | No.             | No.             |
| Lodgepole       | seasonally.     |                 |                 |
| Visitor Center* |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Enhance the    | No.             | No.             | No.             |
| self-guiding    |                 |                 |                 |
| trail system at |                 |                 |                 |
| Grant Grove*    |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Provide        | Yes, but only a | No.             | No.             |
| ra              | limited         |                 |                 |
| nger-naturalist | program.        |                 |                 |
| services in     |                 |                 |                 |
| Giant Forest*   |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Provide        | No.             | No.             | No.             |
| [mo             |                 |                 |                 |
| re]{.underline} |                 |                 |                 |
| interpretive    |                 |                 |                 |
| services at     |                 |                 |                 |
| Mineral King*   |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+
| *Retain tours   | Yes.            | Yes.            | Yes.            |
| at Crystal      |                 |                 |                 |
| Cave*           |                 |                 |                 |
+-----------------+-----------------+-----------------+-----------------+

*Question 2: How well does the alternative meet the needs of park
visitors?*

[Enhanced Level:]{.underline} Even at the enhanced level, Alternative B
does a relatively weak job of serving park visitors. Visitor centers are
all open but interpretive programming is very limited. Roving occurs
only at a few key sites. The visitor services program here is well below
the one conducted in recent years.

[Baseline Level:]{.underline} When overall program capacity resources
are reduced to the baseline level and allocated under the priorities of
Alternative B, the resulting level of services for park visitors is low.
The Lodgepole and Cedar Grove visitor centers are gone or turned over to
partners with no NPS presence; interpretive activities are also gone
except for fee-based SNHA events. Roving duty is reduced well below
traditional levels.

[Reduced Level:]{.underline} This level of service provides very little
for park visitors. Visitor centers are reduced as in the baseline-level
proposal but NPS presence is reduced further within the remaining
facilities. There are no ranger-naturalist activities nor any no roving
ranger presence.

*Question 3: How well does the alternative meet the needs of
standards-based educational institutions?*

[Enhanced Level:]{.underline} At the enhanced level, this alternative
offers major new benefits and programs to standards-based institutions.
Not only is the parks' existing within-parks programming for school
groups increased, but also a major outreach capacity is created. The
overall effect here would be very beneficial for schools.

[Baseline Level:]{.underline} The improvements are still significant
both within the parks and for the outreach function.

[Reduced Level:]{.underline} At the reduced level, all emphasis is
placed on creating a limited outreach program. Within-parks services are
discontinued.

*Question 4: What effect does the alternative have on other park
programs?*

[Enhanced Level:]{.underline} At the enhanced level, Alternative B would
support park operations to approximately the level seen in recent years.
Visitor center services would be widely present with resulting benefits
for protection and campgrounds and a limited interpretive program would
support resources management activities. Over time, the enlarged
education program would be expected to product very substantial
additional understanding and support for park management and programs,
but this improvement would come at the cost of short-term services and
support.

[Baseline Level:]{.underline} At the baseline level, Alternative B would
leave major gaps in the parks' information and orientation programs. The
changes proposed for the Lodgepole and Cedar Grove visitor centers would
have negative effects in the campground and visitor protection staffs.
The loss of all interpretive activities and most roving would intensify
these losses.

[Reduced Level:]{.underline} At the reduced level, Alternative B would
likely result in major problems for other park programs. Visitor
orientation would be much reduced, and there would be no walks, talks,
or roving. In essence, except for a small outreach education program,
the parks would be nearly voiceless. The impact upon other park programs
could be substantial and negative.

*Question 5: How ambitious is the alternative in its need for fiscal and
staff resources?*

[Enhanced Level:]{.underline} This proposal would not be as expensive as
Alternative A at the enhanced level but additional resources would be
required, including:

-   New GS-11 educational media position

-   New GS-11 education specialist position

-   Additional NPS seasonal labor

[Baseline Level:]{.underline}

This level of service would require that baseline program capacity be
sustained. Some assets would be re-allocated.

[Reduced Level:]{.underline}

One GS-11 district interpreter's position would be abolished.

Significant reductions would occur in NPS seasonal staffing including
elimination of the GS-7 lead position at Cedar Grove and reductions in
ranger-naturalists in all areas.

*Question 6: How well does the alternative meet the needs of the NPS to
communicate its mission and programs to the public?*

[Enhanced Level]{.underline}: The results for the parks are mixed. The
ability of the parks to communicate and connect with neighboring Central
California communities is greatly improved, but this alternative, even
at the Enhanced Level, does not serve park visitors well. The results
would thus be uneven.

[Baseline Level:]{.underline} The results described above are even more
pronounced here. Through the standards-based emphasis, the ability of
the parks to communicate its mission and program to neighboring
communities would be significantly improved, but at this level, the
traditional programs that provide understanding to those who actually
use the parks would be definitely reduced. This would be expected to
weaken understanding of the parks among its users.

[Reduced Level:]{.underline} Nearly everyone loses here. The park would
gain a limited outreach program but at the cost of abandoning all
within-parks services for school groups. Park users would receive very
poor services. The ability of the parks to communicate would be
significantly weaker than in the past.

**[ALTERNATIVE C: EMPHASIZE VISITOR SERVICES]{.underline}**

**Alternative C: Give primacy to the needs of park visitors.
Standards-based services are proportionally minimized.**

*Question 1: How well does the alternative carry out the resource
education goals of the General Management Plan?*

  -------------------- ----------------- ----------------- -----------------
  GMP GOAL             Enhanced Level    Baseline Level    Reduced Level

  *Strengthen          Visitor services  Visitor services  Visitor services
  education and        increased, but no sustained, but no reduced but basic
  outreach programs.*  significant       significant       level of service
                       outreach services outreach services sustained; no
                       offered.          offered.          outreach offered.

  *Expand              Yes. Programs     Yes, minimal      No. Program
  ranger-naturalist    significantly     increase.         continues at past
  programs within the  increased                           level.
  parks*                                                   

  *Increase park       Yes. All visitor  No change from    No.
  orientation*         centers operated  baseline pattern. 
                       and hours                           
                       increased.                          

  *Greatly enlarge     No. No program    No.               No.
  outreach efforts*    offered                             

  *Create a            No. Not an area   No.               No.
  classroom-focused    of focus.                           
  website*                                                 

  *Provide a visitor   Yes, seasonally.  Yes, seasonally.  No.
  center at Cedar                                          
  Grove*                                                   

  *Retain the          Yes, seasonally.  Yes, seasonally.  No.
  Lodgepole Visitor                                        
  Center*                                                  

  *Enhance the         Possible under    No.               No.
  self-guiding trail   this staffing                       
  system at Grant      plan                                
  Grove*                                                   

  *Provide             Yes.              Yes.              Yes.
  ranger-naturalist                                        
  services in Giant                                        
  Forest*                                                  

  *Provide             Yes.              No.               No.
  [more]{.underline}                                       
  interpretive                                             
  services at Mineral                                      
  King*                                                    

  *Retain tours at     Yes               Yes.              Yes.
  Crystal Cave*                                            
  -------------------- ----------------- ----------------- -----------------

*Question 2: How well does the alternative meet the needs of park
visitors?*

[Enhanced:]{.underline} The needs of park visitors are positively
addressed at this level. Visitor center services are extended;
traditional interpretive activities are sustained and increased,
including roving. Fee-based SNHA activities supplement the NPS program.

[Baseline:]{.underline} Park visitor needs are still well served at this
level. All visitor centers are operated; interpretive activities and
roving are sustained; SNHA fee-based activities are added.

[Reduced:]{.underline} Despite the focus on visitors in this
alternative, visitor services suffer at the reduced level. The Lodgepole
and Cedar Grove visitor centers disappear; a small program of
interpretive activities is sustained but roving is limited to a few key
sites. SNHA fee-based interpretation is available to supplement NPS
program.

*Question 3: How well does the alternative meet the needs of
standards-based educational institutions?*

[Enhanced:]{.underline} Even at the enhanced level, this alternative
offers very little to the standards-based learning community. The
existing within-parks program is sustained but no outreach effort is
supported.

[Baseline:]{.underline} No services are offered either within the parks
or outside.

[Reduced:]{.underline} No services are offered either within the parks
or outside.

*Question 4: What effect does the alternative have on other park
programs?*

[Enhanced Level:]{.underline} In most ways, other programs are well
supported here. Visitors are well-informed about both orientation and
resources management issues. Visitor protection and resources management
staff reap the benefits of having well-informed visitors. The weakness
here is that the investment in long-term community-based support is
minimal. Little is done here for the school groups that will grow up to
become the parks' neighbors in coming decades.

[Baseline Level:]{.underline} At baseline level, Alternative C still
support in-park efforts by the other divisions relatively well, although
not as strongly as at the advanced level. Again, the cost is in the area
of long-term community support, which is not being built here.

[Reduced Level:]{.underline} At reduced level, Alternative C provides
limited support for in-park management programs and nothing for
longer-term community-based education.

*Question 5: How ambitious is the alternative in its need for fiscal and
staff resources?*

[Enhanced Level:]{.underline} This would be a relatively inexpensive
program at the enhanced level. Two new permanent positions would be
created through the restoration of GS-9 STF ranger positions at
Lodgepole and Cedar Grove.. Additional seasonal staff to provide visitor
services would be required.

[Baseline Level:]{.underline} This level of service would require that
baseline program capacity be sustained. Some assets would be
re-allocated.

[Reduced Level:]{.underline} Abolish GS-9 education coordinator
position. Significant reductions would occur in NPS seasonal staffing.

*Question 6: How well does the alternative meet the needs of the NPS to
communicate its mission and programs to the public?*

[Enhanced:]{.underline} This alternative would do a good job of keeping
the parks in touch with their users, both traditional and those who are
new to the parks. The obvious weakness would be in community outreach.
Without an outreach education program, and with no increase in public
affairs emphasis, there would be little opportunity to strengthen the
connection between the parks and Central California.

[Baseline:]{.underline} Although the within-parks programs would not be
as strong as those proposed at the Enhanced Level, the overall results
for the parks would differ only in degree.

[Reduced:]{.underline} Under this scenario, visitor services would be
weakened below the recent service level while outreach connections would
basically not exist. This alternative would thus sustain some contact
with park visitors at the cost of community relationships.

**[ALTERNATIVE D: EMPHASIZE TECHNOLOGY AND INTERPRETIVE
MEDIA]{.underline}**

**Alternative D: Serve both park visitors and standards-based clients
not through direct use of staff (rangers and others) but primarily
through the extensive use of existing and emerging electronic and
graphic media.**

*Question 1: How well does the alternative carry out the resource
education goals of the General Management Plan?*

  -------------------- ----------------- ----------------- -----------------
  GMP GOAL             Enhanced Level    Baseline Level    Reduced Level

  *Strengthen          Electronic and    Electronic and    Electronic and
  education and        graphic programs  graphic programs  graphic programs
  outreach programs.*  greatly           somewhat          somewhat
                       strengthened;     strengthened;     strengthened;
                       most other        most other        many other
                       programs reduced. programs reduced  programs
                                         or eliminated.    eliminated.

  *Expand              No.               No.               No.
  ranger-naturalist                                        
  programs within the                                      
  parks*                                                   

  *Increase park       No increase;      No. Lodgepole and No. Lodgepole and
  orientation*         existing          Cedar Grove       Cedar Grove
                       operations        closed.           closed.
                       sustained.                          

  *Greatly enlarge     Greatly increased Greatly increased Greatly increased
  outreach efforts*    outreach through  outreach through  outreach through
                       internet but no   internet but no   internet but no
                       outreach with NPS outreach with NPS outreach with NPS
                       personnel.        personnel         personnel

  *Create a            Yes. This would   Yes. This would   Yes. This would
  classroom-focused    be a focus area   be a focus area   be a focus area
  website*             of this           of this           of this
                       alternative       alternative       alternative

  *Provide a visitor   Yes, seasonally.  No.               No.
  center at Cedar                                          
  Grove*                                                   

  *Retain the          Yes, seasonally.  No.               No.
  Lodgepole Visitor                                        
  Center*                                                  

  *Enhance the         Yes. Self-guiding No.               No.
  self-guiding trail   trails would be                     
  system at Grant      increased                           
  Grove*               parks-wide                          

  *Provide             No.               No.               No.
  ranger-naturalist                                        
  services in Giant                                        
  Forest*                                                  

  *Provide             Increased         No.               No.
  [more]{.underline}   waysides and                        
  interpretive         self-guiding                        
  services at Mineral  opportunities; no                   
  King*                personal                            
                       services.                           

  *Retain tours at     Yes.              Yes.              Yes.
  Crystal Cave*                                            
  -------------------- ----------------- ----------------- -----------------

*Question 2: How well does the alternative meet the needs of park
visitors?*

[Enhanced:]{.underline} This alternative seeks to meet visitor needs
through the use of media rather than direct person-to-person
programming. This produces good results for some functions like
orientation but is much weaker for those visitors who seek in-depth
experiences or want on-the-site training about how to best enjoy the
parks.

[Baseline:]{.underline} There are small increases in certain aspects of
visitor services but in many areas the overall trend is downward. This
would serve visitor needs less well than past practice.

[Reduced:]{.underline} The media-based programs here are minimal while
the loss of traditional visitor services is substantial.

*Question 3: How well does the alternative meet the needs of
standards-based educational institutions?*

[Enhanced:]{.underline} The shift to web-based programming for schools
greatly widens the availability of parks messages, but also produces
less-compelling educational experiences for those who participate. There
is a clear trade-off here with more distant schools gaining and schools
in the park region having much less powerful experiences. The balance
between these two values is subjective.

[Baseline:]{.underline} The results are much the same as at the enhanced
level.

[Reduced:]{.underline} At the reduced capacity level, web-page outreach
could produce more results than having rangers provide a very small
direct services programs to schools.

*Question 4: What effect does the alternative have on other park
programs?*

[Enhanced Level:]{.underline} The effects here are not fully knowable.
It is not clear how well visitors would accept the shifting of
orientation services to non-personal media, but current trends in
society suggest that large segments of the society might accept the
change and prosper under a new system. The reduction of face-to-face
capacity within the resources education program would reduce the parks'
ability to provide individual visitor programs and thus intensify work
for visitor protection and campground staff. The long-term impacts on
the resources management programs remain unclear. Under this approach
there would be a substantial potential for visitors to learn a great
deal about the parks prior to their visits or through electronic media
during their visits. Whether this information would be as compelling or
as widely distributed as through traditional means is not clear at this
point.

[Baseline Level:]{.underline} The analysis at baseline level resembles
that at the enhanced level although the potential is some what reduced.

[Reduced Level:]{.underline} Again, the analysis reflects the point
identified above.

*Question 5: How ambitious is the alternative in its need for fiscal and
staff resources?*

[Enhanced Level:]{.underline} This proposal would be one of the less
expensive to achieve in terms of funding the enhanced level. Only one
new position would be required, a new (term) GS-9 writer/editor. Several
other positions would be reallocated.

[Baseline Level:]{.underline} This level of service would require that
baseline program capacity be sustained. Some assets would be
re-allocated.

[Reduced Level:]{.underline} Abolish GS-11 district interpreter's
position and GS-9 education coordinator position. Significant reductions
would occur in NPS seasonal staffing.

*Question 6: How well does the alternative meet the needs of the NPS to
communicate its mission and programs to the public?*

[Enhanced:]{.underline} This proposal would very significantly shift the
parks' communication capacity and resulting audiences. That portion of
the populace that uses the web for information would be well served;
visitors who are comfortable using waysides and other media would also
benefit. Visitors who do not fall into these categories, and those
seeking opportunities to seek information face-to-face, would not be
well served. Visitor who do not speak English would also suffer. The
communications capacity of the parks would shift, but not necessarily be
broadened among those who care about national parks.

[Baseline:]{.underline} The effect would be similar to the enhanced
level but weaker in terms of benefit for new audiences. The loss of two
visitor centers would weaken in-park communication.

[Reduced:]{.underline} The effect would be similar to the baseline level
but weaker yet in terms of benefit for new audiences. The loss of two
visitor centers would weaken in-park communication.

**[DRAFT PREFERRED ALTERNATIVE]{.underline}**

Introduction:

At a workshop held on 18-19 October 2005, a group consisting primarily
of the staff of the SEKI Division of Interpretation and Cultural
Resources and representatives of the Sequoia Natural History Association
reviewed and revised the four alternatives for managing a resource
education program at Sequoia and Kings Canyon National Parks and
ultimately selected a preferred alternative. This alternative is now the
[draft]{.underline} preferred alternative.

DECISION AND BASIS FOR MAKING IT:

In selecting a draft preferred alternative, the workshop team reviewed
all the materials and analysis collected for this plan and focused on
the overarching question of "what program would best serve the needs of
Sequoia and Kings Canyon National Parks?"

At the enhanced capacity level, which is in effect unconstrained by
financial limitations, it was clear to the group that the best
alternative was the [Alternative A -- Enhanced]{.underline}, [Serve All
Audiences]{.underline}, which sought to implement the parks' new General
Management Plan. This represents an ideal plan for resource education at
Sequoia and Kings Canyon and a plan that meets agency goals and
policies.

At the baseline capacity level, the group again endorsed the [Serve All
Audiences]{.underline} approach, selecting [Alternative A --
Baseline]{.underline}. This selection reflects the parks' commitment to
pursing the balanced program defined in agency policy.

At the reduced capacity level, the group concluded that it was no longer
possible to serve all audiences and selected instead [Alternative C --
Emphasize Park Visitors]{.underline} as the most responsible focus for
the resources education program during difficult budget times. This
decision was based on the conclusion that at capacity levels below
current baseline, trying to serve all audiences resulted in poor service
for all groups and that under such circumstances the parks were best
served by a focus on visitors.

[The Preferred Alternative:]{.underline}

These three capacity levels have now been brought together as
[Alternative P -- Preferred Alternative]{.underline}, and are found on
the following pages.

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [Preferred Alternative]{.underline}

**CAPACITY LEVEL:** [Baseline]{.underline}

**ALTERNATIVE CODE:** [P-B]{.underline}

**DESCRIPTION:** Using existing ("baseline") capacity, continue to
provide balanced spectrum of services including visitor orientation,
interpretive programs, standards-based educational services and
interpretive media. All services limited by capacity constraints.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-June through Labor Day.               |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 40/60% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by that agency.     |
+--------------------+-------------------------------------------------+
| Interpretive       | Daily NPS interpretive programming at Cedar     |
| Programs           | Grove, Grant Grove, Giant Forest, and Foothills |
|                    | during peak season. Reduced programming in same |
|                    | areas during shoulder seasons. Less-than-daily  |
|                    | summer programming at Mineral King.             |
|                    |                                                 |
|                    | Operate peak-season nature center in Giant      |
|                    | Forest/Lodgepole area and provide activities    |
|                    | for families with children. Staff primarily     |
|                    | with volunteers or partners. Hours and days of  |
|                    | operation limited by availability of non-NPS    |
|                    | staffing.                                       |
|                    |                                                 |
|                    | During off-season, limited NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove, Giant        |
|                    | Forest, and Foothills. Major emphasis sites are |
|                    | Grant Tree, Sherman Tree, and selected picnic   |
|                    | and river sites in Hospital Rock / Ash Mountain |
|                    | corridor. Reduced programming at same sites in  |
|                    | shoulder season.                                |
|                    |                                                 |
|                    | Limited (less than daily) NPS roving program at |
|                    | Cedar Grove, Crystal Cave, and Mineral King.    |
|                    |                                                 |
|                    | Off-season NPS roving at selected sites on      |
|                    | weekends and holidays only responding to local  |
|                    | use needs and staffing availability.            |
+--------------------+-------------------------------------------------+
| Interpretive Media | Attention balanced primarily between webpage    |
|                    | management, publications (park newspaper and    |
|                    | brochure), and exhibit projects (primarily      |
|                    | FLREA-funded). One GS-11 PFT position           |
|                    | (ONPS-funded) dedicated to this function.       |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | One PFT position (ONPS-funded) serves as        |
|                    | coordinator for this function. Program will     |
|                    | focus on activities such as school groups       |
|                    | visiting Grant Grove, teacher training, website |
|                    | material development for off-site use, etc.     |
|                    |                                                 |
|                    | Continue "Sequoia for Youth" program relying    |
|                    | primarily on non-ONPS funding to support        |
|                    | activities. Limited ranger time may continue to |
|                    | be invested.                                    |
+--------------------+-------------------------------------------------+
| Outreach Education | Seek to establish new program using term        |
|                    | employees and outside funding. Implement        |
|                    | program only to extent possible using non-ONPS  |
|                    | funding.                                        |
+--------------------+-------------------------------------------------+
| Public Affairs     | Park responds to media inquiries but has only   |
|                    | limited proactive PIO capacity. Community       |
|                    | outreach activities in the form of talks to     |
|                    | organizations, public events attendance, etc.,  |
|                    | pursued in balance with media work.             |
|                    |                                                 |
|                    | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer. Fire Education      |
|                    | Specialist position staffed if funded by FPA.   |
|                    | Seasonal media assistant position staffed if    |
|                    | funded by Visitor Protection Division.          |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia-South       |
| Management         | Interpretive District Staff.                    |
+--------------------+-------------------------------------------------+
| Division           | Two PFT positions (ONPS-funded) dedicated to    |
| Management         | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief invests significant time in fundraising   |
|                    | activities.                                     |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides \<60% of the staffing necessary   |
|                    | year-round to operate the parks' visitor        |
|                    | centers.                                        |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the fee-based Sequoia Field       |
|                    | Institute, which offers in-depth, park-related  |
|                    | seminars.                                       |
|                    |                                                 |
|                    | SNHA operates and staffs the Beetle Rock        |
|                    | Education Center.                               |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [PREFERRED ALTERNATIVE]{.underline}

**CAPACITY LEVEL:** [ENHANCED]{.underline}

**ALTERNATIVE CODE:** [P-E]{.underline}

**DESCRIPTION:** Seek to provide program that meets all agency standards
and most GMP goals; provide full spectrum of services including visitor
orientation, interpretive programs, standards-based educational services
and interpretive media. Enhance service levels at visitor centers;
increase walks and talks and roving. Implement significant outreach
education program. Improve media services. Make increased use of
volunteers.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC, Giant    |
|                    | Forest Museum, and Foothills VC daily           |
|                    | throughout the year. Operate Lodgepole VC daily |
|                    | April through October. Operate Cedar Grove VC   |
|                    | daily mid-May through mid-September. Lengthen   |
|                    | peak-season operating hours to 7:00 -- 20:00 at |
|                    | GGVC, LPVC, GFMU, and FHVC. Provide longer      |
|                    | hours at Cedar Grove VC. Increase seasonal      |
|                    | staff as required.                              |
|                    |                                                 |
|                    | Provide staffing for a cooperative visitor      |
|                    | centers in off-park sites.                      |
|                    |                                                 |
|                    | Restore permanent GS-9 ranger positions at      |
|                    | Lodgepole and Cedar Grove.                      |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 60/40% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by agency.          |
+--------------------+-------------------------------------------------+
| Interpretive       | Provide substantial and varied program of daily |
| Programs           | NPS interpretive programming at Cedar Grove,    |
|                    | Grant Grove, Giant Forest, Foothills, and       |
|                    | Mineral King during peak season. Sustain daily  |
|                    | walks at Grant Grove, Giant Forest, and         |
|                    | Foothills during shoulder seasons. Seasonal     |
|                    | staff enlarged as required.                     |
|                    |                                                 |
|                    | Provide ranger staff for nature center in Giant |
|                    | Forest/Lodgepole area and schedule activities   |
|                    | for families with children.                     |
|                    |                                                 |
|                    | During off-season, provide NPS programming on   |
|                    | selected weekends and holidays at Grant Grove,  |
|                    | Giant Forest, and Foothills.                    |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists may present |
|                    | fee-based interpretive seminars offering more   |
|                    | in-depth learning opportunities.                |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove, Giant        |
|                    | Forest, and Foothills. Major emphasis sites,    |
|                    | including Grant Tree, Sherman Tree, Crystal     |
|                    | Cave, and selected picnic and river sites in    |
|                    | Hospital Rock / Ash Mountain corridor, are      |
|                    | reliably staffed during hours of heavy use.     |
|                    | Reduced programming at same sites in shoulder   |
|                    | seasons.                                        |
|                    |                                                 |
|                    | Limited (less than daily) NPS roving program at |
|                    | Cedar Grove and Mineral King.                   |
|                    |                                                 |
|                    | If shuttle system implemented in Giant Forest,  |
|                    | either assign seasonal rangers to buses and/or  |
|                    | bus stops or provide special media to provide   |
|                    | visitor information and guidance.               |
|                    |                                                 |
|                    | Off -season NPS roving at selected sites at     |
|                    | Grant Grove, Giant Forest, and Foothills on     |
|                    | weekends and holidays only.                     |
+--------------------+-------------------------------------------------+
| Interpretive Media | Enhance and augment interpretive media          |
|                    | programs, including especially web pages,       |
|                    | exhibits, and publications. Create new          |
|                    | self-guiding trails using waysides, brochures,  |
|                    | or low wattage broadcast systems; add wayside   |
|                    | exhibits; add TIS radio systems.                |
|                    |                                                 |
|                    | Existing GS-11 shifts to GS-12; serves as media |
|                    | program lead and directly manages publications  |
|                    | and exhibits.                                   |
|                    |                                                 |
|                    | Add new GS-9 writer/editor position provide     |
|                    | text for expanded media program.                |
|                    |                                                 |
|                    | Add new GS-9 position to manage web pages and   |
|                    | other electronic media including TIS radio and  |
|                    | in-park video systems operated by               |
|                    | concessioners. Position also will handle        |
|                    | maintenance of electronic systems.              |
|                    |                                                 |
|                    | Project Manager (GS-9, term; LFT; project       |
|                    | funded) focuses on FLREA projects.              |
+--------------------+-------------------------------------------------+
| In-park Education  | Using NPS staff and funds, provide significant  |
|                    | program of in-park educational services at      |
|                    | Grant Grove, Giant Forest, and Foothills.       |
|                    | Program overseen by Education Specialist (see   |
|                    | Outreach Education).                            |
+--------------------+-------------------------------------------------+
| Outreach Education | Implement program that provides substantial,    |
|                    | visible, frequent ranger presence in 2^nd^,     |
|                    | 3^rd^, and 4^th^ grade classrooms in            |
|                    | Tulare/Kings/Fresno county region. Program also |
|                    | provides ranger presence at TCOE's SCICON       |
|                    | facility for Tulare County 6^th^ graders as     |
|                    | well as for comparable facilities in other      |
|                    | Central California counties. Overall program    |
|                    | fully integrated and coordinated with           |
|                    | educational programs presented by partners      |
|                    | including TCOE, USACE, and Sequoia Riverlands   |
|                    | Trust.                                          |
|                    |                                                 |
|                    | NPS staff enlarged using NPS and donated funds. |
|                    | One PFT GS-11 Education specialist added to     |
|                    | existing GS-9 education position; also multiple |
|                    | term and seasonal positions depending upon      |
|                    | funding. VIPs recruited to support program.     |
|                    |                                                 |
|                    | Also area of emphasis for SNHA Sequoia Field    |
|                    | Institute. SFI staff present programs which are |
|                    | complementary to NPS effort.                    |
+--------------------+-------------------------------------------------+
| Public Affairs     | Public affairs program enhanced to allow more   |
|                    | proactive management of media relationship.     |
|                    | Community outreach activities in the form of    |
|                    | talks to organizations, public events           |
|                    | attendance, etc., pursued in balance with media |
|                    | work.                                           |
|                    |                                                 |
|                    | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer. Additional STF      |
|                    | position created to increase office capacity.   |
|                    |                                                 |
|                    | Fire Education Specialist position staffed if   |
|                    | funded by FPA.                                  |
+--------------------+-------------------------------------------------+
| Volunteer          | Full-time VIP coordinator position created to   |
| Management         | recruit and manage staff to support in-park     |
|                    | visitor services.                               |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief Park Interpreter invests significant time |
|                    | in fundraising.                                 |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides approximately 40% of the staffing |
|                    | necessary year-round to operate the parks'      |
|                    | visitor centers.                                |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the fee-based Sequoia Field       |
|                    | Institute, which offers in-depth, park-related  |
|                    | seminars.                                       |
|                    |                                                 |
|                    | SNHA operates and staffs the Beetle Rock        |
|                    | Education Center.                               |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
+--------------------+-------------------------------------------------+

**ALTERNATIVES DETAIL SHEET**

**ALTERNATIVE:** [PREFERRED ALTERNATIVE]{.underline}

**CAPACITY LEVEL:** [REDUCED]{.underline}

**ALTERNATIVE CODE:** [P-R]{.underline}

**DESCRIPTION:** Focus reduced program primarily on peak season visitors
in busiest areas of parks. Sustain limited interpretive programs there
to maximum degree possible by reducing NPS visitor orientation and
roving. Sustain media programs to mitigate staffing losses. No
standards-based educational services provided by NPS within parks.

+--------------------+-------------------------------------------------+
| Work Element:      | Service Level                                   |
+--------------------+-------------------------------------------------+
| Visitor Centers    | Operate Grant Grove (Kings Canyon) VC and       |
|                    | Foothills VC daily throughout the year. Limit   |
|                    | NPS VC hours to no more than 8:00 to 17:00      |
|                    | hours even at peak season. Extended hours only  |
|                    | if staffed by SNHA on a basis that makes        |
|                    | economic sense including utility costs.         |
|                    |                                                 |
|                    | Operate Giant Forest Museum daily except close  |
|                    | four weekdays (or turn over to partner)         |
|                    | November through March.                         |
|                    |                                                 |
|                    | Discontinue NPS staffing at Lodgepole VC;       |
|                    | either close or turn over to partner. Shift     |
|                    | staffing to Roving/Assigned Stations duties.    |
|                    |                                                 |
|                    | Discontinue Cedar Grove VC; either close or     |
|                    | turn over to partner or wilderness permit       |
|                    | function.                                       |
|                    |                                                 |
|                    | Merge Sequoia-North and Sequoia-South           |
|                    | Interpretive Districts and abolish one GS-11    |
|                    | district interpreter position.                  |
|                    |                                                 |
|                    | Information desk staffing ratio is              |
|                    | approximately 25/75% NPS/SNHA. Also USFS        |
|                    | personnel at KCVC if funded by that agency.     |
+--------------------+-------------------------------------------------+
| Interpretive       | Limited daily NPS interpretive programming at   |
| Programs           | Grant Grove and Giant Forest during peak        |
|                    | season; very limited programming at these sites |
|                    | during shoulder seasons. No NPS program at      |
|                    | Cedar Grove or Mineral King.                    |
|                    |                                                 |
|                    | During off-season, very limited NPS programming |
|                    | on selected weekends and holidays at Grant      |
|                    | Grove, Giant Forest, and Foothills; programs    |
|                    | presented only by year-round staff and only as  |
|                    | time allows.                                    |
|                    |                                                 |
|                    | No nature center program in Giant               |
|                    | Forest/Lodgepole area.                          |
|                    |                                                 |
|                    | Sequoia Field Institute naturalists may present |
|                    | fee-based interpretive programming daily at     |
|                    | Grant Grove and Giant Forest during peak        |
|                    | season; selected fee-based programs also        |
|                    | presented in other areas and during shoulder    |
|                    | seasons as funds and demand allow. SFI          |
|                    | naturalists also operate fee-based seminar      |
|                    | program offering more in-depth learning         |
|                    | opportunities. Program scope determined by      |
|                    | ability of offering to sustain themselves       |
|                    | economically.                                   |
|                    |                                                 |
|                    | Daily guided tours at Crystal Cave from early   |
|                    | May through October; tours presented by SNHA    |
|                    | cave naturalists.                               |
+--------------------+-------------------------------------------------+
| Roving/Assigned    | Roving/assigned station NPS programming daily   |
| Stations           | during peak season at Grant Grove and Giant     |
|                    | Forest. Major emphasis sites are Grant Tree and |
|                    | Sherman Tree.                                   |
|                    |                                                 |
|                    | Off season NPS roving at selected sites on      |
|                    | weekends and holidays only responding to local  |
|                    | use needs.                                      |
+--------------------+-------------------------------------------------+
| Interpretive Media | Attention focused primarily on webpage          |
|                    | management, publications (park newspaper and    |
|                    | brochure) management, and exhibit project       |
|                    | management (primarily FLREA-funded). One PFT    |
|                    | position (ONPS-funded) dedicated 100% to this   |
|                    | function.                                       |
|                    |                                                 |
|                    | Project Manager (term; LFT; project funded)     |
|                    | focuses on FLREA projects.                      |
+--------------------+-------------------------------------------------+
| In-park Education  | Discontinue program; abolish GS-9 education     |
|                    | coordinator position.                           |
|                    |                                                 |
|                    | SNHA may offer fee-based educational services   |
|                    | within park if demand proves sufficient and     |
|                    | program can be made self-sustaining.            |
+--------------------+-------------------------------------------------+
| Outreach Education | Seek to establish program using term employees  |
|                    | and outside funding. Implement program only to  |
|                    | extent possible using non-ONPS funding.         |
|                    |                                                 |
|                    | SNHA may offer fee-based educational services   |
|                    | outside park if demand proves sufficient and    |
|                    | program can be made self-sustaining.            |
+--------------------+-------------------------------------------------+
| Public Affairs     | Park responds to media inquiries but has only   |
|                    | limited proactive PIO capacity. Community       |
|                    | outreach activities in the form of talks to     |
|                    | organizations, public events attendance, etc.,  |
|                    | pursued in balance with media work.             |
|                    |                                                 |
|                    | One PFT GS-11 position (ONPS-funded) serves as  |
|                    | Public Information Officer. Fire Education      |
|                    | Specialist position staffed if funded by FPA.   |
|                    | Seasonal media assistant position staffed if    |
|                    | funded by Visitor Protection Division.          |
+--------------------+-------------------------------------------------+
| Volunteer          | Collateral duty assigned to Sequoia-South       |
| Management         | Interpretive District Staff.                    |
+--------------------+-------------------------------------------------+
| Program Management | Two PFT positions (ONPS-funded) dedicated to    |
|                    | this function in form of Chief Park Interpreter |
|                    | (GS-13) and Office Automation Assistant (GS-6). |
|                    |                                                 |
|                    | Chief invests significant time in fundraising   |
|                    | activities.                                     |
+--------------------+-------------------------------------------------+
| Role of Partners   | SNHA provides \<75% of the staffing necessary   |
|                    | year-round to operate the parks' visitor        |
|                    | centers.                                        |
|                    |                                                 |
|                    | SNHA directly manages all aspects of the        |
|                    | Crystal Cave interpretive program, including    |
|                    | supervision, training, and interpretive tours.  |
|                    |                                                 |
|                    | SNHA operates the Sequoia Field Institute,      |
|                    | which offers in-depth, park-related seminars on |
|                    | a fee basis. Same program may offer             |
|                    | interpretive programs and education programs if |
|                    | demand proves sufficient to sustain effort      |
|                    | financially.                                    |
|                    |                                                 |
|                    | SNHA may consider closing Beetle Rock Education |
|                    | Center if use and revenue do not justify        |
|                    | continued investment in facility.               |
|                    |                                                 |
|                    | Sequoia Fund cooperates with NPS to raise funds |
|                    | for outreach education.                         |
|                    |                                                 |
|                    | Donation funds may also be sought to sustain    |
|                    | media programs and products.                    |
+--------------------+-------------------------------------------------+

**PART III\-- APPENDICES**

**[APPENDIX A -PROJECT TEAM]{.underline}**

**NPS STAFF AT PARK:**

Axtell, Craig: Superintendent

Carlton, Mary Anne: Giant Forest Area Interpreter

Crapsey, Malinee: Interpretive Specialist

Graber, David: Senior Scientist

Lyle, Jody: Fire Education Specialist

Matsumoto, Jenny: Interpretive Project Manager

Oberg, Erik: Foothills Area Interpreter

Pfenninger, Paul: (former) Sequoia District Interpreter

Picavet, Alex: Public Information Officer

Pillsbury, Valerie: Kings Canyon District Interpreter

Purchis, Cathy: Grant Grove Area Interpreter

Satnat, Becky: Education Coordinator

Tweed, Wm.: Chief of Interpretation, project coordinator, and primary
author

Wilson, Russel J.: Deputy Superintendent

**SEQUOIA NATURAL HISTORY ASSOCIATION:**

Combs, Dick: Member, Board of Directors

Crane, Debbie: Operations Director

Lockhart, John: (former) Education Director

Tilchen, Mark: Executive Director

**OTHERS:**

Adams, Deanne: Team Leader for Interpretation, Pacific West Regional
Office

Robertson, Denise: Interpretive Ranger, U.S. Army Corps of Engineer,
Lake Kaweah

**[APPENDIX B -BIBLIOGRAPHY]{.underline}**

**PLANS AND REPORTS**

U.S. National Park Service, *Management Policies*, 2001.

U.S. National Park Service, Sequoia and Kings Canyon National Parks,
*General Management Plan*, 2006.

\-\-\-\-\-\-\-\-\-\-\-\-\-\-\-\--, *Long Range Interpretive Plan,
Sequoia and Kings Canyon National Parks*, 1997.

U.S. National Park Service, University of Idaho Park Studies Unit,
*Sequoia and Kings Canyon National Parks Visitor Study*, 2002.

**[APPENDIX C -- COORDINATION AND CONSULTATION]{.underline}**

18-19 October 2004

> Kickoff Workshop: NPS and SNHA staff establishes project team,
> outlines goals, establish work elements, define preliminary optimum
> plan, and outlines possible

3 February 2005

> Internal scoping session with Kings Canyon Management Team

7 February 2005

Internal scoping session with Division of Natural Resources supervisors

8 February 2005

Internal scoping session with SNHA staff

22 February 2005

Internal scoping session with selected NPS seasonal interpreters

8 March 2005

Internal scoping with SNHA board representatives

10 March 2005

Internal scoping with Division of Fire and Visitor Management
supervisors

17 March 2005

> Scoping Analysis Workshop: Project team meets to review and analyze
> input from staff scoping sessions.

13 April 2005

Project status report to park management team

26 September 2005

> Revised draft of plan discussed with representatives of U.S. Army
> Corps of Engineers (Lake Kaweah) and Sequoia Riverlands Trust.

18-19 October 2005

> Staff workshop to select preferred alternative

March 2006

Public review period for draft plan