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+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| * |   |   |   |    |   |             |                                             |
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|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **What the  |                                             |
|   |   |   |   |    |   | Int         |                                             |
| 1 |   | * |   |    |   | erpretation |                                             |
|   |   | P |   |    |   | and         |                                             |
|   |   | a |   |    |   | Education   |                                             |
|   |   | g |   |    |   | Renaissance |                                             |
|   |   | e |   |    |   | Means to    |                                             |
|   |   | > |   |    |   | Me**        |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 1 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **What the  |                                             |
|   |   |   |   |    |   | I&E         |                                             |
| 2 |   | * |   |    |   | Renaissance |                                             |
|   |   | P |   |    |   | Is, and How |                                             |
|   |   | a |   |    |   | We Got      |                                             |
|   |   | g |   |    |   | Here** ---  |                                             |
|   |   | e |   |    |   | An Overview |                                             |
|   |   | > |   |    |   |             |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 6 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **What the  |                                             |
|   |   |   |   |    |   | I&E         |                                             |
| 3 |   | * |   |    |   | Renaissance |                                             |
|   |   | P |   |    |   | Means to    |                                             |
|   |   | a |   |    |   | You & What  |                                             |
|   |   | g |   |    |   | You Can     |                                             |
|   |   | e |   |    |   | Mean to     |                                             |
|   |   | > |   |    |   | It**        |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 1 |   |    |   |             |                                             |
|   |   | 4 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | *           |                                             |
|   |   |   |   |    |   | *Discussion |                                             |
| 4 |   | * |   |    |   | of FBGs and |                                             |
|   |   | P |   |    |   | the I&E     |                                             |
|   |   | a |   |    |   | Re          |                                             |
|   |   | g |   |    |   | naissance** |                                             |
|   |   | e |   |    |   |             |                                             |
|   |   | > |   |    |   |             |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 2 |   |    |   |             |                                             |
|   |   | 4 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **Tasks     |                                             |
|   |   |   |   |    |   | Recommended |                                             |
| 5 |   | * |   |    |   | to Begin in |                                             |
|   |   | P |   |    |   | FY 2007**   |                                             |
|   |   | a |   |    |   | --- Plenary |                                             |
|   |   | g |   |    |   | Discussion  |                                             |
|   |   | e |   |    |   |             |                                             |
|   |   | > |   |    |   |             |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 2 |   |    |   |             |                                             |
|   |   | 6 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **Tasks     |                                             |
|   |   |   |   |    |   | Recommended |                                             |
| 6 |   | * |   |    |   | to Begin in |                                             |
|   |   | P |   |    |   | FY 2007**   |                                             |
|   |   | a |   |    |   | --- 12      |                                             |
|   |   | g |   |    |   | Breakout    |                                             |
|   |   | e |   |    |   | Groups      |                                             |
|   |   | > |   |    |   |             |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 3 |   |    |   |             |                                             |
|   |   | 5 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | **Breakout  |                                             |
|   |   |   |   |  * |   | Groups'     |                                             |
| 7 |   |   |   | Pg |   | D           |                                             |
| - |   |   |   | >  |   | iscussions, |                                             |
| 1 |   |   |   |  3 |   | and Plenary |                                             |
| 2 |   |   |   | 9* |   | Reports &   |                                             |
|   |   |   |   |    |   | D           |                                             |
|   |   |   |   |    |   | iscussion** |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   | >  |   | Task 1.1    | Develop measurable operating standards,     |
|   |   |   |   |  * |   |             | core function statements, and program       |
|   |   |   |   | Pg |   |             | implementation. *Priority 1*                |
|   |   |   |   | >  |   |             |                                             |
|   |   |   |   |  4 |   |             |                                             |
|   |   |   |   | 0* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 1.3    | Development of certification policy and     |
|   |   |   |   |  * |   | (partial)   | system. *Priority 2*                        |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  4 |   |             |                                             |
| 3 |   |   |   | 3* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 1.4    | Update CIP guidelines and prepare strategy  |
|   |   |   |   |  * |   |             | for completing and maintaining plans.       |
| 7 |   |   |   | Pg |   |             | *Priority 14*                               |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  4 |   |             |                                             |
| 3 |   |   |   | 7* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 3.1    | Create new I&E competencies and             |
|   |   |   |   |  * |   | (partial)   | corresponding web-based training; review    |
| 7 |   |   |   | Pg |   |             | existing I&E competencies every four years. |
| - |   |   |   | >  |   |             | *Priority 4*                                |
| 1 |   |   |   |  5 |   |             |                                             |
| 3 |   |   |   | 3* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 4.3    | Conduct pilot evaluation studies / Evaluate |
|   |   |   |   |  * |   |             | Action Plan. *Priority 9*                   |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  5 |   |             |                                             |
| 3 |   |   |   | 6* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 5.2    | Develop migration strategy for MIDS;        |
|   |   |   |   |  * |   |             | implement pilot migration projects in three |
| 7 |   |   |   | Pg |   |             | parks. *Priority 11*                        |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  6 |   |             |                                             |
| 3 |   |   |   | 0* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 6.1    | Establish a Technology Innovation Fund.     |
|   |   |   |   |  * |   |             | *Priority 10*                               |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  6 |   |             |                                             |
| 3 |   |   |   | 3* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 6.3    | Expand "Exploring the Real Thing."          |
|   |   |   |   |  * |   |             | *Priority 17*                               |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  6 |   |             |                                             |
| 3 |   |   |   | 7* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 6.4    | Create an Education Portal for *NPS.gov*.   |
|   |   |   |   |  * |   |             | *Priority 12*                               |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  6 |   |             |                                             |
| 3 |   |   |   | 7* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 6.5    | Expand *WebRangers* Online Junior Ranger    |
|   |   |   |   |  * |   |             | Program. *Priority 8*                       |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  7 |   |             |                                             |
| 3 |   |   |   | 1* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 7.1    | Analyze existing research in visitation     |
|   |   |   |   |  * |   |             | trends and engaging ethnic minority         |
| 7 |   |   |   | Pg |   |             | audiences. *Priority 13*                    |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  7 |   |             |                                             |
| 3 |   |   |   | 2* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   |   |   | >  |   | Task 9.1    | Prepare Change Management Plan with         |
|   |   |   |   |  * |   |             | consultants. *Priority 7*                   |
| 7 |   |   |   | Pg |   |             |                                             |
| - |   |   |   | >  |   |             |                                             |
| 1 |   |   |   |  7 |   |             |                                             |
| 3 |   |   |   | 7* |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **Tasks     |                                             |
|   |   |   |   |    |   | Recommended |                                             |
| 1 |   | * |   |    |   | to Begin in |                                             |
| 3 |   | P |   |    |   | FY 2008 or  |                                             |
|   |   | a |   |    |   | Beyond**    |                                             |
|   |   | g |   |    |   | --- An      |                                             |
|   |   | e |   |    |   | Overview    |                                             |
|   |   | > |   |    |   |             |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 7 |   |    |   |             |                                             |
|   |   | 9 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **Other     |                                             |
|   |   |   |   |    |   | Business    |                                             |
| 1 |   | * |   |    |   | (and How It |                                             |
| 4 |   | P |   |    |   | Relates, or |                                             |
|   |   | a |   |    |   | Doesn't, to |                                             |
|   |   | g |   |    |   | the I&E     |                                             |
|   |   | e |   |    |   | Ren         |                                             |
|   |   | > |   |    |   | aissance)** |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 8 |   |    |   |             |                                             |
|   |   | 2 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
| > |   | > |   |    |   | **Ev        |                                             |
|   |   |   |   |    |   | aluations** |                                             |
| E |   | * |   |    |   |             |                                             |
|   |   | P |   |    |   |             |                                             |
|   |   | a |   |    |   |             |                                             |
|   |   | g |   |    |   |             |                                             |
|   |   | e |   |    |   |             |                                             |
|   |   | > |   |    |   |             |                                             |
|   |   |   |   |    |   |             |                                             |
|   |   | 8 |   |    |   |             |                                             |
|   |   | 4 |   |    |   |             |                                             |
|   |   | * |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+
|   |   |   |   |    |   |             |                                             |
+---+---+---+---+----+---+-------------+---------------------------------------------+

X

+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| **TUESDAY** February 27, 2007                                         |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| ## SESSION                                                            |
|                                                                       |
| 1                                                                     |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| #### What the Interpretation and Education Renaissance Means to Me    |
+-----------------------------------------------------------------------+
| **Hal Grovert,** Associate Regional Director for Operations,          |
| Intermountain Regional Office (*speaking for\                         |
| Regional Director Mike Snyder and Deputy Regional Director Tony       |
| Schetzsle*)                                                           |
|                                                                       |
| **Neil DeJong,** Interpretation and Education, IMDE, Intermountain    |
| Regional Office                                                       |
+-----------------------------------------------------------------------+
| *Session Intent:* Workshop participants will learn about the          |
| perspective of senior regional management toward the NPS              |
| Interpretation and Education Renaissance --- including an expectation |
| of participation by IMR parks.                                        |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| message from mike snyder and tony schetzsle                           |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+

Please accept our sincere apologies for not being able to make it to
this important meeting. We want you to know, in the strongest terms
possible, how highly we regard what you do, and what important
expectations we have for the work you will do as we move forward into
the 21^st^ Century.

Interpretation is deeply woven into the fabric of the National Park
Service. It is an integral part of the remarkable Park Service tradition
of making the parks accessible to visitors. It connects people to parks
in ways that persist through generations; it enriches people's
understanding of the places they visit; and it provides a human touch
that opens the door for people to see the compassion and dedication that
parks can inspire. So much of how the visiting public thinks of us, and
so much of their response to the parks, is based on their experience
with interpretive rangers.

This is a great compliment to all of you, since the NPS enjoys such a
broad favorable reputation among our visitors. And it is also a serious
responsibility because you have significant influence on how the public
perceives us and what they learn from us. This makes you key players in
keeping the park service relevant in the upcoming decades -- and
relevance will be essential if we are going to succeed in our mission.

You all know that the world around us is changing, and we, as an agency,
have to change with it. Demographics are changing. Examples are
plentiful. This country's Hispanic population continues to grow at a
rapid rate. Of all U.S. children under five years old, nearly half are
now Hispanic. We have to better understand what they want from the
parks, what expectations they have, and what their perceptions are. The
needs of young people are changing. Fewer have been exposed to our parks
-- or even the outdoors. But more are technologically sophisticated. How
do we connect them to a world to which they may be strangers? Baby
Boomers, long the mainstay of the park visitors, are rapidly aging. As a
result, their needs and expectations are different.

To stay relevant in this dynamic world, we have a great deal of work to
do. We have to reconnect people to parks. We need more diversity in our
workforce, and we need to communicate in ways that speak directly to
these more diverse populations. We have to understand their values,
their needs, their perceptions of us and of our parks. You are on the
front lines here. You have to reach out in ways we have not done before;
you have to examine the way you present information; you have to look at
your most basic assumptions about the way you do your jobs.

In this vein, you need to embrace and use the rich variety of
information technology now available. We need to do this because it will
allow us to reach out to many, many more people, exposing them to what
the parks have to offer and what diverse and wonderful resources they
have available to them. We need to do this because an increasingly large
segment of the population derives its information from these new
technologies. Podcasts, Google searches, interactive media \--all these
are now part of the way many people seek, store and use information. And
we need to do this because it will allow us to leverage our resources,
enabling us to reach more people with the resources at our disposal.

Some of you are already using many of these new technologies to
wonderful effect -- Phil Zichterman at Black Canyon / Curecanti springs
to mind. But this needs to be a universal attitude among interpreters.
If it is not, we will begin to lose our relevance, not to mention a
golden opportunity to expand and extend an understanding of parks,
conservation and our shared heritage as a nation. That shared heritage
is the force that binds us all together as citizens, and you have in
your hands the potential to help an increasingly diverse society stay
connected.

If interpretation is going to fulfill this potential, we will all have
to remain flexible and nimble in reacting to the needs of the visitors
we serve. We have to know what those visitors think, and what they need.
So we must embrace the idea of evaluation. Without a system of
evaluation, we will be in the dark about the effectiveness of what we
say; how we deliver your information; and what impact it has.

There has been some reluctance to do this. Evaluation seems to have some
negative connotations for some people. But it does not need to be seen
that way. Evaluation tests reality. It is not a critique, but a
collaborative process with our customers. Dan Ritchie, the former
Chancellor of the University of Denver, and a member of the NPS Advisory
Board, has said that assessment is not about "you versus me", but is
about us doing great things together and having fun doing it. That is
the attitude to take, and is the key to our future success.

We can't shy away from this idea. In fact, we have to engage it as
broadly as possible, asking a wide variety of folks to evaluate our
performance. Historically, we have always asked our friends or those who
were predisposed to be favorable to us how we are doing. We need to take
the leap and ask those who are not necessarily our strongest supporters
what [they]{.underline} think. It may be tough, but we may also find a
wealth of ideas that we have previously overlooked.

Remember that evaluation is an integral part of our interpretation and
education strategy, and is a critical component of analyzing activities
in the core operations process. In short, it is an essential component
of our drive to implement 21^st^ century business practices. Those
practices are not a goal in and of themselves, but are an essential tool
to help us be as efficient and effective as possible, and to deliver our
services with the greatest regard possible for our customers.

Interpreters have always been among the most enterprising NPS employees.
There is a constant drive \-- a passion\-- among you to deliver more and
better information to visitors and the general public. You have always
embraced this "margin of excellence." The public -- and the resources
\-- have been the beneficiaries. The President's new budget provides for
us to build this "margin of excellence" through the Centennial
Challenge, leveraging private funds with public money. Here is where
Interpretation can develop innovative projects that can strongly compete
for Challenge funds and pave the way for a truly remarkable
interpretation and education program within the National Park System.

As it has in the past, a great deal of our success in the future will
depend on interpretation and interpreters. We know that you have the
passion, the creativity, the commitment and the desire to help the parks
and the park service face the challenges of the coming decades. We know
that, for many visitors, you are as important a part of the visitor
experience as the resources themselves. We know you will seize this
moment and make the most of it.

Thank you.

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

OPENING REMARKS --- Neil DeJong

Welcome! Thank you all for taking the time out of your busy schedules to
come to this Interpretive Leaders workshop. This is an exciting time to
be involved in Interpretation and Education in the National Park
Service.

For me the last three years have been some of the most rewarding in my
career. I've been fortunate to have served on the National Education
Council during that time. What I've found most rewarding is the
collaboration between the Council members... Everyone from Regional
Directors to park educational specialists to partners from the National
Park Foundation and the National Park System Advisory Board.... all
working together to achieve a common goal. The other thing that I have
noticed is the increased level of attention and support that the Council
and the function of interpretation and education has received from
everyone on the National Leadership Council, the highest level of
leadership in the agency.

I generally tend to be an optimist; I'm a glass half full kind of guy.
But as I've advanced in my career I've also acquired a healthy dose of
skepticism; at times I see the glass half empty. I think we can be both;
I think we have to be both. Let me give you a few examples:

+----------------------------------+-----------------------------------+
| > **Glass Half Full**            | > **Glass Half Empty**            |
+----------------------------------+-----------------------------------+
| > Cyclic maintenance funding in  | > We don't have the maintenance   |
| > the region has increased from  | > staff to do the work or the     |
| > \$5,000,000+ in FY 2,001 to    | > contracting staff to award      |
| > almost \$13,000,000 in FY      | > contracts to get the work done. |
| > 2007.                          |                                   |
+----------------------------------+-----------------------------------+
| > Almost \$137,000,000 worth of  | > More than \$695,000,000 of      |
| > interpretation projects funded | > unfunded Interpretation         |
| > with fee program dollar in IMR | > projects from all fund sources  |
| > parks over the last ten years  | > in PMIS. Parks do not have the  |
| > (more than 1/3 the service     | > staff to complete projects.     |
| > wide total).                   |                                   |
+----------------------------------+-----------------------------------+
| > \$875,000,00 is available over | > 23 low or no revenue parks in   |
| > the next three years to        | > IMR do not have a completed     |
| > complete a minimum of 25       | > CIP.                            |
| > Comprehensive Interpretive     |                                   |
| > Plans (CIPs) for low or no     |                                   |
| > revenue parks, service wide.   |                                   |
+----------------------------------+-----------------------------------+
| > In five years, the TRT program | > Teachers are only available for |
| > expanded from five teachers    | > 8-10 weeks and can't be in the  |
| > from one school district and   | > park for seasonal training.     |
| > five Colorado parks to nearly  |                                   |
| > 40 teachers from 33 school     |                                   |
| > districts and 36 parks in five |                                   |
| > states.                        |                                   |
+----------------------------------+-----------------------------------+
| > \$40,000 from the RD in FY     | > No housing available for        |
| > 2006 to enter into partnership | > teachers in many parks.         |
| > with UCD to continue and       |                                   |
| > expand scope of existing TRT   |                                   |
| > program in Colorado and        |                                   |
| > beyond.                        |                                   |
+----------------------------------+-----------------------------------+
| > Interpretive Cyclic            | > Still many more projects are    |
| > Maintenance set-aside funds    | > submitted than can be funded.   |
| > more than doubled from FY 2001 | > Lack of park staff and time to  |
| > to FY 2007 (\$117,000 to       | > write up project proposals      |
| > roughly \$260,000).            | > and/or complete funded          |
|                                  | > projects.                       |
+----------------------------------+-----------------------------------+
| > Director Bomar and the NLC\'s  | > How does the Director's         |
| > endorsement of the             | > statement jibe with Core Ops?   |
| > Interpretive Renaissance. "The |                                   |
| > Renaissance is the National    |                                   |
| > Park Service's commitment to   |                                   |
| > and investment in the renewal  |                                   |
| > of this core program."         |                                   |
+----------------------------------+-----------------------------------+

How many of you have seen the President's proposed budget for FY 2008?

If the budget is approved the glass will fill up rapidly and we have to
be ready:

-   Over half the parks in the region would have an increase in
    Interpretation and Education seasonals (over \$2,600,000 out of the
    \$13,000,000 requested service wide would come to IMR parks. About
    175 seasonal positions.)

-   39 parks in the region would receive \> 10% increase in base.

-   16 parks would receive \> 20% increase in base.

-   7 parks would receive \> 30% increase in base.

-   Cyclic maintenance budget in the region would increase by nearly
    40%.

We also have to be prepared if we have a continuing resolution or a flat
or declining budget.

Over the course of this week, I hope you'll all realize that the
Interpretation and Education Renaissance Business Plan and Action Plan
make us better prepared to deal with any scenario whether it's a cup
that is half empty and getting emptier, or one that is half full and
filling up rapidly and could get filled to overflowing.

This week we begin a dialogue on how to best implement the tasks
recommended in the Interpretation and Education Renaissance Action Plan.
I encourage each of you to actively participate in that dialogue. Share
with each other what you are already doing to address the five areas of
emphasis in the action plan. Let us know what you think about the
findings and recommended tasks. And think about what can be done in the
future to further implement the identified tasks.

Thank you.

+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
| * |         |   |   |   |                                               |   |
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+---+---------+---+---+---+-----------------------------------------------+---+
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| # |         |   |   |   |                                               |   |
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| e |         |   |   |   |                                               |   |
| r |         |   |   |   |                                               |   |
| e |         |   |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
| - |         |   |   |   |                                               |   |
| - |         |   |   |   |                                               |   |
| - |         |   |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
| A |         |   |   |   |                                               |   |
| n |         |   |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
| O |         |   |   |   |                                               |   |
| v |         |   |   |   |                                               |   |
| e |         |   |   |   |                                               |   |
| r |         |   |   |   |                                               |   |
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+---+---------+---+---+---+-----------------------------------------------+---+
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+---+---------+---+---+---+-----------------------------------------------+---+
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|   |         |   | i |   |                                               |   |
|   |         |   | l |   |                                               |   |
|   |         |   | e |   |                                               |   |
|   |         |   | s |   |                                               |   |
|   |         |   | t |   |                                               |   |
|   |         |   | o |   |                                               |   |
|   |         |   | n |   |                                               |   |
|   |         |   | e |   |                                               |   |
|   |         |   | s |   |                                               |   |
|   |         |   | ] |   |                                               |   |
|   |         |   | { |   |                                               |   |
|   |         |   | . |   |                                               |   |
|   |         |   | s |   |                                               |   |
|   |         |   | m |   |                                               |   |
|   |         |   | a |   |                                               |   |
|   |         |   | l |   |                                               |   |
|   |         |   | l |   |                                               |   |
|   |         |   | c |   |                                               |   |
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|   |         |   | p |   |                                               |   |
|   |         |   | s |   |                                               |   |
|   |         |   | } |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | These 7 |   |   |   |                                               |   |
|   | mil     |   |   |   |                                               |   |
|   | estones |   |   |   |                                               |   |
|   | record  |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | path    |   |   |   |                                               |   |
|   | that    |   |   |   |                                               |   |
|   | propels |   |   |   |                                               |   |
|   | us      |   |   |   |                                               |   |
|   | forward |   |   |   |                                               |   |
|   | today:  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2001\.  |   |   |   |                                               |   |
|   | The     |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Park    |   |   |   |                                               |   |
|   | System  |   |   |   |                                               |   |
|   | A       |   |   |   |                                               |   |
|   | dvisory |   |   |   |                                               |   |
|   | Board   |   |   |   |                                               |   |
|   | r       |   |   |   |                                               |   |
|   | eleased |   |   |   |                                               |   |
|   | *Ret    |   |   |   |                                               |   |
|   | hinking |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Parks   |   |   |   |                                               |   |
|   | for the |   |   |   |                                               |   |
|   | 21^st^  |   |   |   |                                               |   |
|   | Ce      |   |   |   |                                               |   |
|   | ntury*. |   |   |   |                                               |   |
|   | The     |   |   |   |                                               |   |
|   | first   |   |   |   |                                               |   |
|   | of its  |   |   |   |                                               |   |
|   | seven   |   |   |   |                                               |   |
|   | r       |   |   |   |                                               |   |
|   | ecommen |   |   |   |                                               |   |
|   | dations |   |   |   |                                               |   |
|   | stated  |   |   |   |                                               |   |
|   | that    |   |   |   |                                               |   |
|   | the NPS |   |   |   |                                               |   |
|   | should  |   |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
|   | > "     |   |   |   |                                               |   |
|   | Embrace |   |   |   |                                               |   |
|   | > its   |   |   |   |                                               |   |
|   | > m     |   |   |   |                                               |   |
|   | ission, |   |   |   |                                               |   |
|   | > as    |   |   |   |                                               |   |
|   | > ed    |   |   |   |                                               |   |
|   | ucator, |   |   |   |                                               |   |
|   | > to    |   |   |   |                                               |   |
|   | >       |   |   |   |                                               |   |
|   |  become |   |   |   |                                               |   |
|   | > a     |   |   |   |                                               |   |
|   | > more  |   |   |   |                                               |   |
|   | > sign  |   |   |   |                                               |   |
|   | ificant |   |   |   |                                               |   |
|   | > part  |   |   |   |                                               |   |
|   | > of    |   |   |   |                                               |   |
|   | > Am    |   |   |   |                                               |   |
|   | erica's |   |   |   |                                               |   |
|   | > educ  |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | >       |   |   |   |                                               |   |
|   |  system |   |   |   |                                               |   |
|   | > by    |   |   |   |                                               |   |
|   | > pr    |   |   |   |                                               |   |
|   | oviding |   |   |   |                                               |   |
|   | >       |   |   |   |                                               |   |
|   |  formal |   |   |   |                                               |   |
|   | > and   |   |   |   |                                               |   |
|   | > i     |   |   |   |                                               |   |
|   | nformal |   |   |   |                                               |   |
|   | > p     |   |   |   |                                               |   |
|   | rograms |   |   |   |                                               |   |
|   | > for   |   |   |   |                                               |   |
|   | > s     |   |   |   |                                               |   |
|   | tudents |   |   |   |                                               |   |
|   | > and   |   |   |   |                                               |   |
|   | > l     |   |   |   |                                               |   |
|   | earners |   |   |   |                                               |   |
|   | > of    |   |   |   |                                               |   |
|   | > all   |   |   |   |                                               |   |
|   | > ages  |   |   |   |                                               |   |
|   | >       |   |   |   |                                               |   |
|   |  inside |   |   |   |                                               |   |
|   | > and   |   |   |   |                                               |   |
|   | >       |   |   |   |                                               |   |
|   | outside |   |   |   |                                               |   |
|   | > park  |   |   |   |                                               |   |
|   | > bound |   |   |   |                                               |   |
|   | aries." |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2002\.  |   |   |   |                                               |   |
|   | In      |   |   |   |                                               |   |
|   | spired, |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Lea     |   |   |   |                                               |   |
|   | dership |   |   |   |                                               |   |
|   | Council |   |   |   |                                               |   |
|   | (NLC)   |   |   |   |                                               |   |
|   | commi   |   |   |   |                                               |   |
|   | ssioned |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | series  |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | s       |   |   |   |                                               |   |
|   | eminars |   |   |   |                                               |   |
|   | that    |   |   |   |                                               |   |
|   | i       |   |   |   |                                               |   |
|   | ncluded |   |   |   |                                               |   |
|   | experts |   |   |   |                                               |   |
|   | from    |   |   |   |                                               |   |
|   | outside |   |   |   |                                               |   |
|   | the NPS |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | present |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | discuss |   |   |   |                                               |   |
|   | inter   |   |   |   |                                               |   |
|   | pretive |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | educ    |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | issues. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2003\.  |   |   |   |                                               |   |
|   | A       |   |   |   |                                               |   |
|   | wo      |   |   |   |                                               |   |
|   | rkgroup |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | roduced |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | *R      |   |   |   |                                               |   |
|   | enewing |   |   |   |                                               |   |
|   | Our     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | M       |   |   |   |                                               |   |
|   | ission* |   |   |   |                                               |   |
|   | report  |   |   |   |                                               |   |
|   | for the |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Lea     |   |   |   |                                               |   |
|   | dership |   |   |   |                                               |   |
|   | Council |   |   |   |                                               |   |
|   | (NLC).  |   |   |   |                                               |   |
|   | This    |   |   |   |                                               |   |
|   | d       |   |   |   |                                               |   |
|   | ocument |   |   |   |                                               |   |
|   | reco    |   |   |   |                                               |   |
|   | mmended |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | fo      |   |   |   |                                               |   |
|   | rmation |   |   |   |                                               |   |
|   | of a    |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Council |   |   |   |                                               |   |
|   | (NEC).  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2004\.  |   |   |   |                                               |   |
|   | The NPS |   |   |   |                                               |   |
|   | D       |   |   |   |                                               |   |
|   | irector |   |   |   |                                               |   |
|   | formed  |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | NEC.    |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2005\.  |   |   |   |                                               |   |
|   | The NEC |   |   |   |                                               |   |
|   | drafted |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | *NPS    |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | B       |   |   |   |                                               |   |
|   | usiness |   |   |   |                                               |   |
|   | Plan*.  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2006\.  |   |   |   |                                               |   |
|   | The NLC |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | pproved |   |   |   |                                               |   |
|   | of the  |   |   |   |                                               |   |
|   | f       |   |   |   |                                               |   |
|   | indings |   |   |   |                                               |   |
|   | in the  |   |   |   |                                               |   |
|   | *B      |   |   |   |                                               |   |
|   | usiness |   |   |   |                                               |   |
|   | Plan*.  |   |   |   |                                               |   |
|   | The NEC |   |   |   |                                               |   |
|   | then    |   |   |   |                                               |   |
|   | drafted |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | *NPS    |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Action  |   |   |   |                                               |   |
|   | Plan*.  |   |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
|   | The NLC |   |   |   |                                               |   |
|   | en      |   |   |   |                                               |   |
|   | thusias |   |   |   |                                               |   |
|   | tically |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | ndorsed |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | vision  |   |   |   |                                               |   |
|   | of, and |   |   |   |                                               |   |
|   | ind     |   |   |   |                                               |   |
|   | ividual |   |   |   |                                               |   |
|   | tasks   |   |   |   |                                               |   |
|   | in, the |   |   |   |                                               |   |
|   | *Action |   |   |   |                                               |   |
|   | Plan*.  |   |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
|   | One of  |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | tasks   |   |   |   |                                               |   |
|   | ide     |   |   |   |                                               |   |
|   | ntified |   |   |   |                                               |   |
|   | in the  |   |   |   |                                               |   |
|   | *Action |   |   |   |                                               |   |
|   | Plan*,  |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Eva     |   |   |   |                                               |   |
|   | luation |   |   |   |                                               |   |
|   | Summit, |   |   |   |                                               |   |
|   | was     |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | chieved |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | O       |   |   |   |                                               |   |
|   | ctober. |   |   |   |                                               |   |
|   | Several |   |   |   |                                               |   |
|   | TEL     |   |   |   |                                               |   |
|   | events  |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | In      |   |   |   |                                               |   |
|   | sideNPS |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | rticles |   |   |   |                                               |   |
|   | have    |   |   |   |                                               |   |
|   | also    |   |   |   |                                               |   |
|   | been    |   |   |   |                                               |   |
|   | pr      |   |   |   |                                               |   |
|   | oduced, |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | cluding |   |   |   |                                               |   |
|   | some    |   |   |   |                                               |   |
|   | about   |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | Summit. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | 2007\.  |   |   |   |                                               |   |
|   | The NPS |   |   |   |                                               |   |
|   | D       |   |   |   |                                               |   |
|   | irector |   |   |   |                                               |   |
|   | f       |   |   |   |                                               |   |
|   | ormally |   |   |   |                                               |   |
|   | r       |   |   |   |                                               |   |
|   | eleased |   |   |   |                                               |   |
|   | both    |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | *B      |   |   |   |                                               |   |
|   | usiness |   |   |   |                                               |   |
|   | Plan*   |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | *Action |   |   |   |                                               |   |
|   | Plan*   |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | en      |   |   |   |                                               |   |
|   | thusias |   |   |   |                                               |   |
|   | tically |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | ndorsed |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | profe   |   |   |   |                                               |   |
|   | ssion's |   |   |   |                                               |   |
|   | efforts |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | renew   |   |   |   |                                               |   |
|   | itself  |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | c       |   |   |   |                                               |   |
|   | ontinue |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | achieve |   |   |   |                                               |   |
|   | exce    |   |   |   |                                               |   |
|   | llence. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
| 9 |         | > |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
|   |         | [ |   |   |                                               |   |
|   |         | B |   |   |                                               |   |
|   |         | u |   |   |                                               |   |
|   |         | s |   |   |                                               |   |
|   |         | i |   |   |                                               |   |
|   |         | n |   |   |                                               |   |
|   |         | e |   |   |                                               |   |
|   |         | s |   |   |                                               |   |
|   |         | s |   |   |                                               |   |
|   |         | > |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
|   |         | P |   |   |                                               |   |
|   |         | l |   |   |                                               |   |
|   |         | a |   |   |                                               |   |
|   |         | n |   |   |                                               |   |
|   |         | > |   |   |                                               |   |
|   |         |   |   |   |                                               |   |
|   |         | F |   |   |                                               |   |
|   |         | i |   |   |                                               |   |
|   |         | n |   |   |                                               |   |
|   |         | d |   |   |                                               |   |
|   |         | i |   |   |                                               |   |
|   |         | n |   |   |                                               |   |
|   |         | g |   |   |                                               |   |
|   |         | s |   |   |                                               |   |
|   |         | ] |   |   |                                               |   |
|   |         | { |   |   |                                               |   |
|   |         | . |   |   |                                               |   |
|   |         | s |   |   |                                               |   |
|   |         | m |   |   |                                               |   |
|   |         | a |   |   |                                               |   |
|   |         | l |   |   |                                               |   |
|   |         | l |   |   |                                               |   |
|   |         | c |   |   |                                               |   |
|   |         | a |   |   |                                               |   |
|   |         | p |   |   |                                               |   |
|   |         | s |   |   |                                               |   |
|   |         | } |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | These 9 |   |   |   |                                               |   |
|   | f       |   |   |   |                                               |   |
|   | indings |   |   |   |                                               |   |
|   | emerged |   |   |   |                                               |   |
|   | from    |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | nalysis |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | *B      |   |   |   |                                               |   |
|   | usiness |   |   |   |                                               |   |
|   | Plan*   |   |   |   |                                               |   |
|   | data:   |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Fin     |   |   |   |                                               |   |
|   | ding 1. |   |   |   |                                               |   |
|   | Develop |   |   |   |                                               |   |
|   | Core    |   |   |   |                                               |   |
|   | Op      |   |   |   |                                               |   |
|   | erating |   |   |   |                                               |   |
|   | St      |   |   |   |                                               |   |
|   | andards |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | M       |   |   |   |                                               |   |
|   | easures |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | Del     |   |   |   |                                               |   |
|   | ivering |   |   |   |                                               |   |
|   | Quality |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Pr      |   |   |   |                                               |   |
|   | ograms. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 2.      |   |   |   |                                               |   |
|   | Provide |   |   |   |                                               |   |
|   | S       |   |   |   |                                               |   |
|   | taffing |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Op      |   |   |   |                                               |   |
|   | erating |   |   |   |                                               |   |
|   | Re      |   |   |   |                                               |   |
|   | sources |   |   |   |                                               |   |
|   | Ne      |   |   |   |                                               |   |
|   | cessary |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | Achieve |   |   |   |                                               |   |
|   | Program |   |   |   |                                               |   |
|   | Sta     |   |   |   |                                               |   |
|   | ndards. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 3.      |   |   |   |                                               |   |
|   | Expand  |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Partner |   |   |   |                                               |   |
|   | T       |   |   |   |                                               |   |
|   | raining |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Creden  |   |   |   |                                               |   |
|   | tialing |   |   |   |                                               |   |
|   | P       |   |   |   |                                               |   |
|   | rogram. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 4.      |   |   |   |                                               |   |
|   | Adopt a |   |   |   |                                               |   |
|   | Program |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | Eva     |   |   |   |                                               |   |
|   | luation |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | Achieve |   |   |   |                                               |   |
|   | Greater |   |   |   |                                               |   |
|   | Account |   |   |   |                                               |   |
|   | ability |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Program |   |   |   |                                               |   |
|   | Impr    |   |   |   |                                               |   |
|   | ovement |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Edu     |   |   |   |                                               |   |
|   | cation. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 5.      |   |   |   |                                               |   |
|   | Improve |   |   |   |                                               |   |
|   | Inter   |   |   |   |                                               |   |
|   | pretive |   |   |   |                                               |   |
|   | Media   |   |   |   |                                               |   |
|   | to Meet |   |   |   |                                               |   |
|   | Twent   |   |   |   |                                               |   |
|   | y-first |   |   |   |                                               |   |
|   | Century |   |   |   |                                               |   |
|   | Sta     |   |   |   |                                               |   |
|   | ndards. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 6.      |   |   |   |                                               |   |
|   | En      |   |   |   |                                               |   |
|   | courage |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Adopt   |   |   |   |                                               |   |
|   | Inn     |   |   |   |                                               |   |
|   | ovation |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | Inter   |   |   |   |                                               |   |
|   | pretive |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Educ    |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Tech    |   |   |   |                                               |   |
|   | nology. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 7.      |   |   |   |                                               |   |
|   | Design  |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | P       |   |   |   |                                               |   |
|   | rograms |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | Serve   |   |   |   |                                               |   |
|   | All     |   |   |   |                                               |   |
|   | Ame     |   |   |   |                                               |   |
|   | ricans. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 8.      |   |   |   |                                               |   |
|   | Enable  |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | P       |   |   |   |                                               |   |
|   | artners |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | Effe    |   |   |   |                                               |   |
|   | ctively |   |   |   |                                               |   |
|   | Support |   |   |   |                                               |   |
|   | the NPS |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | M       |   |   |   |                                               |   |
|   | ission. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Finding |   |   |   |                                               |   |
|   | 9.      |   |   |   |                                               |   |
|   | Create  |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Support |   |   |   |                                               |   |
|   | Organiz |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Change. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
| 5 |         |   |   | > |                                               |   |
|   |         |   |   |   |                                               |   |
|   |         |   |   | [ |                                               |   |
|   |         |   |   | A |                                               |   |
|   |         |   |   | c |                                               |   |
|   |         |   |   | t |                                               |   |
|   |         |   |   | i |                                               |   |
|   |         |   |   | o |                                               |   |
|   |         |   |   | n |                                               |   |
|   |         |   |   | > |                                               |   |
|   |         |   |   |   |                                               |   |
|   |         |   |   | P |                                               |   |
|   |         |   |   | l |                                               |   |
|   |         |   |   | a |                                               |   |
|   |         |   |   | n |                                               |   |
|   |         |   |   | > |                                               |   |
|   |         |   |   |   |                                               |   |
|   |         |   |   | P |                                               |   |
|   |         |   |   | i |                                               |   |
|   |         |   |   | l |                                               |   |
|   |         |   |   | l |                                               |   |
|   |         |   |   | a |                                               |   |
|   |         |   |   | r |                                               |   |
|   |         |   |   | s |                                               |   |
|   |         |   |   | ] |                                               |   |
|   |         |   |   | { |                                               |   |
|   |         |   |   | . |                                               |   |
|   |         |   |   | s |                                               |   |
|   |         |   |   | m |                                               |   |
|   |         |   |   | a |                                               |   |
|   |         |   |   | l |                                               |   |
|   |         |   |   | l |                                               |   |
|   |         |   |   | c |                                               |   |
|   |         |   |   | a |                                               |   |
|   |         |   |   | p |                                               |   |
|   |         |   |   | s |                                               |   |
|   |         |   |   | } |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | These 5 |   |   |   |                                               |   |
|   | pillars |   |   |   |                                               |   |
|   | emerged |   |   |   |                                               |   |
|   | from    |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | f       |   |   |   |                                               |   |
|   | indings |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | guide   |   |   |   |                                               |   |
|   | interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | into    |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | future: |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Engage  |   |   |   |                                               |   |
|   | People  |   |   |   |                                               |   |
|   | to Make |   |   |   |                                               |   |
|   | E       |   |   |   |                                               |   |
|   | nduring |   |   |   |                                               |   |
|   | Conn    |   |   |   |                                               |   |
|   | ections |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | Am      |   |   |   |                                               |   |
|   | erica's |   |   |   |                                               |   |
|   | Special |   |   |   |                                               |   |
|   | Places. |   |   |   |                                               |   |
|   | In      |   |   |   |                                               |   |
|   | order   |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | connect |   |   |   |                                               |   |
|   | all     |   |   |   |                                               |   |
|   | Am      |   |   |   |                                               |   |
|   | ericans |   |   |   |                                               |   |
|   | to the  |   |   |   |                                               |   |
|   | recrea  |   |   |   |                                               |   |
|   | tional, |   |   |   |                                               |   |
|   | educa   |   |   |   |                                               |   |
|   | tional, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | inspir  |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | power   |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | n       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | parks,  |   |   |   |                                               |   |
|   | we must |   |   |   |                                               |   |
|   | equip   |   |   |   |                                               |   |
|   | inter   |   |   |   |                                               |   |
|   | preters |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | ed      |   |   |   |                                               |   |
|   | ucators |   |   |   |                                               |   |
|   | with    |   |   |   |                                               |   |
|   | kno     |   |   |   |                                               |   |
|   | wledge, |   |   |   |                                               |   |
|   | skills, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | app     |   |   |   |                                               |   |
|   | roaches |   |   |   |                                               |   |
|   | ne      |   |   |   |                                               |   |
|   | cessary |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | co      |   |   |   |                                               |   |
|   | mmunity |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | civic   |   |   |   |                                               |   |
|   | eng     |   |   |   |                                               |   |
|   | agement |   |   |   |                                               |   |
|   | for the |   |   |   |                                               |   |
|   | whole   |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | A       |   |   |   |                                               |   |
|   | merica. |   |   |   |                                               |   |
|   | This    |   |   |   |                                               |   |
|   | must    |   |   |   |                                               |   |
|   | include |   |   |   |                                               |   |
|   | ethnic, |   |   |   |                                               |   |
|   | socioec |   |   |   |                                               |   |
|   | onomic, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | d       |   |   |   |                                               |   |
|   | isabled |   |   |   |                                               |   |
|   | groups  |   |   |   |                                               |   |
|   | that    |   |   |   |                                               |   |
|   | have,   |   |   |   |                                               |   |
|   | for a   |   |   |   |                                               |   |
|   | variety |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | r       |   |   |   |                                               |   |
|   | easons, |   |   |   |                                               |   |
|   | not     |   |   |   |                                               |   |
|   | been    |   |   |   |                                               |   |
|   | well    |   |   |   |                                               |   |
|   | co      |   |   |   |                                               |   |
|   | nnected |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | n       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | parks   |   |   |   |                                               |   |
|   | in the  |   |   |   |                                               |   |
|   | past.   |   |   |   |                                               |   |
|   | P       |   |   |   |                                               |   |
|   | rograms |   |   |   |                                               |   |
|   | must be |   |   |   |                                               |   |
|   | created |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | collab  |   |   |   |                                               |   |
|   | oration |   |   |   |                                               |   |
|   | *with*  |   |   |   |                                               |   |
|   | comm    |   |   |   |                                               |   |
|   | unities |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | artners |   |   |   |                                               |   |
|   | rather  |   |   |   |                                               |   |
|   | than    |   |   |   |                                               |   |
|   | *for*   |   |   |   |                                               |   |
|   | them.   |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Use New |   |   |   |                                               |   |
|   | Techno  |   |   |   |                                               |   |
|   | logies. |   |   |   |                                               |   |
|   | Tec     |   |   |   |                                               |   |
|   | hnology |   |   |   |                                               |   |
|   | offers  |   |   |   |                                               |   |
|   | new and |   |   |   |                                               |   |
|   | tre     |   |   |   |                                               |   |
|   | mendous |   |   |   |                                               |   |
|   | opport  |   |   |   |                                               |   |
|   | unities |   |   |   |                                               |   |
|   | --- not |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | replace |   |   |   |                                               |   |
|   | n       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | park    |   |   |   |                                               |   |
|   | exper   |   |   |   |                                               |   |
|   | iences, |   |   |   |                                               |   |
|   | but to  |   |   |   |                                               |   |
|   | make    |   |   |   |                                               |   |
|   | int     |   |   |   |                                               |   |
|   | angible |   |   |   |                                               |   |
|   | m       |   |   |   |                                               |   |
|   | eanings |   |   |   |                                               |   |
|   | av      |   |   |   |                                               |   |
|   | ailable |   |   |   |                                               |   |
|   | in ways |   |   |   |                                               |   |
|   | never   |   |   |   |                                               |   |
|   | before  |   |   |   |                                               |   |
|   | im      |   |   |   |                                               |   |
|   | agined. |   |   |   |                                               |   |
|   | To      |   |   |   |                                               |   |
|   | remain  |   |   |   |                                               |   |
|   | r       |   |   |   |                                               |   |
|   | elevant |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | today's |   |   |   |                                               |   |
|   | v       |   |   |   |                                               |   |
|   | isitor, |   |   |   |                                               |   |
|   | the NPS |   |   |   |                                               |   |
|   | must be |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | leader  |   |   |   |                                               |   |
|   | in the  |   |   |   |                                               |   |
|   | use of  |   |   |   |                                               |   |
|   | tec     |   |   |   |                                               |   |
|   | hnology |   |   |   |                                               |   |
|   | applied |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | i       |   |   |   |                                               |   |
|   | nformal |   |   |   |                                               |   |
|   | le      |   |   |   |                                               |   |
|   | arning. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Embrace |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Pa      |   |   |   |                                               |   |
|   | rtners. |   |   |   |                                               |   |
|   | As many |   |   |   |                                               |   |
|   | as      |   |   |   |                                               |   |
|   | 70,000  |   |   |   |                                               |   |
|   | volu    |   |   |   |                                               |   |
|   | nteers, |   |   |   |                                               |   |
|   | concess |   |   |   |                                               |   |
|   | ioners, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | other   |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | artners |   |   |   |                                               |   |
|   | provide |   |   |   |                                               |   |
|   | inter   |   |   |   |                                               |   |
|   | pretive |   |   |   |                                               |   |
|   | se      |   |   |   |                                               |   |
|   | rvices. |   |   |   |                                               |   |
|   | The NPS |   |   |   |                                               |   |
|   | ranger  |   |   |   |                                               |   |
|   | must    |   |   |   |                                               |   |
|   | incre   |   |   |   |                                               |   |
|   | asingly |   |   |   |                                               |   |
|   | fac     |   |   |   |                                               |   |
|   | ilitate |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | artners |   |   |   |                                               |   |
|   | in the  |   |   |   |                                               |   |
|   | att     |   |   |   |                                               |   |
|   | ainment |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | exce    |   |   |   |                                               |   |
|   | llence. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Develop |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Im      |   |   |   |                                               |   |
|   | plement |   |   |   |                                               |   |
|   | Profe   |   |   |   |                                               |   |
|   | ssional |   |   |   |                                               |   |
|   | Sta     |   |   |   |                                               |   |
|   | ndards. |   |   |   |                                               |   |
|   | In the  |   |   |   |                                               |   |
|   | last    |   |   |   |                                               |   |
|   | decade, |   |   |   |                                               |   |
|   | the NPS |   |   |   |                                               |   |
|   | has     |   |   |   |                                               |   |
|   | begun   |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | develop |   |   |   |                                               |   |
|   | profe   |   |   |   |                                               |   |
|   | ssional |   |   |   |                                               |   |
|   | sta     |   |   |   |                                               |   |
|   | ndards, |   |   |   |                                               |   |
|   | but     |   |   |   |                                               |   |
|   | their   |   |   |   |                                               |   |
|   | use has |   |   |   |                                               |   |
|   | been    |   |   |   |                                               |   |
|   | incons  |   |   |   |                                               |   |
|   | istent. |   |   |   |                                               |   |
|   | Now is  |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | time to |   |   |   |                                               |   |
|   | apply   |   |   |   |                                               |   |
|   | these   |   |   |   |                                               |   |
|   | st      |   |   |   |                                               |   |
|   | andards |   |   |   |                                               |   |
|   | to all  |   |   |   |                                               |   |
|   | who     |   |   |   |                                               |   |
|   | deliver |   |   |   |                                               |   |
|   | interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | se      |   |   |   |                                               |   |
|   | rvices. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Create  |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | Culture |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | Eval    |   |   |   |                                               |   |
|   | uation. |   |   |   |                                               |   |
|   | We have |   |   |   |                                               |   |
|   | very    |   |   |   |                                               |   |
|   | little  |   |   |   |                                               |   |
|   | scienti |   |   |   |                                               |   |
|   | fically |   |   |   |                                               |   |
|   | valid   |   |   |   |                                               |   |
|   | info    |   |   |   |                                               |   |
|   | rmation |   |   |   |                                               |   |
|   | about   |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | direct  |   |   |   |                                               |   |
|   | o       |   |   |   |                                               |   |
|   | utcomes |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | impact  |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | pr      |   |   |   |                                               |   |
|   | ograms. |   |   |   |                                               |   |
|   | Eva     |   |   |   |                                               |   |
|   | luation |   |   |   |                                               |   |
|   | must    |   |   |   |                                               |   |
|   | become  |   |   |   |                                               |   |
|   | an      |   |   |   |                                               |   |
|   | i       |   |   |   |                                               |   |
|   | ntegral |   |   |   |                                               |   |
|   | part of |   |   |   |                                               |   |
|   | program |   |   |   |                                               |   |
|   | design  |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | d       |   |   |   |                                               |   |
|   | elivery |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | ensure  |   |   |   |                                               |   |
|   | ongoing |   |   |   |                                               |   |
|   | program |   |   |   |                                               |   |
|   | impro   |   |   |   |                                               |   |
|   | vement, |   |   |   |                                               |   |
|   | effecti |   |   |   |                                               |   |
|   | veness, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | effi    |   |   |   |                                               |   |
|   | ciency. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
| 2 |         |   |   |   | > [Action Plan Tasks]{.smallcaps}             |   |
| 5 |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | These   |   |   |   |                                               |   |
|   | 25      |   |   |   |                                               |   |
|   | tasks   |   |   |   |                                               |   |
|   | c       |   |   |   |                                               |   |
|   | omprise |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | su      |   |   |   |                                               |   |
|   | bstance |   |   |   |                                               |   |
|   | of the  |   |   |   |                                               |   |
|   | 5-year  |   |   |   |                                               |   |
|   | *Action |   |   |   |                                               |   |
|   | Plan*:  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 1.1 /   |   |   |   |                                               |   |
|   | Develop |   |   |   |                                               |   |
|   | mea     |   |   |   |                                               |   |
|   | surable |   |   |   |                                               |   |
|   | op      |   |   |   |                                               |   |
|   | erating |   |   |   |                                               |   |
|   | sta     |   |   |   |                                               |   |
|   | ndards, |   |   |   |                                               |   |
|   | core    |   |   |   |                                               |   |
|   | f       |   |   |   |                                               |   |
|   | unction |   |   |   |                                               |   |
|   | stat    |   |   |   |                                               |   |
|   | ements, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | program |   |   |   |                                               |   |
|   | i       |   |   |   |                                               |   |
|   | mplemen |   |   |   |                                               |   |
|   | tation. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 1.2 /   |   |   |   |                                               |   |
|   | R       |   |   |   |                                               |   |
|   | edesign |   |   |   |                                               |   |
|   | Serv    |   |   |   |                                               |   |
|   | icewide |   |   |   |                                               |   |
|   | Inter   |   |   |   |                                               |   |
|   | pretive |   |   |   |                                               |   |
|   | Report  |   |   |   |                                               |   |
|   | online  |   |   |   |                                               |   |
|   | data    |   |   |   |                                               |   |
|   | re      |   |   |   |                                               |   |
|   | porting |   |   |   |                                               |   |
|   | system. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 1.3 /   |   |   |   |                                               |   |
|   | Deve    |   |   |   |                                               |   |
|   | lopment |   |   |   |                                               |   |
|   | of      |   |   |   |                                               |   |
|   | certif  |   |   |   |                                               |   |
|   | ication |   |   |   |                                               |   |
|   | policy  |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | system. |   |   |   |                                               |   |
|   | • GS-09 |   |   |   |                                               |   |
|   | Re      |   |   |   |                                               |   |
|   | gistrar |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | manage  |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | t       |   |   |   |                                               |   |
|   | raining |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | certif  |   |   |   |                                               |   |
|   | ication |   |   |   |                                               |   |
|   | system. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 1.4 /   |   |   |   |                                               |   |
|   | Update  |   |   |   |                                               |   |
|   | CIP     |   |   |   |                                               |   |
|   | gui     |   |   |   |                                               |   |
|   | delines |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | prepare |   |   |   |                                               |   |
|   | s       |   |   |   |                                               |   |
|   | trategy |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | com     |   |   |   |                                               |   |
|   | pleting |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | main    |   |   |   |                                               |   |
|   | taining |   |   |   |                                               |   |
|   | plans.  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 2.1 /   |   |   |   |                                               |   |
|   | Restore |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | sustain |   |   |   |                                               |   |
|   | interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | s       |   |   |   |                                               |   |
|   | easonal |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | pe      |   |   |   |                                               |   |
|   | rmanent |   |   |   |                                               |   |
|   | ope     |   |   |   |                                               |   |
|   | rations |   |   |   |                                               |   |
|   | ne      |   |   |   |                                               |   |
|   | cessary |   |   |   |                                               |   |
|   | to      |   |   |   |                                               |   |
|   | acc     |   |   |   |                                               |   |
|   | omplish |   |   |   |                                               |   |
|   | op      |   |   |   |                                               |   |
|   | erating |   |   |   |                                               |   |
|   | sta     |   |   |   |                                               |   |
|   | ndards. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 3.1 /   |   |   |   |                                               |   |
|   | Create  |   |   |   |                                               |   |
|   | new I&E |   |   |   |                                               |   |
|   | compe   |   |   |   |                                               |   |
|   | tencies |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | corres  |   |   |   |                                               |   |
|   | ponding |   |   |   |                                               |   |
|   | we      |   |   |   |                                               |   |
|   | b-based |   |   |   |                                               |   |
|   | tr      |   |   |   |                                               |   |
|   | aining; |   |   |   |                                               |   |
|   | review  |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | xisting |   |   |   |                                               |   |
|   | I&E     |   |   |   |                                               |   |
|   | compe   |   |   |   |                                               |   |
|   | tencies |   |   |   |                                               |   |
|   | every   |   |   |   |                                               |   |
|   | four    |   |   |   |                                               |   |
|   | years.  |   |   |   |                                               |   |
|   | • GS-12 |   |   |   |                                               |   |
|   | Cur     |   |   |   |                                               |   |
|   | riculum |   |   |   |                                               |   |
|   | R       |   |   |   |                                               |   |
|   | evision |   |   |   |                                               |   |
|   | Adminis |   |   |   |                                               |   |
|   | trator. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 4.1 /   |   |   |   |                                               |   |
|   | Convene |   |   |   |                                               |   |
|   | Eva     |   |   |   |                                               |   |
|   | luation |   |   |   |                                               |   |
|   | Summit  |   |   |   |                                               |   |
|   | at      |   |   |   |                                               |   |
|   | Denver  |   |   |   |                                               |   |
|   | Univ    |   |   |   |                                               |   |
|   | ersity. |   |   |   |                                               |   |
|   | **Accom |   |   |   |                                               |   |
|   | plished |   |   |   |                                               |   |
|   | October |   |   |   |                                               |   |
|   | 2006.** |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 4.2 /   |   |   |   |                                               |   |
|   | GS-13   |   |   |   |                                               |   |
|   | Serv    |   |   |   |                                               |   |
|   | icewide |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Eva     |   |   |   |                                               |   |
|   | luation |   |   |   |                                               |   |
|   | Coord   |   |   |   |                                               |   |
|   | inator. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 4.3 /   |   |   |   |                                               |   |
|   | Conduct |   |   |   |                                               |   |
|   | pilot   |   |   |   |                                               |   |
|   | eva     |   |   |   |                                               |   |
|   | luation |   |   |   |                                               |   |
|   | studies |   |   |   |                                               |   |
|   | /       |   |   |   |                                               |   |
|   | E       |   |   |   |                                               |   |
|   | valuate |   |   |   |                                               |   |
|   | Action  |   |   |   |                                               |   |
|   | Plan.   |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 5.1 /   |   |   |   |                                               |   |
|   | Print   |   |   |   |                                               |   |
|   | Park    |   |   |   |                                               |   |
|   | Map and |   |   |   |                                               |   |
|   | Guide.  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 5.2 /   |   |   |   |                                               |   |
|   | Develop |   |   |   |                                               |   |
|   | mi      |   |   |   |                                               |   |
|   | gration |   |   |   |                                               |   |
|   | s       |   |   |   |                                               |   |
|   | trategy |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | MIDS;   |   |   |   |                                               |   |
|   | im      |   |   |   |                                               |   |
|   | plement |   |   |   |                                               |   |
|   | pilot   |   |   |   |                                               |   |
|   | mi      |   |   |   |                                               |   |
|   | gration |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | rojects |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | three   |   |   |   |                                               |   |
|   | parks.  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 6.1 /   |   |   |   |                                               |   |
|   | Es      |   |   |   |                                               |   |
|   | tablish |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | Tec     |   |   |   |                                               |   |
|   | hnology |   |   |   |                                               |   |
|   | Inn     |   |   |   |                                               |   |
|   | ovation |   |   |   |                                               |   |
|   | Fund.   |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 6.2 /   |   |   |   |                                               |   |
|   | GS-13   |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Tec     |   |   |   |                                               |   |
|   | hnology |   |   |   |                                               |   |
|   | Coord   |   |   |   |                                               |   |
|   | inator. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 6.3 /   |   |   |   |                                               |   |
|   | Expand  |   |   |   |                                               |   |
|   | "Ex     |   |   |   |                                               |   |
|   | ploring |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | Real    |   |   |   |                                               |   |
|   | Thing." |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 6.4 /   |   |   |   |                                               |   |
|   | Create  |   |   |   |                                               |   |
|   | an      |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Portal  |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | *NP     |   |   |   |                                               |   |
|   | S.gov*. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 6.5 /   |   |   |   |                                               |   |
|   | Expand  |   |   |   |                                               |   |
|   | *WebR   |   |   |   |                                               |   |
|   | angers* |   |   |   |                                               |   |
|   | Online  |   |   |   |                                               |   |
|   | Junior  |   |   |   |                                               |   |
|   | Ranger  |   |   |   |                                               |   |
|   | P       |   |   |   |                                               |   |
|   | rogram. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 7.1 /   |   |   |   |                                               |   |
|   | Analyze |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | xisting |   |   |   |                                               |   |
|   | r       |   |   |   |                                               |   |
|   | esearch |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | vis     |   |   |   |                                               |   |
|   | itation |   |   |   |                                               |   |
|   | trends  |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | ngaging |   |   |   |                                               |   |
|   | ethnic  |   |   |   |                                               |   |
|   | m       |   |   |   |                                               |   |
|   | inority |   |   |   |                                               |   |
|   | aud     |   |   |   |                                               |   |
|   | iences. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 7.2 /   |   |   |   |                                               |   |
|   | Twent   |   |   |   |                                               |   |
|   | y-First |   |   |   |                                               |   |
|   | Century |   |   |   |                                               |   |
|   | Re      |   |   |   |                                               |   |
|   | levance |   |   |   |                                               |   |
|   | Fund    |   |   |   |                                               |   |
|   | source  |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | c       |   |   |   |                                               |   |
|   | ultural |   |   |   |                                               |   |
|   | com     |   |   |   |                                               |   |
|   | petence |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | co      |   |   |   |                                               |   |
|   | mmunity |   |   |   |                                               |   |
|   | eng     |   |   |   |                                               |   |
|   | agement |   |   |   |                                               |   |
|   | pr      |   |   |   |                                               |   |
|   | ojects. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 8.1 /   |   |   |   |                                               |   |
|   | Fully   |   |   |   |                                               |   |
|   | fund    |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | xisting |   |   |   |                                               |   |
|   | GS-13   |   |   |   |                                               |   |
|   | Serv    |   |   |   |                                               |   |
|   | icewide |   |   |   |                                               |   |
|   | VIP     |   |   |   |                                               |   |
|   | Coord   |   |   |   |                                               |   |
|   | inator. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 8.2 /   |   |   |   |                                               |   |
|   | Place   |   |   |   |                                               |   |
|   | fu      |   |   |   |                                               |   |
|   | ll-time |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | pa      |   |   |   |                                               |   |
|   | rt-time |   |   |   |                                               |   |
|   | de      |   |   |   |                                               |   |
|   | dicated |   |   |   |                                               |   |
|   | vo      |   |   |   |                                               |   |
|   | lunteer |   |   |   |                                               |   |
|   | coord   |   |   |   |                                               |   |
|   | inators |   |   |   |                                               |   |
|   | in      |   |   |   |                                               |   |
|   | s       |   |   |   |                                               |   |
|   | elected |   |   |   |                                               |   |
|   | parks.  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 8.3 /   |   |   |   |                                               |   |
|   | Develop |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | pilot   |   |   |   |                                               |   |
|   | certif  |   |   |   |                                               |   |
|   | ication |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | b       |   |   |   |                                               |   |
|   | randing |   |   |   |                                               |   |
|   | program |   |   |   |                                               |   |
|   | for     |   |   |   |                                               |   |
|   | ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | artners |   |   |   |                                               |   |
|   | of NPS. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 9.1 /   |   |   |   |                                               |   |
|   | Prepare |   |   |   |                                               |   |
|   | Change  |   |   |   |                                               |   |
|   | Man     |   |   |   |                                               |   |
|   | agement |   |   |   |                                               |   |
|   | Plan    |   |   |   |                                               |   |
|   | with    |   |   |   |                                               |   |
|   | consu   |   |   |   |                                               |   |
|   | ltants. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 9.2 /   |   |   |   |                                               |   |
|   | Operate |   |   |   |                                               |   |
|   | the     |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Council |   |   |   |                                               |   |
|   | --- one |   |   |   |                                               |   |
|   | council |   |   |   |                                               |   |
|   | m       |   |   |   |                                               |   |
|   | eeting, |   |   |   |                                               |   |
|   | five    |   |   |   |                                               |   |
|   | sub-co  |   |   |   |                                               |   |
|   | mmittee |   |   |   |                                               |   |
|   | me      |   |   |   |                                               |   |
|   | etings, |   |   |   |                                               |   |
|   | one     |   |   |   |                                               |   |
|   | pa      |   |   |   |                                               |   |
|   | rt-time |   |   |   |                                               |   |
|   | staff   |   |   |   |                                               |   |
|   | po      |   |   |   |                                               |   |
|   | sition, |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | p       |   |   |   |                                               |   |
|   | rinting |   |   |   |                                               |   |
|   | costs.  |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 9.3 /   |   |   |   |                                               |   |
|   | Fully   |   |   |   |                                               |   |
|   | fund    |   |   |   |                                               |   |
|   | e       |   |   |   |                                               |   |
|   | xisting |   |   |   |                                               |   |
|   | GS-13   |   |   |   |                                               |   |
|   | Serv    |   |   |   |                                               |   |
|   | icewide |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Coord   |   |   |   |                                               |   |
|   | inator. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   | Task    |   |   |   |                                               |   |
|   | 9.4 /   |   |   |   |                                               |   |
|   | Convene |   |   |   |                                               |   |
|   | a       |   |   |   |                                               |   |
|   | N       |   |   |   |                                               |   |
|   | ational |   |   |   |                                               |   |
|   | Interpr |   |   |   |                                               |   |
|   | etation |   |   |   |                                               |   |
|   | and     |   |   |   |                                               |   |
|   | Ed      |   |   |   |                                               |   |
|   | ucation |   |   |   |                                               |   |
|   | Conf    |   |   |   |                                               |   |
|   | erence. |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
|   |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+
| * |         |   |   |   |                                               |   |
| * |         |   |   |   |                                               |   |
| * |         |   |   |   |                                               |   |
| N |         |   |   |   |                                               |   |
| o |         |   |   |   |                                               |   |
| t |         |   |   |   |                                               |   |
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| : |         |   |   |   |                                               |   |
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| d |         |   |   |   |                                               |   |
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| p |         |   |   |   |                                               |   |
| . |         |   |   |   |                                               |   |
| * |         |   |   |   |                                               |   |
+---+---------+---+---+---+-----------------------------------------------+---+

  -----------------------------------------------------------------------
  WORKSHOP SPEAKER'S NOTES --- Corky Mayo

  -----------------------------------------------------------------------

**Interpretation and Education Renaissance**

**Rising to the Renaissance**

(15-20 minutes)

Today, I would like to set the stage for a discussion of the
Interpretation and Education **Renaissance Action Plan**.

By now, I hope you all have had a chance to read it. This Renaissance is
meant to support you in your daily efforts to offer high quality
programs, and to support you in the development of yourselves and your
staff, volunteers, and partners.

First, here is a little historical background that may provide some
insight as to how we arrived at the Renaissance and how we all might
work to accomplish it. On October 25, 1993, during an Interpretive
Skills I class in Ocean City, Maryland, a class participant asked me,
**"What I thought interpretation needed?"** I had begun my job as Chief
of Interpretation for the National Park Service on April 19, 1993, just
six month earlier. This was the first time I was asked this question,
and I thought I had better come up with a reasonable answer. My answer
was, **"Some sort of Revolution."** In my opinion many of our programs
had become dull. The following month, 45 interpreters, just like you,
from around the Service met in Alexandria, Virginia for an
**"Interpretive Directions"** meeting.

Out of this meeting came the **"Interpretive (R)evolution."**
**(Brochure)** Like the current Renaissance, there were tenets that
framed the revolution which centered around:

-   The contribution of interpretation;

-   Interpreters as leaders;

-   Improvement of subject matter foundations;

-   Demonstration of preservation of resources through interpretation.

The **Interpretive (R)evolution** never received dedicated funding. Yet,
interpreters just like you,

-   Created the essential interpretive curriculum;

-   Published the Compelling Story Think Book;

-   Established the INTOUCH Bulletin Board;

-   Created ParkNet ;

-   Developed the Comprehensive Interpretive Plan.

Five years later April 28-29, 1998 a **\"Connecting People to Parks in
the 21st Century Workshop\"** **(Booklet)** was held in Alexandria,
Virginia. A working group of 50 interpreters and partners were asked to
address, **\"In what ways should interpretation and education evolve to
best meet the National Park Service mission of resource preservation and
visitor enjoyment in the 21st century?\"**

We chose the theme **"connecting people to parks"** because we wanted to
create **memorable experiences, preserve our diverse heritage, and
promote stewardship.** The workshop participants created a five‑year
work plan for interpretation and education. We also decided that the
delivery of effective interpretation and education programs requires a
permanent core of dedicated employees and that the Service needed to
come to terms with who provides interpretation and education services?

The tenets of the "Connecting People to Parks Plan" which evolved from
the Interpretive (R)evolution were to:

-   Expand the relevance of the National Park System to diverse
    audiences;

-   Increase the skills of NPS employees and the effectiveness of
    programs;

-   Help build a national ethic of resource stewardship.

Like the Interpretive (R)evolution, very little funding was identified
specifically for this plan but great effort to find funds was enlisted
and many people contributed. Through the Fee Demonstration Program, I
have been able to raise \$3,100,000 over the past few years to support
these Servicewide efforts.

I believe that money follows good ideas and we all have a responsibility
for creating good ideas and finding funds. Out of the **Connecting
People to Parks** plan we managed to:

-   Replace and repair an enormous amount of interpretive media;

-   Complete over 150 Comprehensive interpretive Plans;

-   Populate ParkNet with interpretive and educational content;

-   Fully implement the interpretive development program.

From 1997-2006, **\$367,880,900** worth of interpretation and education
projects were funded by the Fee Demonstration Program.

-   **Exhibits: \$158,000,000.**

-   **Visitors Centers: \$92,000,000.**

-   **Audio-Visual Programs: \$59,000,000.**

-   **Education and Volunteer Programs: \$27,000,000.**

-   **Publications: \$18,000,000.**

-   **Amphitheaters: \$11,000,000.**

-   **Comprehensive Interpretive Plans: \$1,600,000.**

These funds were requested by people just like you who learned how to
use the PMIS System and developed meaningful projects. You will note the
many names associated with the interpretive plans. What I noticed is
that most people who participate in these efforts end up in leadership
positions.

Now we are moving into another very exciting time for Interpretation and
Education work. I know that there are great things coming. Like in Fort
Apache, Rio Grande, and She Wore a Yellow Ribbon, John Wayne and the
Calvary are on the way. And now we have an agency smart and savvy new
**17^th^ Director of the National Park Service, Mary Bomar** who cares
deeply about our interpretation and education programs. As you know she
recently endorsed and transmitted the Renaissance Action Plan to the
field

The preparation of the **Interpretation and Education Business Plan**
provided a framework for the co-chairs of the National Education
Council, David Larsen and Julia Washburn, to ably lead a group of your
peers in writing the **Interpretation and Education Renaissance Action
Plan.** Now, throughout the country the regions are organizing to have
in-depth discussions about the content of the Action Plan and determine
how it might be actualized in the regions and parks.

Julia and David and I will next ask you to talk with us about the
details of the Action Plan, your impressions, thoughts, and ideas. I
will end this introduction reminding you about the **meaning of the
Renaissance** so that you might also understand the journey we are about
to begin.

In the traditional view, the Renaissance is understood as a
***historical age*** in Europe that followed the Middle Ages and
preceded the Reformation, spanning roughly **the 14th through the 16^th^
century.** It was the **[Italian
Renaissance](http://en.wikipedia.org/wiki/Italian_Renaissance) of the
[15th century](http://en.wikipedia.org/wiki/15th_century)** that
reconnected the West with [classical
antiquity](http://en.wikipedia.org/wiki/Classical_antiquity)
characterized by **the absorption of knowledge, a focus on the
importance of living well, and the dissemination of knowledge.** The
Italian Renaissance is often labeled as the beginning of the [Modern
Age](http://en.wikipedia.org/wiki/Modern_Age). Though there are today
some skeptics who question the massive affect of the Renaissance, I
would say that the comparison to what we are about to do fits well. And
although, like the Renaissance, there may be skeptics regarding the
Action Plan, I am finding them thus far to be a very small group.

In conclusion, what I am talking about is taking the best of what we
know about the practice of interpretation and education and moving it to
the next level, reclaiming its classical roots and reinvigorating its
sometimes forgotten power. It is through our individual and collective
strength that we can carry forth the ideas and actions laid out in the
Interpretation and Education Renaissance Action Plan and ultimately
benefit the public in new and exciting ways. As I have grown personally
throughout my career I have always believed that I personally could make
a difference. To occasionally remind myself of that, I have kept handy
this quote, "A peasant must stand a long time on a hillside with his
mouth open before a roast duck flies in." Chinese Proverb.

**I have never waited for the DUCK.**

+---+--------+---+----+-----------------------------------------------+---+
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+---+--------+---+----+-----------------------------------------------+---+
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|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 3      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | ( |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | ) |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | G |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | 2 |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | R |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | A |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 4      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | ( |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | ) |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | w |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | & |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | w |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | b |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | b |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | ; |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | w |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | x |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | & |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 5      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | ( |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | ) |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | G |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | 0 |    |                                               |   |
|   |        | 9 |    |                                               |   |
|   |        | R |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 6      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 9 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 2 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | O |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | N |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | , |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | b |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | , |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | , |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 7      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 9 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | M |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | w |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 8      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 6 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 5 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | x |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | * |    |                                               |   |
|   |        | W |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | b |    |                                               |   |
|   |        | R |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | * |    |                                               |   |
|   |        | O |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | J |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | R |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 9      | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 4 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | A |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 10     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 6 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | b |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | T |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | F |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 11     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 5 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 2 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | D |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | M |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | D |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | ; |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | j |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 12     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 6 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 4 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | * |    |                                               |   |
|   |        | N |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | * |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 13     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 7 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | A |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | z |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | x |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 14     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 4 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | U |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | f |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | m |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | s |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 15     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 4 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 2 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | G |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | w |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | v |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 16     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 6 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 2 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | G |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | I |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | p |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | T |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | c |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | g |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | C |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 17     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 6 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | E |    |                                               |   |
|   |        | x |    |                                               |   |
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|   |        | n |    |                                               |   |
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|   |        | a |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | T |    |                                               |   |
|   |        | h |    |                                               |   |
|   |        | i |    |                                               |   |
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|   |        | g |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | " |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 18     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 5 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | / |    |                                               |   |
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|   |        | a |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | M |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | p |    |                                               |   |
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|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
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|   |        | u |    |                                               |   |
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|   |        | d |    |                                               |   |
|   |        | e |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 19     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 9 |    |                                               |   |
|   |        | . |    |                                               |   |
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|   |        | d |    |                                               |   |
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|   |        | c |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | C |    |                                               |   |
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|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Pr     | T |    |                                               |   |
|   | iority | a |    |                                               |   |
|   | 20     | s |    |                                               |   |
|   |        | k |    |                                               |   |
|   |        | 8 |    |                                               |   |
|   |        | . |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | / |    |                                               |   |
|   |        | F |    |                                               |   |
|   |        | u |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | l |    |                                               |   |
|   |        | y |    |                                               |   |
|   |        | f |    |                                               |   |
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|   |        | n |    |                                               |   |
|   |        | d |    |                                               |   |
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|   |        | x |    |                                               |   |
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|   |        | s |    |                                               |   |
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|   |        | G |    |                                               |   |
|   |        | S |    |                                               |   |
|   |        | - |    |                                               |   |
|   |        | 1 |    |                                               |   |
|   |        | 3 |    |                                               |   |
|   |        | S |    |                                               |   |
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|   |        | i |    |                                               |   |
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|   |        | w |    |                                               |   |
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|   |        | d |    |                                               |   |
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|   |        | I |    |                                               |   |
|   |        | P |    |                                               |   |
|   |        | C |    |                                               |   |
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|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | d |    |                                               |   |
|   |        | i |    |                                               |   |
|   |        | n |    |                                               |   |
|   |        | a |    |                                               |   |
|   |        | t |    |                                               |   |
|   |        | o |    |                                               |   |
|   |        | r |    |                                               |   |
|   |        | . |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
| 6 |        |   |    | > [Remaining Tasks]{.smallcaps}               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | The    |   |    |                                               |   |
|   | other  |   |    |                                               |   |
|   | 6      |   |    |                                               |   |
|   | tasks  |   |    |                                               |   |
|   | have   |   |    |                                               |   |
|   | not    |   |    |                                               |   |
|   | been   |   |    |                                               |   |
|   | priori |   |    |                                               |   |
|   | tized, |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | are    |   |    |                                               |   |
|   | p      |   |    |                                               |   |
|   | lanned |   |    |                                               |   |
|   | to     |   |    |                                               |   |
|   | begin  |   |    |                                               |   |
|   | [      |   |    |                                               |   |
|   | after] |   |    |                                               |   |
|   | {.unde |   |    |                                               |   |
|   | rline} |   |    |                                               |   |
|   | FY     |   |    |                                               |   |
|   | 2007:  |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Task   |   |    |                                               |   |
|   | 1.2 /  |   |    |                                               |   |
|   | Re     |   |    |                                               |   |
|   | design |   |    |                                               |   |
|   | Servi  |   |    |                                               |   |
|   | cewide |   |    |                                               |   |
|   | Interp |   |    |                                               |   |
|   | retive |   |    |                                               |   |
|   | Report |   |    |                                               |   |
|   | online |   |    |                                               |   |
|   | data   |   |    |                                               |   |
|   | rep    |   |    |                                               |   |
|   | orting |   |    |                                               |   |
|   | s      |   |    |                                               |   |
|   | ystem. |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Task   |   |    |                                               |   |
|   | 2.1 /  |   |    |                                               |   |
|   | R      |   |    |                                               |   |
|   | estore |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | s      |   |    |                                               |   |
|   | ustain |   |    |                                               |   |
|   | in     |   |    |                                               |   |
|   | terpre |   |    |                                               |   |
|   | tation |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | edu    |   |    |                                               |   |
|   | cation |   |    |                                               |   |
|   | se     |   |    |                                               |   |
|   | asonal |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | per    |   |    |                                               |   |
|   | manent |   |    |                                               |   |
|   | oper   |   |    |                                               |   |
|   | ations |   |    |                                               |   |
|   | nec    |   |    |                                               |   |
|   | essary |   |    |                                               |   |
|   | to     |   |    |                                               |   |
|   | acco   |   |    |                                               |   |
|   | mplish |   |    |                                               |   |
|   | ope    |   |    |                                               |   |
|   | rating |   |    |                                               |   |
|   | stan   |   |    |                                               |   |
|   | dards. |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Task   |   |    |                                               |   |
|   | 7.2 /  |   |    |                                               |   |
|   | Twenty |   |    |                                               |   |
|   | -First |   |    |                                               |   |
|   | C      |   |    |                                               |   |
|   | entury |   |    |                                               |   |
|   | Rel    |   |    |                                               |   |
|   | evance |   |    |                                               |   |
|   | Fund   |   |    |                                               |   |
|   | source |   |    |                                               |   |
|   | for    |   |    |                                               |   |
|   | cu     |   |    |                                               |   |
|   | ltural |   |    |                                               |   |
|   | comp   |   |    |                                               |   |
|   | etence |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | com    |   |    |                                               |   |
|   | munity |   |    |                                               |   |
|   | enga   |   |    |                                               |   |
|   | gement |   |    |                                               |   |
|   | pro    |   |    |                                               |   |
|   | jects. |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Task   |   |    |                                               |   |
|   | 8.2 /  |   |    |                                               |   |
|   | Place  |   |    |                                               |   |
|   | ful    |   |    |                                               |   |
|   | l-time |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | par    |   |    |                                               |   |
|   | t-time |   |    |                                               |   |
|   | ded    |   |    |                                               |   |
|   | icated |   |    |                                               |   |
|   | vol    |   |    |                                               |   |
|   | unteer |   |    |                                               |   |
|   | coordi |   |    |                                               |   |
|   | nators |   |    |                                               |   |
|   | in     |   |    |                                               |   |
|   | se     |   |    |                                               |   |
|   | lected |   |    |                                               |   |
|   | parks. |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Task   |   |    |                                               |   |
|   | 8.3 /  |   |    |                                               |   |
|   | D      |   |    |                                               |   |
|   | evelop |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | pilot  |   |    |                                               |   |
|   | c      |   |    |                                               |   |
|   | ertifi |   |    |                                               |   |
|   | cation |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | br     |   |    |                                               |   |
|   | anding |   |    |                                               |   |
|   | p      |   |    |                                               |   |
|   | rogram |   |    |                                               |   |
|   | for    |   |    |                                               |   |
|   | edu    |   |    |                                               |   |
|   | cation |   |    |                                               |   |
|   | pa     |   |    |                                               |   |
|   | rtners |   |    |                                               |   |
|   | of     |   |    |                                               |   |
|   | NPS.   |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   | Task   |   |    |                                               |   |
|   | 9.4 /  |   |    |                                               |   |
|   | C      |   |    |                                               |   |
|   | onvene |   |    |                                               |   |
|   | a      |   |    |                                               |   |
|   | Na     |   |    |                                               |   |
|   | tional |   |    |                                               |   |
|   | In     |   |    |                                               |   |
|   | terpre |   |    |                                               |   |
|   | tation |   |    |                                               |   |
|   | and    |   |    |                                               |   |
|   | Edu    |   |    |                                               |   |
|   | cation |   |    |                                               |   |
|   | Confe  |   |    |                                               |   |
|   | rence. |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+
|   |        |   |    |                                               |   |
+---+--------+---+----+-----------------------------------------------+---+

  -----------------------------------------------------------------------
  WORKSHOP SPEAKER'S NOTES & HANDOUT --- Sheri Forbes

  -----------------------------------------------------------------------

**The I&E Renaissance & Opportunities for Individual Involvement**

Key Messages:

-   The Renaissance ties directly to your jobs, year round.

-   There are opportunities for individual involvement built in to the
    I&E Renaissance.

-   Success depends on involvement at the national, regional, and park
    levels, regardless of whether the Action Plan items are funded.

**LESSON PLAN**

**I. INTRODUCTION**

Ted Stout (MORA, CRMO) once summed up the work of the NPS Interpretation
Leader throughout the year like this *(reveal flip):*

-   Plan, plan, plan

-   Budget, budget, budget

-   Hire, hire, hire

-   Train, train, train

-   Schedule, schedule, schedule

-   Audit, audit, audit

-   Report, report, report

-   ...and repeat.

Learning Objectives: I'm going to borrow this idea for this session. To
make the point that:

-   The I&E Renaissance ties directly to your job duties, year round.

-   Opportunities for individual involvement are built in to the
    Renaissance.

-   The success of the Renaissance depends on leadership and involvement
    at the national, regional, [and]{.underline} park levels.

**II. BODY**

Draw two overlapping circles; "Interp Leader Duties" & "I&E
Renaissance." The substantial overlap represents "Opportunities for
Individual Involvement."

Nexus: Next, we'll explore the nexus between a) fundamental duties that
we, Interpretation Leaders, are responsible for throughout the year, and
b) the I&E Renaissance. There is substantial overlap.

Action at All Levels: The spirit and intent of the Renaissance
encourages action at all levels. The specific tasks listed in the
national action plan are just part of the initiative. There are also
opportunities for individual involvement at the regional and park level.

*Distribute Handout*

**The I&E Renaissance & Opportunities for Individual Involvement**

+----------------------+-----------------------+-----------------------+
| > **Interpretation   | > **Related I&E       | > **Ideas for         |
| > Leader Duties**    | > Renaissance**       | > Individual          |
| >                    | >                     | > Involvement**       |
| > **& Questions We   | > **Action Plan       | >                     |
| > Address, or**      | > Tasks, or**         | > **in the I&E        |
| >                    | >                     | > Renaissance, or**   |
| > **"A Typical Work  | > **"What the         | >                     |
| > Year"**            | > Renaissance Means   | > **"What You Can     |
|                      | > to You"**           | > Mean to the         |
|                      |                       | > Renaissance"**      |
+----------------------+-----------------------+-----------------------+
| > **PLAN, PLAN,      |                       |                       |
| > PLAN...**          |                       |                       |
+----------------------+-----------------------+-----------------------+
| > [Interpretive      | > 1.4 Complete CIPs   | > Do outreach focus   |
| > P                  | >                     | > groups and          |
| lanning]{.underline} | > 7.1 Ethnic minority | > consultation        |
| >                    | > audiences           | >                     |
| > *Am I embracing    | >                     | > Do interp planning  |
| > goal-driven        | > 7.2 Cultural        | > with your I&E       |
| > planning?*         | > competence experts  | > partners            |
| >                    |                       |                       |
| > *How can I reach   |                       |                       |
| > out to potential   |                       |                       |
| > constituencies?*   |                       |                       |
+----------------------+-----------------------+-----------------------+
| > [Ensure Program    | > 8.1 Servicewide VIP | > Talk up the         |
| > C                  | > Coordinator         | > branding program    |
| apacity]{.underline} | >                     | >                     |
| >                    | > 8.2 Park VIP        | > Use new ways of     |
| > *How can I         | > Coordinators        | > doing business      |
| > supplement ONPS    | >                     |                       |
| > base funds?*       | > 8.3 NPS I&E         |                       |
| >                    | > branding program    |                       |
| > *How can we expand |                       |                       |
| > capacity via       |                       |                       |
| > partners?*         |                       |                       |
+----------------------+-----------------------+-----------------------+
| > **BUDGET, BUDGET,  |                       |                       |
| > BUDGET...**        |                       |                       |
+----------------------+-----------------------+-----------------------+
| > [Servicewide       | > 5.2 Migrate MIDS to | > Become an FMSS      |
| > Comprehensive      | > FMSS                | > player              |
| > Call]{.underline}  |                       | >                     |
| >                    |                       | > Don't wait for HFC  |
| > *What are my needs |                       | > to migrate          |
| > for project        |                       |                       |
| > funding?*          |                       |                       |
| >                    |                       |                       |
| > *How can I secure  |                       |                       |
| > FLREA funds for    |                       |                       |
| > Interpretive       |                       |                       |
| > Media?*            |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Justify ONPS       | > 2.1 Restore         | > Make FY08 budget w/ |
| > Budget             | > positions           | > seasonals a success |
| >                    |                       | >                     |
| > *How can I make    |                       | > Note new OFS        |
| > sound              |                       | > servicewide         |
| > justifications?*   |                       | > initiative          |
| >                    |                       |                       |
| > *How can I         |                       |                       |
| > articulate         |                       |                       |
| > priorities for     |                       |                       |
| > base funding and   |                       |                       |
| > staffing?*         |                       |                       |
+----------------------+-----------------------+-----------------------+
| > **TRAIN, TRAIN,    |                       |                       |
| > TRAIN...**         |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Hire and Train     | > 1.3 Employee        | > Support IDP         |
| > Staff              | > certification       | > participation       |
| >                    | > policy              | >                     |
| > *Is this applicant |                       | > Make certification  |
| > well qualified?*   |                       | > a criteria for      |
| >                    |                       | > hiring              |
| > *How do I embrace  |                       |                       |
| > competency         |                       |                       |
| > training?*         |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Meet Professional  | > 3.1 I&E distance    | > Work with park      |
| > Standards          | > learning            | > partners on         |
| >                    | >                     | > incentives          |
| > *How do I enable   | > 8.3 Branding        | >                     |
| > and encourage      | > program             | > Require             |
| > volunteers and     |                       | > professional        |
| > partners to meet   |                       | > standards           |
| > professional       |                       | >                     |
| > standards?*        |                       | > Facilitate training |
|                      |                       | > in person or        |
|                      |                       | > on-line             |
+----------------------+-----------------------+-----------------------+
| > **SCHEDULE,        |                       |                       |
| > PRESENT,           |                       |                       |
| > AUDIT...**         |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Provide            | > 6.3                 | > Remember it's not   |
| > Educational        | > Curriculum-based    | > just about the web  |
| > Opportunities      | > Program website     | >                     |
| >                    | >                     | > Seek grants for     |
| > *How do I best     | > 6.4 Education       | > transportation      |
| > connect young      | > portal for nps.gov  | > subsidies           |
| > learners to my     | >                     |                       |
| > park and the NPS   | > 6.5 WebRangers      |                       |
| > mission?*          |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Develop            | > 5.1 Park map and    | > Share an            |
| > Interpretive Media | > guides              | > Interpretive Media  |
| >                    | >                     | > position            |
| > *Is my park        | > 6.1 Technology      | >                     |
| > providing media    | > Innovation Fund     | > Participate in an   |
| > that is relevant,  | >                     | > Interpretive Media  |
| > accurate, current, | > 6.2 Establish       | > group               |
| > & accessible?*     | > Technology          |                       |
|                      | > Coordinator         |                       |
+----------------------+-----------------------+-----------------------+
| > **REPORT, REPORT,  |                       |                       |
| > REPORT...**        |                       |                       |
+----------------------+-----------------------+-----------------------+
| > GPRA & SIR         | > 1.1 Core function   | > Make I&E profession |
| > Reporting          | > statements, metrics | > more tangible       |
| >                    | >                     | >                     |
| > *How well do I     | > 1.2 Streamline      | > Increase awareness  |
| > measure and        | > field reporting,    | > of performance      |
| > demonstrate the    | > SIR                 | > measurement         |
| > results of my I&E  |                       | > initiatives         |
| > programs?*         |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Program Evaluation | > 4.1 Evaluation      | > Increase awareness  |
| >                    | > summit              | > of evaluation       |
| > *How well are we   | >                     | >                     |
| > doing with what    | > 4.2 Evaluation      | > Participate in      |
| > kinds of           | > Coordinator         | > evaluation pilots   |
| > audiences, and how | >                     | >                     |
| > can we do better?* | > 4.3 Pilot           | > Work toward a       |
|                      | > evaluation projects | > culture of          |
|                      |                       | > evaluation          |
+----------------------+-----------------------+-----------------------+
| > **MEET, MEET,      |                       |                       |
| > MEET...**          |                       |                       |
+----------------------+-----------------------+-----------------------+
| > Support I&E        | > 9.1 Change          | > Assist              |
| > Renaissance        | > Management Plan     | > communication group |
| >                    | >                     | >                     |
| > *How can I get     | > 9.2 Operate the NEC | > Join a working      |
| > more involved in   | >                     | > committee           |
| > the Renaissance at | > 9.3 Servicewide     |                       |
| > a                  | > Education           |                       |
| > regional/national  | > Coordinator         |                       |
| > level?*            | >                     |                       |
|                      | > 9.4 National        |                       |
|                      | > Conference          |                       |
+----------------------+-----------------------+-----------------------+

**A) PLAN, PLAN, PLAN -- winter (6 min.)**

During part of the year, often in winter, we Interpretive Leaders plan,
plan, plan. This includes duties such as "conducting interpretive
planning" and "ensuring program capacity." In this capacity we ask
ourselves...

**[[Duty 1: Interpretive Planning]{.underline}]{.mark}**

*[Am I embracing goal-driven planning?]{.mark} [How can I reach out to
potential constituencies?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

[Many parks lack CIPs]{.mark} that effectively merge operating standards
and park specific stories and resources into a comprehensive management
framework. Visitor surveys and reports show that NPS [audiences do not
reflect the demographics of America]{.mark}. Interpreters must be
equipped with the skills necessary to foster and maintain wide and
diverse community engagement. Interpretive programs must be created in
collaboration with communities and partners rather than for them.

\-- Related Renaissance Action Plan pieces:

[Task **1.4**]{.mark} Update CIP guidelines; [complete CIPs]{.mark} for
parks that currently lack plans.

[Task **7.1**]{.mark} Analyze research in visitation trends and engaging
[ethnic minority audiences]{.mark}. Extract best practices and new
approaches for engaging new audiences.

[Task **7.2**]{.mark} Create a 21^st^ Century Relevance Fund to engage
[cultural competence experts]{.mark} and encourage innovation in
community engagement.

\-- Opportunities for individual involvement (examples):

1\) [Do]{.mark} [Outreach]{.mark}: We had a hard time reaching out to
diverse audiences, so we did [focus groups and consult]{.mark}ation with
cultural competency experts for guidance.

2\) [Do Interp]{.mark} [Planning with Partners]{.mark}: We have a brand
new CIP. There are lots of partners and other divisions present I&E
programs. We have an opportunity to do joint planning. Specific tools
might be a LRIP, strategy, matrix, logic model.

**[[Duty 2: Ensure Program Capacity]{.underline}]{.mark}**

*[How can I supplement ONPS base funds with new ways of doing
business?]{.mark}*

*[How can we expand our capacity via partners, in a mutually beneficial
way?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

The 2016 NPS Centennial message, from the Director, is "Now is the time
to [revitalize I&E]{.mark}." There is a strong emphasis on [embracing
others]{.mark} (partners, concessionaires, volunteer, and park staff
from other divisions) who provide interpretive services.

Related Renaissance Action Plan pieces:

[Task 8.1]{.mark} Fund the WASO [Servicewide]{.mark} [VIP
Coordinator]{.mark}.

[Task **8.2**]{.mark} Place [additional VIP Coordinators]{.mark} [in
parks]{.mark}.

[Task **8.3**]{.mark} Create an [NPS I&E certification and branding
program]{.mark} to recognize education partners that have achieved
credentials for program delivery. Brand qualified partners as "education
partner of the NPS."

\-- Opportunity for individual involvement:

At GLAC, we have 1) [Talked up the branding program]{.mark} with a
partner, who expressed support for the idea of a branding program.
However, increasing capacity is not all about facilitating partners. We
can also work on more efficient allocation of resources plus.

2\) [Using]{.mark} [new ways of doing NPS business]{.mark}. Work with
park partners who support I&E programs -- e.g. natural history
association, fund, etc. -- on fundraising. The proposed NPS Centennial
matching funds piece of the 08 budget is of great interest to
fundraising partners.

**B.) BUDGET, BUDGET, BUDGET -- Fall through Spring (6 min)**

**[[Duty 3: Servicewide Comprehensive Call]{.underline}]{.mark}**

*[What are my most compelling needs for project funding? How can I
secure FLREA funds for Interpretive Media?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

Many parks offer interpretive media that are inaccurate, inaccessible,
and outdated. The NPS must [improve its media]{.mark} to meet 21^st^
century standards.

\-- Related Renaissance Action Plan piece:

[Task **5.2** Migrate MIDS]{.mark} [for interpretive exhibits]{.mark}
[to FMSS]{.mark}.

\-- Opportunity for individual involvement:

[1) Become an FMSS player]{.mark}, help each other.

2\) [Don't wait for HFC]{.mark} [to migrate]{.mark}. Get your waysides,
visitor centers, etc. entered as assets or features in FMSS. Do your own
prioritization and get projects in PMIS.

**[[Duty 4: Justify ONPS Budget]{.underline}]{.mark}**

*[How can I make sound justifications and articulate priorities for base
funding and staffing?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

The Business Plan made the case for effects of absorption of pay,
inflation, and other fixed costs, especially for I&E that is based
funded via seasonals, a non fixed cost. Calls for a [multi-year OFS
program]{.mark} to restore and sustain I&E positions.

\-- Related Renaissance Action Plan piece:

[Task **2.1**]{.mark} [Restore]{.mark} and sustain I&E seasonal and
permanent [positions]{.mark}.

\-- Opportunity for involvement:

[1) Make the proposed '08 budget]{.mark} [with \$ for seasonal employees
a success]{.mark}.

2\) [Be aware of new OFS servicewide initiative]{.mark} for I&E
Renaissance. At GLAC, we were able to update and re-prioritize an OFS
entry that had been booted out (deemed no longer necessary) due to Core.
It's now in the running again and could be plucked from obscurity.

**C.) TRAIN, TRAIN, TRAIN -- Spring (6 min.)**

**[[Duty 5: Hire and Train Staff]{.underline}]{.mark}**

*[Is this applicant well qualified? How do I embrace competency-based
training?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

Operating standards for planning and executing I&E programs are not
clear and measurable. The Business Plan articulates standards,
measurement, and gaps for training to [make I&E more rigorous]{.mark}.

\-- Related Renaissance Action Plan pieces:

[\*Task **1.3**]{.mark} Establish I&E [employee certification
policy]{.mark} in collaboration with OPM.

\-- Opportunity for individual involvement:

[1) Support participation in IDP]{.mark}.

2\) [Make certification criteria for hiring]{.mark}. Provide training.

**[[Duty 6: Meet Professional Standards]{.underline}]{.mark}**

*[How do I enable and encourage volunteers and partners to meet
professional standards?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

Makes the point that of 70,000 partners who deliver I&E services, only
3000 currently participate in training.

\-- Related Renaissance Action Plan piece:

[\*Task **3.1 **]{.mark}Build and maintain [I&E distance
learning]{.mark} and credentialing program (for partners) in
collaboration with Eppley Institute.

[Task **8.3**]{.mark} Create official NPS I&E certification and
[branding program]{.mark} to recognize partners (mentioned previously).

\-- Opportunity for individual involvement:

[1) Work with your park partners]{.mark} who provide I&E programs (at
GLAC, this includes concessioners, an institute, Learning Center,
tribes, volunteers, other divisions) [on incentives to
participate,]{.mark} to ensure program quality. Set up contracts and
agreements to 2) [require them]{.mark} [to meet professional
standards]{.mark} or give them an advantage if they do. Either 3)
[facilitate training, auditing, and]{.mark} [certification]{.mark} (for
a fee), or hook them up with the [on-line]{.mark} resources.

**D. SCHEDULE, PRESENT, AUDIT -- Summer (6 min)**

**[[Duty 7: Provide Educational Opportunities]{.underline}]{.mark}**

*[How do I best connect young learners to my park and the NPS
mission?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

Recognizes that information technology has become part of every
American's life in the 21^st^ Century. [To remain relevant]{.mark} in
the lives of young people and embrace how American's receive and use
knowledge in the information age, the [NPS must embrace appropriate
technologies]{.mark} and be a leader in adapting technology to enhance
place-based learning in park settings and at a distance.

\-- Related Renaissance Action Plan pieces:

[Task **6.3**]{.mark} Expand "Exploring the Real Thing", the
[Curriculum-based Program website]{.mark} .

[Task **6.4**]{.mark} Create and [Education portal]{.mark} [for
nps.gov]{.mark} that provides info on park education programs and
services.

[Task **6.5**]{.mark} Create [WebRangers]{.mark}.

\-- Opportunity for individual involvement:

1\) [Remember that it's not just about the web]{.mark}. At GLAC, the
Fund is targeting Discover Glacier for fundraising, which includes
education staff, 2) [seeking grants for transportation
subsidies]{.mark}, and educational technology.

**[[Duty 8: Develop Interpretive Media]{.underline}]{.mark}**

*[Is my park providing media that is relevant, accurate, current, and
accessible?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

As stated previously, many parks offer interpretive media that are
inaccurate, inaccessible, and outdated. [Information technology]{.mark}
is influencing how people learn and interact with each other at the most
fundamental levels. Currently, some parks are experimenting with
[technological innovations]{.mark} such as webcams, podcasts, and mobile
communications. Parks must embrace appropriate technologies to remain
relevant.

\-- Related Renaissance Action Plan pieces:

[Task **5.1**]{.mark} Print adequate [park map and guides]{.mark} for
distribution. Recent reductions in printing have left parks with
inadequate supplies to meet demand;

[\*Task **6.1**]{.mark} Establish a [Technology Innovation Fund]{.mark}
that would provide grants for stimulating, evaluating, and sharing the
use of new technologies;

[Task **6.2**]{.mark} Establish a I&E [Technology Coordinator]{.mark}.

\-- Opportunity for individual involvement:

GLAC is very interested in establishing a 1) [Shared Interpretive Media
position]{.mark} that would be shared with other parks who have project
funding but lack capacity. Meanwhile, educate ourselves about emerging
educational technology to stay relevant to today's audiences. PWR has 2)
[participate in an]{.mark} [Interpretive Media group]{.mark} that hosts
monthly conference calls.

**E. REPORT, REPORT, REPORT -- Fall (6 min)**

**[[Duty 9: GPRA & SIR Reporting]{.underline}]{.mark}**

*[How well do I measure and demonstrate the results of my I&E
programs?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

[Operating standards]{.mark} for planning and executing I&E programs
[are not clear]{.mark} and measurable. An improved information inventory
and [reporting system]{.mark} is needed to better measure, evaluate, and
invest in quality interpretive services, and share information across
the service.

\-- Related Renaissance Action Plan pieces:

[\*Task **1.1**]{.mark} Develop measurable operating standards and [core
function statements]{.mark} for a healthy and effective I&E program.
Recommend [metrics]{.mark} for measuring success of leadership regarding
I&E operations.

[Task **1.2**]{.mark} Redesign the SIR to [streamline field
reporting]{.mark} [& SIR]{.mark} requirements and collect information
specific to attaining operating standards and benchmarks for core
functions.

\-- Opportunities for individual involvement:

Recognize that, to survive in the world of Core Ops, bean counters,
results-oriented management initiatives, GPRA, PART, etc., we have to 1)
[make the I&E profession more tangible,]{.mark} and come up with
concrete ways to describe quality and measure success. 2) [Increase
awareness of performance measure initiatives]{.mark}, things like the
NPS scorecard, the next generation of GPRA, etc.

**[[Duty 10: Program Evaluation]{.underline}]{.mark}**

*[How well are we doing with what kinds of audiences, and how can we do
better?]{.mark}*

**\-- How this ties to the spirit and intent of the I&E Renaissance:**

The NPS has very [little scientifically valid data]{.mark} about the
direct outcomes and impact of I&E programs for NPS audiences. Evaluation
methodologies should [become an integral]{.mark} [part]{.mark} of
program design and delivery to ensure ongoing program improvement,
effectiveness, and efficiency.

\-- Related Renaissance Action Plan pieces:

[Task **4.1**]{.mark} Convene an [evaluation summit]{.mark} to validate
the draft Servicewide I&E Evaluation Strategy with outside experts and
NPS leaders. Achieved.

4.2 Establish and I&E [Evaluation Coordinator]{.mark} to implement the
SIEES.

[Task **4.3 **]{.mark}Conduct park [pilot evaluation projects]{.mark} to
inform development of standards, training modules, and guide
programmatic improvements.

\-- Opportunities for individual involvement:

To 1) [increase awareness of evaluation]{.mark}, read the draft
evaluation strategy and comment, watch the Evaluation Summit DVD and
read Learning Together. Watch the DVDs. 2) [Participate in evaluation
pilot studies]{.mark} (Sam). 3) [Work toward a culture of
evaluation]{.mark}.

One more duty, one that happens all year...

MEET, MEET, MEET -- year round.

If you have room for more meetings and duties in your schedule, and you
want and opportunity for individual involvement, consider [getting
involved in the Renaissance]{.mark} at the regional or national level!

**[Option: Support I&E Renaissance]{.mark}**

*[How can I get more involved in the Renaissance at the regional or
national level?]{.mark}*

**How this ties to the spirit and intent of the I&E Renaissance:**

The Action plan calls for creating and supporting [organizational
change]{.mark}. The actions represent a [cultural shift]{.mark} for the
NPS as it moves into a new era. A comprehensive communication and change
management strategy will be necessary to effectively involve NPS staff,
partners, and audiences in this process.

Related Renaissance Action Plan pieces:

[Task 9.1]{.mark} Prepare [Change Management Plan]{.mark} with
consultants to roll out the Action Plan.

[Task 9.2]{.mark} [Operate the NEC]{.mark}, which is critical to all
actions. It has played a leadership role.

[Task 9.3]{.mark} Fully fund existing GS-13 Servicewide [Education
Coordinator]{.mark}.

[Task 9.4]{.mark} Convene a [National Interpretation and
Education]{.mark} [Conference]{.mark} for the 21^st^ Century that
examines the first stages of a paradigm shift.

Opportunities for individual involvement:

If you're interested, you can get involved. Opportunities include
regional function-based groups, 1) [assisting the communication
group]{.mark} (Deanne), 2) [joining a NEC working committee]{.mark} (see
David and Julia), possible NEC membership (check on nomination process).

+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
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+---+---------+-------------------------------------------------------+---+
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| d |         |                                                       |   |
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| d |         |                                                       |   |
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| c |         |                                                       |   |
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| t |         |                                                       |   |
| i |         |                                                       |   |
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| c |         |                                                       |   |
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| . |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
| W |         |                                                       |   |
| O |         |                                                       |   |
| R |         |                                                       |   |
| K |         |                                                       |   |
| S |         |                                                       |   |
| H |         |                                                       |   |
| O |         |                                                       |   |
| P |         |                                                       |   |
| N |         |                                                       |   |
| O |         |                                                       |   |
| T |         |                                                       |   |
| E |         |                                                       |   |
| B |         |                                                       |   |
| O |         |                                                       |   |
| O |         |                                                       |   |
| K |         |                                                       |   |
| C |         |                                                       |   |
| O |         |                                                       |   |
| N |         |                                                       |   |
| T |         |                                                       |   |
| E |         |                                                       |   |
| N |         |                                                       |   |
| T |         |                                                       |   |
| S |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
| 6 |         | > [Function-based Groups]{.smallcaps}                 |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | The 6   |                                                       |   |
|   | IMR     |                                                       |   |
|   | Functio |                                                       |   |
|   | n-based |                                                       |   |
|   | Groups  |                                                       |   |
|   | are     |                                                       |   |
|   | str     |                                                       |   |
|   | uctured |                                                       |   |
|   | thusly: |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | The six |                                                       |   |
|   | Functio |                                                       |   |
|   | n-Based |                                                       |   |
|   | Groups  |                                                       |   |
|   | (FBGs)  |                                                       |   |
|   | stra    |                                                       |   |
|   | tegize, |                                                       |   |
|   | coor    |                                                       |   |
|   | dinate, |                                                       |   |
|   | and     |                                                       |   |
|   | muster  |                                                       |   |
|   | the     |                                                       |   |
|   | ass     |                                                       |   |
|   | istance |                                                       |   |
|   | ne      |                                                       |   |
|   | cessary |                                                       |   |
|   | to      |                                                       |   |
|   | acc     |                                                       |   |
|   | omplish |                                                       |   |
|   | the     |                                                       |   |
|   | vision  |                                                       |   |
|   | for     |                                                       |   |
|   | interpr |                                                       |   |
|   | etation |                                                       |   |
|   | and     |                                                       |   |
|   | ed      |                                                       |   |
|   | ucation |                                                       |   |
|   | e       |                                                       |   |
|   | mbodied |                                                       |   |
|   | in the  |                                                       |   |
|   | Interm  |                                                       |   |
|   | ountain |                                                       |   |
|   | R       |                                                       |   |
|   | egion's |                                                       |   |
|   | *Making |                                                       |   |
|   | Conne   |                                                       |   |
|   | ctions* |                                                       |   |
|   | st      |                                                       |   |
|   | rategy. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | >       |                                                       |   |
|   |  Commun |                                                       |   |
|   | icating |                                                       |   |
|   | > the   |                                                       |   |
|   | > NPS   |                                                       |   |
|   | >       |                                                       |   |
|   | Mission |                                                       |   |
|   | > FBG.  |                                                       |   |
|   | > *     |                                                       |   |
|   | Chair:* |                                                       |   |
|   | > Tom   |                                                       |   |
|   | > H     |                                                       |   |
|   | araden, |                                                       |   |
|   | > ZION. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | > Cu    |                                                       |   |
|   | rriculu |                                                       |   |
|   | m-based |                                                       |   |
|   | > Ed    |                                                       |   |
|   | ucation |                                                       |   |
|   | > &     |                                                       |   |
|   | > O     |                                                       |   |
|   | utreach |                                                       |   |
|   | > FBG.  |                                                       |   |
|   | > *     |                                                       |   |
|   | Chair:* |                                                       |   |
|   | >       |                                                       |   |
|   |  Lesley |                                                       |   |
|   | >       |                                                       |   |
|   |  Dubey, |                                                       |   |
|   | > BITH. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | > Eva   |                                                       |   |
|   | luation |                                                       |   |
|   | > FBG.  |                                                       |   |
|   | > *     |                                                       |   |
|   | Chair:* |                                                       |   |
|   | > Lyn   |                                                       |   |
|   | > Ca    |                                                       |   |
|   | rranza, |                                                       |   |
|   | > PEFO. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | > Partn |                                                       |   |
|   | erships |                                                       |   |
|   | > FBG.  |                                                       |   |
|   | > *     |                                                       |   |
|   | Chair:* |                                                       |   |
|   | > Larry |                                                       |   |
|   | > Fre   |                                                       |   |
|   | derick, |                                                       |   |
|   | > ROMO. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | > Profe |                                                       |   |
|   | ssional |                                                       |   |
|   | > Deve  |                                                       |   |
|   | lopment |                                                       |   |
|   | > FBG.  |                                                       |   |
|   | > *     |                                                       |   |
|   | Chair:* |                                                       |   |
|   | > David |                                                       |   |
|   | > El    |                                                       |   |
|   | kowitz, |                                                       |   |
|   | > BIBE. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | > Tec   |                                                       |   |
|   | hnology |                                                       |   |
|   | > Appl  |                                                       |   |
|   | ication |                                                       |   |
|   | > FBG.  |                                                       |   |
|   | > *     |                                                       |   |
|   | Chair:* |                                                       |   |
|   | > Phil  |                                                       |   |
|   | > Zich  |                                                       |   |
|   | terman, |                                                       |   |
|   | > BLC   |                                                       |   |
|   | A/CURE. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | The ILC |                                                       |   |
|   | is the  |                                                       |   |
|   | lea     |                                                       |   |
|   | dership |                                                       |   |
|   | body    |                                                       |   |
|   | for     |                                                       |   |
|   | interpr |                                                       |   |
|   | etation |                                                       |   |
|   | and     |                                                       |   |
|   | ed      |                                                       |   |
|   | ucation |                                                       |   |
|   | in the  |                                                       |   |
|   | Interm  |                                                       |   |
|   | ountain |                                                       |   |
|   | Region. |                                                       |   |
|   | The ILC |                                                       |   |
|   | rep     |                                                       |   |
|   | resents |                                                       |   |
|   | field   |                                                       |   |
|   | inter   |                                                       |   |
|   | preters |                                                       |   |
|   | and     |                                                       |   |
|   | serves  |                                                       |   |
|   | as      |                                                       |   |
|   | liaison |                                                       |   |
|   | and     |                                                       |   |
|   | a       |                                                       |   |
|   | dvocate |                                                       |   |
|   | to the  |                                                       |   |
|   | N       |                                                       |   |
|   | ational |                                                       |   |
|   | Inter   |                                                       |   |
|   | pretive |                                                       |   |
|   | A       |                                                       |   |
|   | dvisory |                                                       |   |
|   | Council |                                                       |   |
|   | (NIAC), |                                                       |   |
|   | N       |                                                       |   |
|   | ational |                                                       |   |
|   | Park    |                                                       |   |
|   | Service |                                                       |   |
|   | Ed      |                                                       |   |
|   | ucation |                                                       |   |
|   | Council |                                                       |   |
|   | (NEC),  |                                                       |   |
|   | Interm  |                                                       |   |
|   | ountain |                                                       |   |
|   | R       |                                                       |   |
|   | egional |                                                       |   |
|   | Direc   |                                                       |   |
|   | torate, |                                                       |   |
|   | Cluster |                                                       |   |
|   | Lea     |                                                       |   |
|   | dership |                                                       |   |
|   | Co      |                                                       |   |
|   | uncils, |                                                       |   |
|   | State   |                                                       |   |
|   | Coord   |                                                       |   |
|   | inators |                                                       |   |
|   | and     |                                                       |   |
|   | Dir     |                                                       |   |
|   | ectors, |                                                       |   |
|   | and     |                                                       |   |
|   | pa      |                                                       |   |
|   | rtners. |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   | > Inter |                                                       |   |
|   | pretive |                                                       |   |
|   | > Lea   |                                                       |   |
|   | dership |                                                       |   |
|   | >       |                                                       |   |
|   | Council |                                                       |   |
|   | >       |                                                       |   |
|   |  (ILC). |                                                       |   |
|   | > This  |                                                       |   |
|   | > group |                                                       |   |
|   | > is    |                                                       |   |
|   | > c     |                                                       |   |
|   | omposed |                                                       |   |
|   | > of    |                                                       |   |
|   | > the   |                                                       |   |
|   | >       |                                                       |   |
|   |  Chief, |                                                       |   |
|   | >       |                                                       |   |
|   |  Office |                                                       |   |
|   | > of    |                                                       |   |
|   | >       |                                                       |   |
|   | Interpr |                                                       |   |
|   | etation |                                                       |   |
|   | > &     |                                                       |   |
|   | > Edu   |                                                       |   |
|   | cation, |                                                       |   |
|   | > IMR   |                                                       |   |
|   | > (Neil |                                                       |   |
|   | > D     |                                                       |   |
|   | eJong), |                                                       |   |
|   | > and   |                                                       |   |
|   | > the   |                                                       |   |
|   | > FBG   |                                                       |   |
|   | >       |                                                       |   |
|   | chairs. |                                                       |   |
|   | > Neil  |                                                       |   |
|   | >       |                                                       |   |
|   |  DeJong |                                                       |   |
|   | > and   |                                                       |   |
|   | > Larry |                                                       |   |
|   | > Fr    |                                                       |   |
|   | ederick |                                                       |   |
|   | > are   |                                                       |   |
|   | > co    |                                                       |   |
|   | -chairs |                                                       |   |
|   | > of    |                                                       |   |
|   | > the   |                                                       |   |
|   | > ILC.  |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+
|   |         |                                                       |   |
+---+---------+-------------------------------------------------------+---+

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
| * |                    |                        |   |                |   |
| * |                    |                        |   |                |   |
| T |                    |                        |   |                |   |
| U |                    |                        |   |                |   |
| E |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
| D |                    |                        |   |                |   |
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| * |                    |                        |   |                |   |
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| e |                    |                        |   |                |   |
| b |                    |                        |   |                |   |
| r |                    |                        |   |                |   |
| u |                    |                        |   |                |   |
| a |                    |                        |   |                |   |
| r |                    |                        |   |                |   |
| y |                    |                        |   |                |   |
| 2 |                    |                        |   |                |   |
| 7 |                    |                        |   |                |   |
| , |                    |                        |   |                |   |
| 2 |                    |                        |   |                |   |
| 0 |                    |                        |   |                |   |
| 0 |                    |                        |   |                |   |
| 7 |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
| # |                    |                        |   |                |   |
| # |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
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| S |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
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| N |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| 5 |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
| # |                    |                        |   |                |   |
| # |                    |                        |   |                |   |
| # |                    |                        |   |                |   |
| # |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| T |                    |                        |   |                |   |
| a |                    |                        |   |                |   |
| s |                    |                        |   |                |   |
| k |                    |                        |   |                |   |
| s |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| R |                    |                        |   |                |   |
| e |                    |                        |   |                |   |
| c |                    |                        |   |                |   |
| o |                    |                        |   |                |   |
| m |                    |                        |   |                |   |
| m |                    |                        |   |                |   |
| e |                    |                        |   |                |   |
| n |                    |                        |   |                |   |
| d |                    |                        |   |                |   |
| e |                    |                        |   |                |   |
| d |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| t |                    |                        |   |                |   |
| o |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| B |                    |                        |   |                |   |
| e |                    |                        |   |                |   |
| g |                    |                        |   |                |   |
| i |                    |                        |   |                |   |
| n |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| i |                    |                        |   |                |   |
| n |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| F |                    |                        |   |                |   |
| Y |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| 2 |                    |                        |   |                |   |
| 0 |                    |                        |   |                |   |
| 0 |                    |                        |   |                |   |
| 7 |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| - |                    |                        |   |                |   |
| - |                    |                        |   |                |   |
| - |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| P |                    |                        |   |                |   |
| l |                    |                        |   |                |   |
| e |                    |                        |   |                |   |
| n |                    |                        |   |                |   |
| a |                    |                        |   |                |   |
| r |                    |                        |   |                |   |
| y |                    |                        |   |                |   |
|   |                    |                        |   |                |   |
| D |                    |                        |   |                |   |
| i |                    |                        |   |                |   |
| s |                    |                        |   |                |   |
| c |                    |                        |   |                |   |
| u |                    |                        |   |                |   |
| s |                    |                        |   |                |   |
| s |                    |                        |   |                |   |
| i |                    |                        |   |                |   |
| o |                    |                        |   |                |   |
| n |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
| * |                    |                        |   |                |   |
| * |                    |                        |   |                |   |
| J |                    |                        |   |                |   |
| u |                    |                        |   |                |   |
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+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 1.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop measurable |                        |   | Priority 1     |   |
|   | operating          |                        |   |                |   |
|   | standards, core    |                        |   |                |   |
|   | function           |                        |   |                |   |
|   | statements, and    |                        |   |                |   |
|   | program            |                        |   |                |   |
|   | implementation.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop measurable |                        |   | Task Leaders   |   |
|   | operating          |                        |   |                |   |
|   | standards and      |                        |   | *Washington    |   |
|   | "core" function    |                        |   | Office of      |   |
|   | statements for a   |                        |   | Interpretation |   |
|   | healthy and        |                        |   | and Education  |   |
|   | effective          |                        |   | (WASO I&E)*    |   |
|   | Interpretation and |                        |   |                |   |
|   | Education Program. |                        |   | *National      |   |
|   | Develop a process  |                        |   | Education      |   |
|   | for implementing   |                        |   | Council (NEC)* |   |
|   | standards,         |                        |   |                |   |
|   | measuring          |                        |   | *National      |   |
|   | attainment,        |                        |   | Interpretive   |   |
|   | assessing          |                        |   | Advisory       |   |
|   | outcomes, and      |                        |   | Council        |   |
|   | prioritizing       |                        |   | (NIAC)*        |   |
|   | investment and     |                        |   |                |   |
|   | activity.          |                        |   |                |   |
|   | Recommend metrics  |                        |   |                |   |
|   | for measuring      |                        |   |                |   |
|   | success of         |                        |   |                |   |
|   | leadership         |                        |   |                |   |
|   | regarding          |                        |   |                |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | operations.        |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Convene a      |                        |   |                |   |
|   |     working        |                        |   |                |   |
|   |     committee of   |                        |   |                |   |
|   |     managers and   |                        |   |                |   |
|   |     practitioners  |                        |   |                |   |
|   |     to develop     |                        |   |                |   |
|   |     measurable     |                        |   |                |   |
|   |     operating      |                        |   |                |   |
|   |     standards and  |                        |   |                |   |
|   |     core function  |                        |   |                |   |
|   |     statements and |                        |   |                |   |
|   |     a program for  |                        |   |                |   |
|   |                    |                        |   |                |   |
|   |    implementation. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 1.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | PARTIAL            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Development of     |                        |   | Priority 2     |   |
|   | certification      |                        |   |                |   |
|   | policy and system. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Establish an       |                        |   | Task Leaders   |   |
|   | Interpretation and |                        |   |                |   |
|   | Education Employee |                        |   | *Mather        |   |
|   | Certification      |                        |   | Training       |   |
|   | Policy and System  |                        |   | Center (STMA)  |   |
|   | in collaboration   |                        |   | --- Training   |   |
|   | with the Office of |                        |   | Manager for    |   |
|   | Personnel          |                        |   | I              |   |
|   | Management. The    |                        |   | nterpretation, |   |
|   | System will use an |                        |   | Education,     |   |
|   | array of efficient |                        |   | Recreation &   |   |
|   | assessment         |                        |   | Conservation*  |   |
|   | mechanisms to make |                        |   |                |   |
|   | delivery of        |                        |   | *WASO I&E*     |   |
|   | visitor            |                        |   |                |   |
|   | experiences        |                        |   | *NIAC*         |   |
|   | consistent,        |                        |   |                |   |
|   | accountable, and   |                        |   |                |   |
|   | dependable.        |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   OPM            |                        |   |                |   |
|   |     Development of |                        |   |                |   |
|   |     Certification  |                        |   |                |   |
|   |     Policy and     |                        |   |                |   |
|   |     System.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 1.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | PARTIAL            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | GS-09 Registrar to |                        |   | Priority 5     |   |
|   | manage the         |                        |   |                |   |
|   | training and       |                        |   |                |   |
|   | certification      |                        |   |                |   |
|   | system.            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Establish an       |                        |   | Task Leaders   |   |
|   | Interpretation and |                        |   |                |   |
|   | Education Employee |                        |   | *STMA*         |   |
|   | Certification      |                        |   |                |   |
|   | Policy and System  |                        |   | *WASO I&E*     |   |
|   | in collaboration   |                        |   |                |   |
|   | with the Office of |                        |   | *NIAC*         |   |
|   | Personnel          |                        |   |                |   |
|   | Management. The    |                        |   |                |   |
|   | System will use an |                        |   |                |   |
|   | array of efficient |                        |   |                |   |
|   | assessment         |                        |   |                |   |
|   | mechanisms to make |                        |   |                |   |
|   | delivery of        |                        |   |                |   |
|   | visitor            |                        |   |                |   |
|   | experiences        |                        |   |                |   |
|   | consistent,        |                        |   |                |   |
|   | accountable, and   |                        |   |                |   |
|   | dependable.        |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Create a GS-09 |                        |   |                |   |
|   |     Registrar      |                        |   |                |   |
|   |     position ---   |                        |   |                |   |
|   |     Incumbent will |                        |   |                |   |
|   |     be a subject   |                        |   |                |   |
|   |     matter         |                        |   |                |   |
|   |     specialist and |                        |   |                |   |
|   |     manage the     |                        |   |                |   |
|   |     Certification  |                        |   |                |   |
|   |     System.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 1.4                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Update CIP         |                        |   | Priority 14    |   |
|   | guidelines and     |                        |   |                |   |
|   | prepare strategy   |                        |   |                |   |
|   | for completing and |                        |   |                |   |
|   | maintaining plans. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Update             |                        |   | Task Leaders   |   |
|   | Comprehensive      |                        |   |                |   |
|   | Interpretive Plan  |                        |   | *NIAC*         |   |
|   | (CIP) guidelines   |                        |   |                |   |
|   | to streamline      |                        |   | *WASO I&E*     |   |
|   | requirements,      |                        |   |                |   |
|   | offer document     |                        |   | *HFC*          |   |
|   | templates, and     |                        |   |                |   |
|   | incorporate new    |                        |   |                |   |
|   | asset management   |                        |   |                |   |
|   | and GMP            |                        |   |                |   |
|   | requirements.      |                        |   |                |   |
|   | Prepare a strategy |                        |   |                |   |
|   | for completing     |                        |   |                |   |
|   | CIPs for 110 parks |                        |   |                |   |
|   | that currently     |                        |   |                |   |
|   | lack plans and for |                        |   |                |   |
|   | updating and       |                        |   |                |   |
|   | maintaining        |                        |   |                |   |
|   | existing CIPs      |                        |   |                |   |
|   | Servicewide.       |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Convene        |                        |   |                |   |
|   |     workgroup to   |                        |   |                |   |
|   |     update CIP     |                        |   |                |   |
|   |     guidelines and |                        |   |                |   |
|   |     prepare        |                        |   |                |   |
|   |     strategy for   |                        |   |                |   |
|   |     completing and |                        |   |                |   |
|   |     maintaining    |                        |   |                |   |
|   |     plans.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 3.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | PARTIAL            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | GS-12 Curriculum   |                        |   | Priority 3     |   |
|   | Revision           |                        |   |                |   |
|   | Administrator.     |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Build and maintain |                        |   | Task Leader    |   |
|   | an Interpretation  |                        |   |                |   |
|   | and Education      |                        |   | *STMA*         |   |
|   | Distance Learning  |                        |   |                |   |
|   | and Credentialing  |                        |   |                |   |
|   | Program in         |                        |   |                |   |
|   | collaboration with |                        |   |                |   |
|   | Eppley Institute   |                        |   |                |   |
|   | for Parks and      |                        |   |                |   |
|   | Public Lands       |                        |   |                |   |
|   | (Indiana           |                        |   |                |   |
|   | University).       |                        |   |                |   |
|   | Anyone who         |                        |   |                |   |
|   | provides           |                        |   |                |   |
|   | information,       |                        |   |                |   |
|   | orientation,       |                        |   |                |   |
|   | interpretation,    |                        |   |                |   |
|   | education and      |                        |   |                |   |
|   | other visitor      |                        |   |                |   |
|   | experience         |                        |   |                |   |
|   | services will have |                        |   |                |   |
|   | access to          |                        |   |                |   |
|   | competency         |                        |   |                |   |
|   | training and may,  |                        |   |                |   |
|   | as appropriate, be |                        |   |                |   |
|   | evaluated and      |                        |   |                |   |
|   | credited for       |                        |   |                |   |
|   | mastery of         |                        |   |                |   |
|   | appropriate        |                        |   |                |   |
|   | skills, knowledge, |                        |   |                |   |
|   | abilities, and     |                        |   |                |   |
|   | behaviors.         |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Create a GS-12 |                        |   |                |   |
|   |     Curriculum     |                        |   |                |   |
|   |     Revision       |                        |   |                |   |
|   |     Administrator  |                        |   |                |   |
|   |     position.      |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 3.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | PARTIAL            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create new I&E     |                        |   | Priority 4     |   |
|   | competencies and   |                        |   |                |   |
|   | corresponding      |                        |   |                |   |
|   | web-based          |                        |   |                |   |
|   | training; review   |                        |   |                |   |
|   | existing I&E       |                        |   |                |   |
|   | competencies every |                        |   |                |   |
|   | four years.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Build and maintain |                        |   | Task Leaders   |   |
|   | an Interpretation  |                        |   |                |   |
|   | and Education      |                        |   | *STMA*         |   |
|   | Distance Learning  |                        |   |                |   |
|   | and Credentialing  |                        |   |                |   |
|   | Program in         |                        |   |                |   |
|   | collaboration with |                        |   |                |   |
|   | Eppley Institute   |                        |   |                |   |
|   | for Parks and      |                        |   |                |   |
|   | Public Lands       |                        |   |                |   |
|   | (Indiana           |                        |   |                |   |
|   | University).       |                        |   |                |   |
|   | Anyone who         |                        |   |                |   |
|   | provides           |                        |   |                |   |
|   | information,       |                        |   |                |   |
|   | orientation,       |                        |   |                |   |
|   | interpretation,    |                        |   |                |   |
|   | education and      |                        |   |                |   |
|   | other visitor      |                        |   |                |   |
|   | experience         |                        |   |                |   |
|   | services will have |                        |   |                |   |
|   | access to          |                        |   |                |   |
|   | competency         |                        |   |                |   |
|   | training and may,  |                        |   |                |   |
|   | as appropriate, be |                        |   |                |   |
|   | evaluated and      |                        |   |                |   |
|   | credited for       |                        |   |                |   |
|   | mastery of         |                        |   |                |   |
|   | appropriate        |                        |   |                |   |
|   | skills, knowledge, |                        |   |                |   |
|   | abilities, and     |                        |   |                |   |
|   | behaviors.         |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Increase to    |                        |   |                |   |
|   |     Base for new   |                        |   |                |   |
|   |     I&E            |                        |   |                |   |
|   |     competencies   |                        |   |                |   |
|   |     and            |                        |   |                |   |
|   |     corresponding  |                        |   |                |   |
|   |     web-based      |                        |   |                |   |
|   |     training, as   |                        |   |                |   |
|   |     well as review |                        |   |                |   |
|   |     and revise     |                        |   |                |   |
|   |     each existing  |                        |   |                |   |
|   |     I&E competency |                        |   |                |   |
|   |     every four     |                        |   |                |   |
|   |     years.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 4.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | GS-13 Servicewide  |                        |   | Priority 15    |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | Evaluation         |                        |   |                |   |
|   | Coordinator.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Hire a National    |                        |   | Task Leaders   |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   | *WASO I&E*     |   |
|   | Evaluation         |                        |   |                |   |
|   | Coordinator to     |                        |   |                |   |
|   | implement the      |                        |   |                |   |
|   | adopted            |                        |   |                |   |
|   | Servicewide        |                        |   |                |   |
|   | Evaluation         |                        |   |                |   |
|   | Strategy.          |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Create a GS-13 |                        |   |                |   |
|   |     Servicewide    |                        |   |                |   |
|   |     Interpretation |                        |   |                |   |
|   |     and Education  |                        |   |                |   |
|   |     Evaluation     |                        |   |                |   |
|   |     Coordinator    |                        |   |                |   |
|   |     position.      |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 4.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Conduct pilot      |                        |   | Priority 9     |   |
|   | evaluation studies |                        |   |                |   |
|   | / Evaluate Action  |                        |   |                |   |
|   | Plan.              |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Conduct Pilot      |                        |   | Task Leaders   |   |
|   | Evaluation         |                        |   |                |   |
|   | Projects/Evaluate  |                        |   | *WASO I&E*     |   |
|   | Action Plan:       |                        |   |                |   |
|   | Select a variety   |                        |   | *NEC*          |   |
|   | of "indicator      |                        |   |                |   |
|   | programs" that     |                        |   | *NIAC*         |   |
|   | represent          |                        |   |                |   |
|   | different          |                        |   |                |   |
|   | interpretation and |                        |   |                |   |
|   | education          |                        |   |                |   |
|   | disciplines (e.g.: |                        |   |                |   |
|   | media; personal    |                        |   |                |   |
|   | services;          |                        |   |                |   |
|   | curriculum-based   |                        |   |                |   |
|   | programs;          |                        |   |                |   |
|   | interpretive       |                        |   |                |   |
|   | training; informal |                        |   |                |   |
|   | interpretation;    |                        |   |                |   |
|   | interpretive       |                        |   |                |   |
|   | planning;          |                        |   |                |   |
|   | community          |                        |   |                |   |
|   | engagement;        |                        |   |                |   |
|   | teacher            |                        |   |                |   |
|   | professional       |                        |   |                |   |
|   | development;       |                        |   |                |   |
|   | web-based          |                        |   |                |   |
|   | interpretation;    |                        |   |                |   |
|   | information and    |                        |   |                |   |
|   | orientation) and   |                        |   |                |   |
|   | conduct            |                        |   |                |   |
|   | approximately      |                        |   |                |   |
|   | three pilot        |                        |   |                |   |
|   | evaluations to     |                        |   |                |   |
|   | inform development |                        |   |                |   |
|   | of standards,      |                        |   |                |   |
|   | training modules,  |                        |   |                |   |
|   | and guide          |                        |   |                |   |
|   | programmatic       |                        |   |                |   |
|   | improvements. Work |                        |   |                |   |
|   | with Evaluation    |                        |   |                |   |
|   | Coordinator and    |                        |   |                |   |
|   | consultants to     |                        |   |                |   |
|   | evaluate progress  |                        |   |                |   |
|   | on Action Plan.    |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Work with      |                        |   |                |   |
|   |     universities   |                        |   |                |   |
|   |     and evaluation |                        |   |                |   |
|   |     professionals  |                        |   |                |   |
|   |     to conduct     |                        |   |                |   |
|   |     three pilot    |                        |   |                |   |
|   |     studies and    |                        |   |                |   |
|   |     evaluate the   |                        |   |                |   |
|   |     Action Plan.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***Note. In        |                        |   |                |   |
|   | October 2006, Task |                        |   |                |   |
|   | 4.1 (a             |                        |   |                |   |
|   | prerequisite task  |                        |   |                |   |
|   | to 4.3) was        |                        |   |                |   |
|   | successfully       |                        |   |                |   |
|   | accomplished.***   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Task 4.1 / Convene |                        |   |                |   |
|   | Evaluation Summit  |                        |   |                |   |
|   | at Denver          |                        |   |                |   |
|   | University.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Convene an         |                        |   |                |   |
|   | "evaluation        |                        |   |                |   |
|   | summit" with the   |                        |   |                |   |
|   | NPS Advisory Board |                        |   |                |   |
|   | to validate the    |                        |   |                |   |
|   | draft Servicewide  |                        |   |                |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | Evaluation         |                        |   |                |   |
|   | Strategy with      |                        |   |                |   |
|   | outside experts    |                        |   |                |   |
|   | and NPS leaders.   |                        |   |                |   |
|   | (The National      |                        |   |                |   |
|   | Education Council  |                        |   |                |   |
|   | has drafted the    |                        |   |                |   |
|   | strategy).         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 5.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Print Park Map &   |                        |   | Priority 18    |   |
|   | Guide.             |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Print adequate     |                        |   | Task Leaders   |   |
|   | Park Map and       |                        |   |                |   |
|   | Guides for         |                        |   | *HFC*          |   |
|   | distribution to    |                        |   |                |   |
|   | parks and          |                        |   |                |   |
|   | information        |                        |   |                |   |
|   | outlets. Surveys   |                        |   |                |   |
|   | show that the Park |                        |   |                |   |
|   | Map and Guide is a |                        |   |                |   |
|   | critical           |                        |   |                |   |
|   | orientation and    |                        |   |                |   |
|   | safety resource    |                        |   |                |   |
|   | for visitors.      |                        |   |                |   |
|   | Recent reductions  |                        |   |                |   |
|   | in printing have   |                        |   |                |   |
|   | left parks with    |                        |   |                |   |
|   | inadequate         |                        |   |                |   |
|   | supplies to meet   |                        |   |                |   |
|   | demand.            |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Ensure all     |                        |   |                |   |
|   |     parks receive  |                        |   |                |   |
|   |     adequate       |                        |   |                |   |
|   |     amounts of     |                        |   |                |   |
|   |     Park Map and   |                        |   |                |   |
|   |     Guides (1 map  |                        |   |                |   |
|   |     for every 9    |                        |   |                |   |
|   |     visitors).     |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 5.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop migration  |                        |   | Priority 11    |   |
|   | strategy for MIDS; |                        |   |                |   |
|   | implement pilot    |                        |   |                |   |
|   | migration projects |                        |   |                |   |
|   | in three parks.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Migrate the Media  |                        |   | Task Leaders   |   |
|   | Inventory Database |                        |   |                |   |
|   | System (MIDS) for  |                        |   | *WASO I&E*     |   |
|   | interpretive       |                        |   |                |   |
|   | exhibits to the    |                        |   | *WASO IT*      |   |
|   | Facility           |                        |   |                |   |
|   | Management         |                        |   | *WASO Facility |   |
|   | Software System    |                        |   | Management*    |   |
|   | (FMSS).            |                        |   |                |   |
|   | Interpretive       |                        |   | *NIAC*         |   |
|   | exhibits are       |                        |   |                |   |
|   | facility assets    |                        |   |                |   |
|   | and should be      |                        |   |                |   |
|   | incorporated into  |                        |   |                |   |
|   | FMSS. The          |                        |   |                |   |
|   | migration process  |                        |   |                |   |
|   | should include an  |                        |   |                |   |
|   | updated inventory  |                        |   |                |   |
|   | and condition      |                        |   |                |   |
|   | assessment of all  |                        |   |                |   |
|   | interpretive       |                        |   |                |   |
|   | exhibits.          |                        |   |                |   |
|   | Deficiencies will  |                        |   |                |   |
|   | be prioritized and |                        |   |                |   |
|   | linked to the      |                        |   |                |   |
|   | Project Management |                        |   |                |   |
|   | Information System |                        |   |                |   |
|   | for future funding |                        |   |                |   |
|   | consideration.     |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Convene a      |                        |   |                |   |
|   |     working group  |                        |   |                |   |
|   |     to develop a   |                        |   |                |   |
|   |     migration      |                        |   |                |   |
|   |     strategy;      |                        |   |                |   |
|   |     implement      |                        |   |                |   |
|   |     pilot          |                        |   |                |   |
|   |     migration      |                        |   |                |   |
|   |     projects in    |                        |   |                |   |
|   |     three parks.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 6.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Establish a        |                        |   | Priority 10    |   |
|   | Technology         |                        |   |                |   |
|   | Innovation Fund.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Establish a        |                        |   | Task Leaders   |   |
|   | Technology         |                        |   |                |   |
|   | Innovation Fund    |                        |   | *WASO I&E*     |   |
|   | that would provide |                        |   |                |   |
|   | grants for         |                        |   | *WASO          |   |
|   | stimulating,       |                        |   | Information    |   |
|   | evaluating, and    |                        |   | Technology     |   |
|   | sharing the use of |                        |   | (WASO IT)*     |   |
|   | new technologies   |                        |   |                |   |
|   | that make parks    |                        |   | *NEC*          |   |
|   | accessible, fun,   |                        |   |                |   |
|   | and educational.   |                        |   | *Harpers Ferry |   |
|   | Emphasis will be   |                        |   | Center (HFC)*  |   |
|   | placed on          |                        |   |                |   |
|   | interactive        |                        |   | *NIAC*         |   |
|   | technology that    |                        |   |                |   |
|   | efficiently and    |                        |   |                |   |
|   | effectively        |                        |   |                |   |
|   | reaches broad and  |                        |   |                |   |
|   | diverse audiences. |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Establish a    |                        |   |                |   |
|   |     Technology     |                        |   |                |   |
|   |     Innovation     |                        |   |                |   |
|   |     Fund.          |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 6.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | GS-13              |                        |   | Priority 16    |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | Technology         |                        |   |                |   |
|   | Coordinator.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Establish a        |                        |   | Task Leaders   |   |
|   | Servicewide        |                        |   |                |   |
|   | Technology         |                        |   | *WASO I&E*     |   |
|   | Coordinator for    |                        |   |                |   |
|   | Interpretation and |                        |   | *WASO IT*      |   |
|   | Education to       |                        |   |                |   |
|   | manage innovation  |                        |   | *NEC*          |   |
|   | fund, develop and  |                        |   |                |   |
|   | nurture technology |                        |   |                |   |
|   | partnerships,      |                        |   |                |   |
|   | evaluation and     |                        |   |                |   |
|   | disseminate best   |                        |   |                |   |
|   | practices to the   |                        |   |                |   |
|   | field.             |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Create a GS-13 |                        |   |                |   |
|   |     Interpretation |                        |   |                |   |
|   |     and Education  |                        |   |                |   |
|   |     Technology     |                        |   |                |   |
|   |     Coordinator    |                        |   |                |   |
|   |     position.      |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 6.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Expand "Exploring  |                        |   | Priority 17    |   |
|   | the Real Thing."   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Expand *Exploring  |                        |   | Task Leaders   |   |
|   | the Real Thing*    |                        |   |                |   |
|   | Curriculum-Based   |                        |   | *WASO I&E*     |   |
|   | Education Program  |                        |   |                |   |
|   | Website to reach   |                        |   | *Northeast     |   |
|   | teachers in every  |                        |   | Regional       |   |
|   | state.             |                        |   | Office of      |   |
|   |                    |                        |   | Interpretation |   |
|   | -   Populate       |                        |   | and Education  |   |
|   |     database and   |                        |   | (NER I&E)*     |   |
|   |     develop CDs    |                        |   |                |   |
|   |     for every      |                        |   |                |   |
|   |     state and      |                        |   |                |   |
|   |     territory.     |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 6.4                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create an          |                        |   | Priority 12    |   |
|   | Education Portal   |                        |   |                |   |
|   | for *NPS.gov*.     |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create an          |                        |   | Task Leaders   |   |
|   | Education Portal   |                        |   |                |   |
|   | for *NPS.gov* that |                        |   | *WASO I&E*     |   |
|   | provides           |                        |   |                |   |
|   | information on     |                        |   | *WASO IT*      |   |
|   | park education     |                        |   |                |   |
|   | programs and       |                        |   |                |   |
|   | services and       |                        |   |                |   |
|   | conforms to the    |                        |   |                |   |
|   | new content        |                        |   |                |   |
|   | management system. |                        |   |                |   |
|   | Visitors to the    |                        |   |                |   |
|   | page can search    |                        |   |                |   |
|   | "For Teachers,"    |                        |   |                |   |
|   | "For Students,"    |                        |   |                |   |
|   | and "For           |                        |   |                |   |
|   | Families." The     |                        |   |                |   |
|   | site will link to  |                        |   |                |   |
|   | all distance       |                        |   |                |   |
|   | learning           |                        |   |                |   |
|   | opportunities, to  |                        |   |                |   |
|   | Junior and         |                        |   |                |   |
|   | *WebRangers*       |                        |   |                |   |
|   | programs, and      |                        |   |                |   |
|   | *Exploring the     |                        |   |                |   |
|   | Real Thing*.       |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Create         |                        |   |                |   |
|   |     Education      |                        |   |                |   |
|   |     Portal.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 6.5                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Expand             |                        |   | Priority 8     |   |
|   | *WebRangers*       |                        |   |                |   |
|   | Online Junior      |                        |   |                |   |
|   | Ranger Program.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Enhance and Expand |                        |   | Task Leaders   |   |
|   | *Webrangers* ---   |                        |   |                |   |
|   | Online Junior      |                        |   | *WASO I&E*     |   |
|   | Ranger Program.    |                        |   |                |   |
|   | This site engages  |                        |   |                |   |
|   | children and       |                        |   |                |   |
|   | families in        |                        |   |                |   |
|   | exciting           |                        |   |                |   |
|   | park-based Junior  |                        |   |                |   |
|   | Ranger activities  |                        |   |                |   |
|   | relating to the    |                        |   |                |   |
|   | work of the NPS.   |                        |   |                |   |
|   | The site is        |                        |   |                |   |
|   | created and        |                        |   |                |   |
|   | enhanced through a |                        |   |                |   |
|   | design             |                        |   |                |   |
|   | collaboration with |                        |   |                |   |
|   | children and the   |                        |   |                |   |
|   | University of      |                        |   |                |   |
|   | Maryland.          |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Expand         |                        |   |                |   |
|   |     *WebRangers*   |                        |   |                |   |
|   |     Online Junior  |                        |   |                |   |
|   |     Ranger         |                        |   |                |   |
|   |     Program.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 7.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Analyze existing   |                        |   | Priority 13    |   |
|   | research in        |                        |   |                |   |
|   | visitation trends  |                        |   |                |   |
|   | and engaging       |                        |   |                |   |
|   | ethnic minority    |                        |   |                |   |
|   | audiences.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Analyze existing   |                        |   | Task Leaders   |   |
|   | research in        |                        |   |                |   |
|   | visitation trends  |                        |   | *WASO Social   |   |
|   | and engaging       |                        |   | Science        |   |
|   | ethnic minority    |                        |   | Research*      |   |
|   | audiences. Extract |                        |   |                |   |
|   | best practices and |                        |   | *WASO I&E*     |   |
|   | new approaches for |                        |   |                |   |
|   | engaging new       |                        |   | *NEC*          |   |
|   | audiences.         |                        |   |                |   |
|   | Disseminate        |                        |   | *NIAC*         |   |
|   | findings to the    |                        |   |                |   |
|   | field through      |                        |   |                |   |
|   | training,          |                        |   |                |   |
|   | guidance, and      |                        |   |                |   |
|   | pilot              |                        |   |                |   |
|   | demonstration      |                        |   |                |   |
|   | projects.          |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Engage NPS     |                        |   |                |   |
|   |     workgroup,     |                        |   |                |   |
|   |     partners, and  |                        |   |                |   |
|   |     cultural       |                        |   |                |   |
|   |     competence     |                        |   |                |   |
|   |     experts in     |                        |   |                |   |
|   |     analysis and   |                        |   |                |   |
|   |                    |                        |   |                |   |
|   |    recommendations |                        |   |                |   |
|   |     for the field; |                        |   |                |   |
|   |     begin testing  |                        |   |                |   |
|   |     and evaluating |                        |   |                |   |
|   |     methods.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 8.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Fully Fund         |                        |   | Priority 20    |   |
|   | Existing GS-13     |                        |   |                |   |
|   | Servicewide VIP    |                        |   |                |   |
|   | Coordinator.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Fully fund the     |                        |   | Task Leaders   |   |
|   | WASO Servicewide   |                        |   |                |   |
|   | VIP Coordinator.   |                        |   | *WASO I&E*     |   |
|   | Funding for this   |                        |   |                |   |
|   | position is        |                        |   |                |   |
|   | currently taken    |                        |   |                |   |
|   | from VIP funds.    |                        |   |                |   |
|   | This position is   |                        |   |                |   |
|   | critical to        |                        |   |                |   |
|   | providing overall  |                        |   |                |   |
|   | program leadership |                        |   |                |   |
|   | and management.    |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Fund the GS-13 |                        |   |                |   |
|   |     Servicewide    |                        |   |                |   |
|   |     VIP            |                        |   |                |   |
|   |     Coordinator    |                        |   |                |   |
|   |     position.      |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 9.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Prepare Change     |                        |   | Priority 7     |   |
|   | Management Plan    |                        |   |                |   |
|   | with consultants.  |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop a Change   |                        |   | Task Leaders   |   |
|   | Management Plan in |                        |   |                |   |
|   | consultation with  |                        |   | *NEC*          |   |
|   | communication and  |                        |   |                |   |
|   | organizational     |                        |   | *WASO I&E*     |   |
|   | development        |                        |   |                |   |
|   | consultants to     |                        |   | *Human Capital |   |
|   | help implement the |                        |   | Directorate*   |   |
|   | Action Plan and    |                        |   |                |   |
|   | support effective  |                        |   | *NIAC*         |   |
|   | organization       |                        |   |                |   |
|   | change.            |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Prepare and    |                        |   |                |   |
|   |     Refine Change  |                        |   |                |   |
|   |     Management     |                        |   |                |   |
|   |     Plan with      |                        |   |                |   |
|   |     Consultants.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 9.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Operate the NEC    |                        |   | Priority 6     |   |
|   | --- one council    |                        |   |                |   |
|   | meeting, five      |                        |   |                |   |
|   | sub-committee      |                        |   |                |   |
|   | meetings, one      |                        |   |                |   |
|   | part-time staff    |                        |   |                |   |
|   | position, and      |                        |   |                |   |
|   | printing costs.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Support the        |                        |   | Task Leaders   |   |
|   | National Education |                        |   |                |   |
|   | Council. This      |                        |   | *WASO I&E*     |   |
|   | support is         |                        |   |                |   |
|   | critical to all    |                        |   | *NEC*          |   |
|   | actions. The       |                        |   |                |   |
|   | National Education |                        |   |                |   |
|   | Council has played |                        |   |                |   |
|   | a leadership role  |                        |   |                |   |
|   | in implementing    |                        |   |                |   |
|   | *Renewing Our      |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | Mission,*          |                        |   |                |   |
|   | preparing the *NPS |                        |   |                |   |
|   | Interpretation and |                        |   |                |   |
|   | Education Business |                        |   |                |   |
|   | Plan*, and         |                        |   |                |   |
|   | developing the     |                        |   |                |   |
|   | *NPS*              |                        |   |                |   |
|   | *Interpretation    |                        |   |                |   |
|   | and Education      |                        |   |                |   |
|   | Action Plan*. It   |                        |   |                |   |
|   | serves to unify    |                        |   |                |   |
|   | all components of  |                        |   |                |   |
|   | the NPS that       |                        |   |                |   |
|   | provide            |                        |   |                |   |
|   | interpretation and |                        |   |                |   |
|   | education          |                        |   |                |   |
|   | services, and      |                        |   |                |   |
|   | represents field,  |                        |   |                |   |
|   | park leadership,   |                        |   |                |   |
|   | national program,  |                        |   |                |   |
|   | regional, and      |                        |   |                |   |
|   | Washington         |                        |   |                |   |
|   | viewpoints.        |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Fund one full  |                        |   |                |   |
|   |     meeting of     |                        |   |                |   |
|   |     Education      |                        |   |                |   |
|   |     Council per    |                        |   |                |   |
|   |     year,          |                        |   |                |   |
|   |     sub-committee  |                        |   |                |   |
|   |     meeting,       |                        |   |                |   |
|   |     part-time      |                        |   |                |   |
|   |     staff,         |                        |   |                |   |
|   |     printing, TEL  |                        |   |                |   |
|   |     broadcasts and |                        |   |                |   |
|   |     other forms of |                        |   |                |   |
|   |     Servicewide    |                        |   |                |   |
|   |     communication. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 9.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Fully Fund         |                        |   | Priority 19    |   |
|   | Existing GS-13     |                        |   |                |   |
|   | Servicewide        |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | Coordinator.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Fully Fund the     |                        |   | Task Leaders   |   |
|   | WASO Servicewide   |                        |   |                |   |
|   | Education          |                        |   | *WASO I&E*     |   |
|   | Coordinator (the   |                        |   |                |   |
|   | position is        |                        |   |                |   |
|   | currently funded   |                        |   |                |   |
|   | with Parks as      |                        |   |                |   |
|   | Classrooms funds). |                        |   |                |   |
|   | This position is   |                        |   |                |   |
|   | critical to        |                        |   |                |   |
|   | coordinating the   |                        |   |                |   |
|   | overall actions    |                        |   |                |   |
|   | outlined in this   |                        |   |                |   |
|   | plan, as well as   |                        |   |                |   |
|   | communicating      |                        |   |                |   |
|   | implementation     |                        |   |                |   |
|   | progress.          |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Fund the GS-13 |                        |   |                |   |
|   |     Servicewide    |                        |   |                |   |
|   |     Education      |                        |   |                |   |
|   |     Coordinator.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | ***This task will  |                        |   |                |   |
|   | not be included in |                        |   |                |   |
|   | the workshop's     |                        |   |                |   |
|   | breakout groups    |                        |   |                |   |
|   | due to its limited |                        |   |                |   |
|   | nature.***         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 3%" />
<col style="width: 23%" />
<col style="width: 5%" />
<col style="width: 37%" />
<col style="width: 8%" />
<col style="width: 3%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"><strong>WEDNESDAY</strong> February 28, 2007</td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"><h2 id="session-5">SESSION</h2>
<p>6</p></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"><h4
id="tasks-recommended-to-begin-in-fy-2007-12-breakout-groups">Tasks
Recommended to Begin in FY 2007 — 12 Breakout Groups</h4></td>
</tr>
<tr class="odd">
<td colspan="11"><strong>Richard Kohen,</strong> Interpretation and
Education, Intermountain Regional Office</td>
</tr>
<tr class="even">
<td colspan="11"><em>Session Intent:</em> Workshop participants will
select two tasks of personal interest and participate in group
discussions about them.</td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11">WORKSHOP NOTEBOOK CONTENTS</td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="8"><strong><span class="smallcaps">Task
Discussion</span></strong></td>
<td colspan="3"><blockquote>
<p><span class="smallcaps">Going Forward</span></p>
</blockquote></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9">This is the trajectory that has prepared us for our
breakout-group discussions:</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9">25 Action Plan Tasks <em><strong>Page
7</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><p>20 Initial Task Priorities <em><strong>Page
10</strong></em> and</p>
<blockquote>
<p>6 Remaining Tasks (planned to begin <u>after</u> FY 2007)
<em><strong>Page 11</strong></em></p>
</blockquote></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><p>12 Task Choices for Breakouts <em><strong>Pages
28-29</strong></em></p>
<blockquote>
<p>Of the 20 initial task priorities, the scope of 12 tasks suggests
that additional discussion of them would be useful in implementing the
I&amp;E Renaissance. Thus, today’s breakout groups.</p>
</blockquote></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9">5 GOALS FOR EACH BREAKOUT GROUP</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>Each breakout group’s discussion will establish
a “group sense” of what their task-of-interest is all about.</strong>
What is the scope of the task? What are the sideboards that define it?
What outcomes define success for the task?</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>Each breakout group will brainstorm how the task
will likely affect operations in relation to individual interpreters,
managers, parks, visitors, partners, the Service, etc.</strong> This may
include involvement in the task’s workgroup as well as the anticipated
impacts of the task itself. What are the possible benefits and/or
“downsides” of successful implementation?</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>Each breakout group’s discussion will raise
questions and issues about the task.</strong> This information will be
used to inform each other, the NEC, other regions, and other interested
parties that will actually participate on the workgroup for the
task.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>Each breakout group will brainstorm the actions
that are likely to be needed to begin and accomplish the
task.</strong></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"><strong>Each breakout group will brainstorm which (if
any) other tasks their task needs to connect to.</strong> In what ways
do/should they connect?</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="4">12</td>
<td colspan="7"><blockquote>
<p><span class="smallcaps">Task Choices for Breakouts</span></p>
</blockquote></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9">The scope of 12 tasks suggests that additional
discussion of them would be useful:</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 1</td>
<td colspan="5">Task 1.1 / Develop measurable operating standards, core
function statements, and program implementation.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 2</td>
<td colspan="5">Task 1.3 (partial) / Development of certification policy
and system.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 3</td>
<td colspan="5">Task 3.1 (partial) / GS-12 Curriculum Revision
Administrator.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 4</td>
<td colspan="5">Task 3.1 (partial) / Create new I&amp;E competencies and
corresponding web-based training; review existing I&amp;E competencies
every four years.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 5</td>
<td colspan="5">Task 1.3 (partial) / GS-09 Registrar to manage the
training and certification system.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 6</td>
<td colspan="5">Task 9.2 / Operate the National Education Council — one
council meeting, five sub-committee meetings, one part-time staff
position, and printing costs.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 7</td>
<td colspan="5">Task 9.1 / Prepare Change Management Plan with
consultants.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 8</td>
<td colspan="5">Task 6.5 / Expand <em>WebRangers</em> Online Junior
Ranger Program.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 9</td>
<td colspan="5">Task 4.3 / Conduct pilot evaluation studies / Evaluate
Action Plan.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 10</td>
<td colspan="5">Task 6.1 / Establish a Technology Innovation Fund.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 11</td>
<td colspan="5">Task 5.2 / Develop migration strategy for MIDS;
implement pilot migration projects in three parks.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 12</td>
<td colspan="5">Task 6.4 / Create an Education Portal for
<em>NPS.gov</em>.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 13</td>
<td colspan="5">Task 7.1 / Analyze existing research in visitation
trends and engaging ethnic minority audiences.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 14</td>
<td colspan="5">Task 1.4 / Update CIP guidelines and prepare strategy
for completing and maintaining plans.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 15</td>
<td colspan="5">Task 4.2 / GS-13 Servicewide Interpretation and
Education Evaluation Coordinator.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 16</td>
<td colspan="5">Task 6.2 / GS-13 Interpretation and Education Technology
Coordinator.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 17</td>
<td colspan="5">Task 6.3 / Expand “Exploring the Real Thing.”</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 18</td>
<td colspan="5">Task 5.1 / Print Park Map and Guide.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Priority 19</td>
<td colspan="5">Task 9.3 / Fully fund existing GS-13 Servicewide
Education Coordinator.</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="4">Priority 20</td>
<td colspan="5">Task 8.1 / Fully fund existing GS-13 Servicewide VIP
Coordinator.</td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"><blockquote>
<p><em>Note:</em> Two breakout sessions were conducted. Each included
all 12 tasks. Each participant could attend a first-choice and
second-choice breakout session, or stay with one task for both
sessions.</p>
</blockquote></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="7"><strong><span class="smallcaps">Task
Selections</span></strong></td>
<td colspan="4"><blockquote>
<p><span class="smallcaps">for Breakout Groups</span></p>
</blockquote></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="4"><em>Additional information is located in “A Closer Look”
in <strong>Session 5...</strong></em></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 1.1</td>
<td colspan="3">Develop measurable operating standards, core function
statements,</td>
<td><em><strong>Page 16</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3">and program implementation. <em>Priority 1</em></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 1.3</td>
<td colspan="3">Development of certification policy and system.
<em>Priority 2</em></td>
<td><em><strong>Page 16</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">(partial)</td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 3.1</td>
<td colspan="3">Create new I&amp;E competencies and corresponding
web-based training;</td>
<td><em><strong>Page 17</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">(partial)</td>
<td colspan="3">review existing I&amp;E competencies every four years.
<em>Priority 4</em></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 9.1</td>
<td colspan="3">Prepare Change Management Plan with consultants.
<em>Priority 7</em></td>
<td><em><strong>Page 19</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 6.5</td>
<td colspan="3">Expand <em>WebRangers</em> Online Junior Ranger Program.
<em>Priority 8</em></td>
<td><em><strong>Page 19</strong></em></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 4.3</td>
<td colspan="3">Conduct pilot evaluation studies / Evaluate Action Plan.
<em>Priority 9</em></td>
<td><em><strong>Page 20</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 6.1</td>
<td colspan="3">Establish a Technology Innovation Fund. <em>Priority
10</em></td>
<td><em><strong>Page 20</strong></em></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 5.2</td>
<td colspan="3">Develop migration strategy for MIDS; implement pilot
migration</td>
<td><em><strong>Page 21</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3">projects in three parks. <em>Priority 11</em></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 6.4</td>
<td colspan="3">Create an Education Portal for <em>NPS.gov</em>.
<em>Priority 12</em></td>
<td><em><strong>Page 21</strong></em></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 7.1</td>
<td colspan="3">Analyze existing research in visitation trends and
engaging ethnic</td>
<td><em><strong>Page 22</strong></em></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3">minority audiences. <em>Priority 13</em></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 1.4</td>
<td colspan="3">Update CIP guidelines and prepare strategy for
completing and</td>
<td><em><strong>Page 22</strong></em></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3">maintaining plans. <em>Priority 14</em></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="3"></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td colspan="3">Task 6.3</td>
<td colspan="3">Expand “Exploring the Real Thing.” <em>Priority
17</em></td>
<td><em><strong>Page 24</strong></em></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="9"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
</tbody>
</table>

> *Note:* The discussions that occurred during the workout breakout
> sessions, and the plenary report-outs and ensuing plenary discussions,
> have been combined into a single section to facilitate the reader's
> ease-of-use and comprehension of the material. This combined section
> of the *Proceedings* describes all of the discussion that occurred in
> workshop Sessions 6-12, and begins on the following page.

+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| **WEDNESDAY & THURSDAY** February 28 - March 1, 2007                  |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| ## SESSIONS                                                           |
|                                                                       |
| 7-12                                                                  |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| #### Breakout Groups' Discussions, and Plenary Reports & Discussion   |
+-----------------------------------------------------------------------+
| *Breakout & Plenary Group Discussion Facilitators:*                   |
|                                                                       |
| > **Task 1.1 --- Paul Henderson,** Canyonlands National Park;         |
| >                                                                     |
| > **Larry Frederick,** Rocky Mountain National Park                   |
| >                                                                     |
| > **Task 1.3 --- David Elkowitz,** Big Bend National Park             |
| >                                                                     |
| > **Task 1.4** --- **Richard Kohen,** Interpretation and Education,   |
| > Intermountain Regional Office;                                      |
| >                                                                     |
| > **Sam Vaughn,** Interpretive Planning, Harpers Ferry Center         |
| >                                                                     |
| > **Task 3.1 --- Matt Graves,** Glacier National Park                 |
| >                                                                     |
| > **Task 4.3 --- Lyn Carranza,** Petrified Forest National Park       |
| >                                                                     |
| > **Task 5.2** --- **Tom Haraden,** Zion National Park                |
| >                                                                     |
| > **Task 6.1** --- **Phil Zichterman,** Black Canyon National Park    |
| > and Curecanti National Recreation Area                              |
| >                                                                     |
| > **Task 6.3** --- **Leslie Dubey,** Big Thicket National Preserve    |
| >                                                                     |
| > **Task 6.4** --- **Jacob Fillion,** Grand Canyon National Park      |
| >                                                                     |
| > **Task 6.5 --- Judy Chetwin,** Interpretation and Education,        |
| > Intermountain Regional Office                                       |
| >                                                                     |
| > **Task 7.1** --- **Linda Lutz-Ryan,** Interpretation and Education, |
| > Intermountain Regional Office;                                      |
| >                                                                     |
| > **Bill Gwaltney,** Workforce Enhancement, Intermountain Regional    |
| > Office                                                              |
| >                                                                     |
| > **Task 9.1 --- Sarah Conlon,** Employee & Organizational            |
| > Development, Intermountain Regional Office                          |
+-----------------------------------------------------------------------+
| *Session Intent:* Workshop participants will learn about the          |
| perspective of other participants who discussed the two tasks focused |
| on in this session, and will share their own perspectives in the      |
| discussion that follows.                                              |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
| W |                    |                        |   |                |   |
| O |                    |                        |   |                |   |
| R |                    |                        |   |                |   |
| K |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
| H |                    |                        |   |                |   |
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| P |                    |                        |   |                |   |
| N |                    |                        |   |                |   |
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| B |                    |                        |   |                |   |
| O |                    |                        |   |                |   |
| O |                    |                        |   |                |   |
| K |                    |                        |   |                |   |
| C |                    |                        |   |                |   |
| O |                    |                        |   |                |   |
| N |                    |                        |   |                |   |
| T |                    |                        |   |                |   |
| E |                    |                        |   |                |   |
| N |                    |                        |   |                |   |
| T |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
| & |                    |                        |   |                |   |
| D |                    |                        |   |                |   |
| I |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
| C |                    |                        |   |                |   |
| U |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
| I |                    |                        |   |                |   |
| O |                    |                        |   |                |   |
| N |                    |                        |   |                |   |
| N |                    |                        |   |                |   |
| O |                    |                        |   |                |   |
| T |                    |                        |   |                |   |
| E |                    |                        |   |                |   |
| S |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 1.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop measurable |                        |   | Priority 1     |   |
|   | operating          |                        |   |                |   |
|   | standards, core    |                        |   |                |   |
|   | function           |                        |   |                |   |
|   | statements, and    |                        |   |                |   |
|   | program            |                        |   |                |   |
|   | implementation.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop measurable |                        |   | Task Leaders   |   |
|   | operating          |                        |   |                |   |
|   | standards and      |                        |   | *Washington    |   |
|   | "core" function    |                        |   | Office of      |   |
|   | statements for a   |                        |   | Interpretation |   |
|   | healthy and        |                        |   | and Education  |   |
|   | effective          |                        |   | (WASO I&E)*    |   |
|   | Interpretation and |                        |   |                |   |
|   | Education Program. |                        |   | *National      |   |
|   | Develop a process  |                        |   | Education      |   |
|   | for implementing   |                        |   | Council (NEC)* |   |
|   | standards,         |                        |   |                |   |
|   | measuring          |                        |   | *National      |   |
|   | attainment,        |                        |   | Interpretive   |   |
|   | assessing          |                        |   | Advisory       |   |
|   | outcomes, and      |                        |   | Council        |   |
|   | prioritizing       |                        |   | (NIAC)*        |   |
|   | investment and     |                        |   |                |   |
|   | activity.          |                        |   |                |   |
|   | Recommend metrics  |                        |   |                |   |
|   | for measuring      |                        |   |                |   |
|   | success of         |                        |   |                |   |
|   | leadership         |                        |   |                |   |
|   | regarding          |                        |   |                |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   |                |   |
|   | operations.        |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Convene a      |                        |   |                |   |
|   |     working        |                        |   |                |   |
|   |     committee of   |                        |   |                |   |
|   |     managers and   |                        |   |                |   |
|   |     practitioners  |                        |   |                |   |
|   |     to develop     |                        |   |                |   |
|   |     measurable     |                        |   |                |   |
|   |     operating      |                        |   |                |   |
|   |     standards and  |                        |   |                |   |
|   |     core function  |                        |   |                |   |
|   |     statements and |                        |   |                |   |
|   |     a program for  |                        |   |                |   |
|   |                    |                        |   |                |   |
|   |    implementation. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

####### Thoughts from Session One

There is a lack of understanding of changing reporting situation --
PMDS, Scorecard, A123.

Develop core statements for interpretation and education.

What is the ~~minimal~~ ideal/effective/optimal(?) interpretive program?

Get measures right -- ones that provide meaningful data.

Need measurements from A123 circular.

How to measure effectiveness.

National Standards.

Process for field input.

Evaluation as part of standards.

Product vs. process.

Menu of standards -- Some which apply to all parks, others that parks
can pick and choose from related to appropriateness for their program.

Old operations evaluations workbooks provided useful measures -- review
them -- cooperating association standards, etc.

Include partners in development of standards.

####### Thoughts from Session Two

Where do the 13 IDP standards fit?

Content vs. quality.

Business plan -- goals vs. standards.

Case studies of programs that work well -- what do we need?

Workgroup(s):

-   Field review/feedback

-   Investigate models of standards for partners that work well

-   Incorporate culture of evaluation in implementation of standards

-   Standards directly linked to law, regulation -- not only policy

PLENARY REPORT & DISCUSSION

####### Thoughts from Plenary Session

How much is common for all parks vs. different choices.

Research needs to be incorporated to determine what is effective
interpretation -- for setting standards.

One definition of core program \-- providing access to all our primary
interpretive themes to all audiences (or potential audiences) using
appropriate/effective interpretive techniques.

Setting quality standards for effective interpretation (as opposed to
minimal acceptable) gives us a means of identifying and communicating
deficiencies/gaps as a way to justify requests for increased resources.

Do we plan our programs based on resources available (or unavailable) or
based on functions that need to be accomplished? Position
staff/resources in response to functional needs.

We have a story of national significance to tell (our job).

In selecting standards -- Find common things most important to all
parks. Develop perhaps 4-5 function statements, then narrow down 34
measurable standards to 4 or 5 or

?? (minimum number to capture meaningful data).

Need to define standards on input side, output side, and outcome side --
not just create a list of required programs.

Develop a system of evaluation of indicators -- focus time and money
there. (Assess representative sample).

Be careful of not evaluating the most relevant indicators because they
are the most expensive to measure.

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 1.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | PARTIAL            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Development of     |                        |   | Priority 2     |   |
|   | certification      |                        |   |                |   |
|   | policy and system. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Establish an       |                        |   | Task Leaders   |   |
|   | Interpretation and |                        |   |                |   |
|   | Education Employee |                        |   | *Mather        |   |
|   | Certification      |                        |   | Training       |   |
|   | Policy and System  |                        |   | Center (STMA)  |   |
|   | in collaboration   |                        |   | --- Training   |   |
|   | with the Office of |                        |   | Manager for    |   |
|   | Personnel          |                        |   | I              |   |
|   | Management. The    |                        |   | nterpretation, |   |
|   | System will use an |                        |   | Education,     |   |
|   | array of efficient |                        |   | Recreation &   |   |
|   | assessment         |                        |   | Conservation*  |   |
|   | mechanisms to make |                        |   |                |   |
|   | delivery of        |                        |   | *WASO I&E*     |   |
|   | visitor            |                        |   |                |   |
|   | experiences        |                        |   | *NIAC*         |   |
|   | consistent,        |                        |   |                |   |
|   | accountable, and   |                        |   |                |   |
|   | dependable.        |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   OPM            |                        |   |                |   |
|   |     Development of |                        |   |                |   |
|   |     Certification  |                        |   |                |   |
|   |     Policy and     |                        |   |                |   |
|   |     System.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

**[Group Sense]{.underline}**

Streamline the ten/thirteen competencies down to 5: non-personal (media,
written) informal (roving, desk), personal (formal programs), and some
300s.

The 300 series competencies are not captured or certified well
currently.

Perhaps some of the competencies can be completed through an OPM
designed exam.

On-line such as Eppley definitely has its place, but cannot be the only
means -- keep some of the current certification program.

Do not tie competencies to grade level/advancement -- instead write
Position Descriptions to include these needed skills and advertise for
same.

Some parks need better/better trained supervisors/coaches many things
cannot be done at the national level. To this end, recommend restarting
the Front-line Supervisors Training.

IDP to narrowly focused on Tangibles and intangibles etc bring in more
of the old skills course materials into interpretive training and
Tilden's principles etc.

A big topic was offering/making available entry/frontline level
competency certification at the local or park level. Such as have small
park clusters work together to train certifiers who can work onsite with
employees and then have the employee go through the national program for
the mid and high level competencies.

A Two Tier System -- first tier is on-line such as Eppley and or local
cluster certification to meet entry level competencies with greater
speed and flexibility. Second Tier is the current higher level
certification program to keep professional standards.

**[Operational Tasks:]{.underline}**

Develop a better/faster tracking and training system to include on-line
tracking of needs, training an employee has completed, source for
supervisors to pull completed and needed training of their employees
etc. Could be part of existing system such as DOI Learn? A Registrar
Position is needed to work in this area.

Train and provide for a certifier in each park or cluster of parks to
implement local certification of entry level competencies.

Another big topic -- use technology to submit all products on-line. This
includes the programs being video taped - should be done now with a
digital video camera and sent as an MPEG or similar. This would be
faster and avoid paying FEDEX for packages -- use the former FEDEX money
to buy digital video cameras as needed. Remember at one we all needed
video cameras? We can all get or already have digital video cameras.

**[Questions and Issues]{.underline}**

Lots of talk about partners -- how much training? And in what forms?

-   On-line? -- Eppley

-   IDP?

-   Required in new concessions contracts that those providing
    interpretive programs go through.

-   IDP?

-   Have them pay a fee for access to training?

Concessionaires should have IDP written into their contracts where they
provide interpretive services.

-   Discussions about branding as a benefit for park and concessionaire.

-   If they pay we can share the wealth of "pay to play" i.e. as in
    Front-line supervisor\'s courses.

We need to consider alternate deliver styles for those who do not learn
well on-line.

How to reach underserved audiences?

-   IDP coursework could be taught in traditionally Black colleges as a
    way to bring this into their curriculum. Additionally, underserved
    audiences might then consider careers with the NPS at sites that
    interpret their heritage -- i.e. African American experience sites,
    Japanese Internment sites etc.

-   IDP could be pushed as a larger life skill useful to other
    professions and again in university curriculums.

-   IDP could be used as a way to connect cultural identities through
    training.

Should IDP be required as a standard Service-wide? Perhaps it is time to
move in this direction? The group felt: Yes -- it is part of the
renaissance to describe, quantify, and professionalize what we do.

**[Actions]{.underline}**

Hire a GS-09 Registrar for HFC.

Front-line supervisors must receive consistent training -- include those
who coach and mentor.

Incorporate broader interpretive skills into IDP/training such as old
skills course skills that are not now taught.

Streamline the number of competencies as suggested, personal,
non-personal and informal.

Find/improve measurement of the 300s that are kept.

Make sure a variety of learning styles are offered:

-   online;

-   product submissions;

-   cluster evaluations (create clusters) and certifiers in each
    cluster/park;

-   university approach;

-   cultural context options.

Add a letter of circumstances/intro to all submissions of the precise
environment and particulars for submissions.

Have an on-line system available for all parks and partners:

-   different levels available for seasonal and entry level;

-   higher level competencies and full submission option as well.

Two-Tiered system:

-   on-line to start;

-   full submission for full performance certification.

Move towards concessions contracts having submission requirements at
least entry level.

Make training and on-line resources more available for
partners/concessionaires.

Share the wealth of money generated if partners and concessionaires pay
to play -- to put on more training.

An on-line tracking system of training taken and needed for employees
such as DOI

Learn.

Use technology to speed up/streamline current or new submission system
-- digital video files sent through the net, etc.

Make the decision to require IDP Service-wide (recommended by all
participants in this group) -- some equated this to LE which requires
certain skills and training before season -- such as commission - this
could be done by applicant on-line through Eppley

Tie in and market IDP better as part of overall NPS mission -- IDP does
not support NPS mission it IS the Mission.

Coordinate with NPS recruiters and college placement professionals to
insure applicants are aware of and using on-line IDP resources.

Tie-in SCEP program with IDP certifications and the SFA/other Masters
program.

**[Other related Tasks?]{.underline}**

1.1 Develop Core Standards

4.3 Evaluation

3.1 Create New Competencies

6.1 Technology

7.1 Engaging Underserved Populations

PARTNERSHIPS throughout!

PLENARY REPORT & DISCUSSION

Pilot certifications were conducted at Mesa Verde National Park:
one-week live evaluations and coaching. Supervisors need to support
efforts like these.

Shouldn't chiefs also certify park staff? This doesn't necessarily work
in some parks with combined chief positions. Clusters of parks might
help each other with this.

Interpretive standards are well integrated throughout NPS practices.

NAI/NPS certification could be made comparable.

Should permanents recertify periodically?

1700 series staff: How do these positions relate to NPS, NAI, and other
certifications?

*Competency*-based certification is more useful than *training*-based
certification: Is this true in all circumstances? Training-based is less
expensive to measure.

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 1.4                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Update CIP         |                        |   | Priority 14    |   |
|   | guidelines and     |                        |   |                |   |
|   | prepare strategy   |                        |   |                |   |
|   | for completing and |                        |   |                |   |
|   | maintaining plans. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Update             |                        |   | Task Leaders   |   |
|   | Comprehensive      |                        |   |                |   |
|   | Interpretive Plan  |                        |   | *NIAC*         |   |
|   | (CIP) guidelines   |                        |   |                |   |
|   | to streamline      |                        |   | *WASO I&E*     |   |
|   | requirements,      |                        |   |                |   |
|   | offer document     |                        |   | *HFC*          |   |
|   | templates, and     |                        |   |                |   |
|   | incorporate new    |                        |   |                |   |
|   | asset management   |                        |   |                |   |
|   | and GMP            |                        |   |                |   |
|   | requirements.      |                        |   |                |   |
|   | Prepare a strategy |                        |   |                |   |
|   | for completing     |                        |   |                |   |
|   | CIPs for 110 parks |                        |   |                |   |
|   | that currently     |                        |   |                |   |
|   | lack plans and for |                        |   |                |   |
|   | updating and       |                        |   |                |   |
|   | maintaining        |                        |   |                |   |
|   | existing CIPs      |                        |   |                |   |
|   | Servicewide.       |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Convene        |                        |   |                |   |
|   |     workgroup to   |                        |   |                |   |
|   |     update CIP     |                        |   |                |   |
|   |     guidelines and |                        |   |                |   |
|   |     prepare        |                        |   |                |   |
|   |     strategy for   |                        |   |                |   |
|   |     completing and |                        |   |                |   |
|   |     maintaining    |                        |   |                |   |
|   |     plans.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

Issues: Capacity, approaches, planning culture, timeliness,
effectiveness.

A participant representing the Western National Parks Association
suggested that someone from the WNPA home office --- as well as the
park's book store manager on site --- should attend CIP workshops.
Cooperating associations have years of data on visitor preferences (e.g.
sales data). This data could be useful in identifying program gaps.

CIPs are needed to provide direction (themes, goals, etc.), and this
should be in place *before* substantial development/re-development
occurs.

A CIP provides continuity of guidance.

Some CIP elements (e.g. the Interpretive Database section) can be
developed by other means (e.g. students).

Local schools or colleges (e.g. Stephen F. Austin State University)
could develop plans as a class project.

NAI-certified planners could be contracted to develop NPS CIPs.

Don't streamline CIPs too much --- retain quality.

Draft CIPs seem to be used frequently, and are useful. Problem seems to
be more with producing a completed document.

LRIP documentation can relate to or justify some Core Operations
Analysis decisions.

The Service could have a core set and an optional set of elements for
CIPs.

Examples of existing CIPs would be useful. There should be a central
planning database --- including evaluations and comments.

CIPs should address critical resource issues that are Servicewide
issues.

CIPs should include "Who do we want our audiences to be?" information.

Should asset management be part of a CIP? Yes, if media information is
placed into FMSS.

CIPs should continue to represent a "voice for the resources."

PLENARY REPORT & DISCUSSION

A clarification was made that a comprehensive interpretive plan (CIP) is
composed of three sections:

-   Long-Range Interpretive Plan (LRIP);

-   Annual Implementation Plan (AIP);

-   Interpretive Database (ID).

After the CIP is developed, implementation is the next hurdle --- the
next half of the work.

CIP planning should involve other managers from other park divisions
(and many different partners). This fosters buy-in. The greatest value
of CIP planning is bringing partners into planning, giving them a voice.

Many hands were raised when the question was asked, "Would IMR
CIP-completion training be useful?"

> *The following background information was briefly, verbally provided
> to participants in both the breakout-group and plenary settings:*

**[In-depth Notes from Meetings during the Week of November 6,
2006]{.underline}**

**The Need for this Strategy**

This draft strategy was developed to successfully achieve desired
outcomes within the framework of the Interpretation and Education
Renaissance:

> **Develop Core Operating Standards and Measures for Delivering Quality
> Interpretation and Education Programs** (Finding 1.0, Draft *Action
> Plan*, Interpretation and Education Renaissance).
>
> Update Comprehensive Interpretive Plan (CIP) guidelines to streamline
> requirements, offer document templates, and incorporate new asset
> management and GMP requirements. Prepare a strategy for completing
> CIP's for 110 parks that currently lack plans and for updating and
> maintaining existing CIP's Servicewide.
>
> **FY2007**

-   **\$75,000**: Convene workgroup to update CIP guidelines and prepare
    strategy for completing and maintaining plans.

-   **Lead Staff**: National Interpretive Advisory Council, WASO Office
    of Interpretation & Education, Harpers Ferry Center.

(From Task 1.4, Draft *Action Plan*, Interpretation and Education
Renaissance)

**Background**

In September 1995, a policy statement was issued that required each park
in the National Park System to develop a Comprehensive Interpretive Plan
(CIP) to be used as a blueprint for operating the park's Interpretation
& Education program. The comprehensive interpretive planning process
results in the park-specific CIP.

Each CIP contains long-range planning, short-range (annual)
implementation planning, and a reference to important operational
information. The park's staff uses the CIP as the primary tool for
ensuring that heritage resources are relevant to all Americans. The CIP
implements the general management plan's vision for interpretation and
education services and experiences. The CIP also directs all subsequent,
specialized planning for the park's Interpretation & Education program.

The NPS Interpretation and Education Renaissance is premised on the idea
that each park's Interpretation & Education program should be built to
include five tenets. Comprehensive interpretive planning is the single
vehicle through which these five tenets will be fully incorporated into
every aspect of the program. The five tenets include these ideas:

-   Engaging people to make enduring connections to America's special
    places;

-   Using appropriate (often new) technologies;

-   Embracing interpretation and education partners;

-   Developing and implementing professional standards;

-   Creating a culture of evaluation.

The useful duration of the CIP's long-range content was designed to be
approximately 5-10 years.

In the eleven years since the issuance of this policy:

-   Approximately one-third of parks have completed a CIP;

-   Approximately one-third of parks are in the process of developing a
    CIP;

-   Approximately one-third of parks have not yet begun to develop a
    CIP.

It is estimated that in the next 11 years:

-   Many parks with completed CIPs are already requesting assistance
    with development of their second-version CIP;

-   Many parks will complete their first CIP, then within 5-10 years,
    will request assistance with development of their second-version
    CIP;

-   The remaining parks (last third) will develop their first CIP.

### Issues

While many parks have been well served by the existing system, a variety
of issues have arisen over the last 11 years as this policy has been
implemented. They include:

**Management styles:** Planners tend to design and use planning
approaches, processes, and formats that work best for clients who share
the planners' own personal management styles. Although this approach
works well for some clients, other clients are unable to relate to
available planning approaches, processes, and formats, resulting in
their planning needs going unmet.

**User-process matching:** A variety of planning processes exist to
develop CIPs. Sometimes users select a process that does not meet their
needs. This seems to indicate a clientele that is not fully aware of
what they need, how to articulate it in planning terms, or ignorance of
the planning options available to them.

**Provider limitations:** The current system for providing comprehensive
interpretive planning assistance includes planners stationed at regional
offices, Harpers Ferry Center (HFC), and private contractors. These
providers are fewer in number today than in 1995 when the CIP policy was
issued.

*CIPs rendered less useful:* These providers of planning assistance are
unable to both start new CIPs for those parks that do not yet have one,
while concurrently beginning second-version CIPs for those parks whose
current CIPs are no longer useful. This situation effectively relegates
the duration of a CIP to approximately 20 years. While the foundational
aspects of CIPs (e.g. significance, primary themes) remain relatively
stable over longer periods of time, this condition often renders 5-15
years' worth of CIP operational content out of date and relatively
useless to the park. Such a CIP is unable to guide the park staff in
ensuring ongoing effectiveness, efficiency, accountability, and partner
integration into the park Interpretation & Education program.

*Contract assistance:* Planners have encountered great difficulty in
adding private contractors to an IDIQ list, or hiring them by other
means (e.g. Greenfire Creative).

*Park staff as planners:* Several attempts have been made, by various
sets of planners, to train and employ park employees as planners for
other parks' CIPs. For a variety of reasons, this approach to enlarging
planning capacity Servicewide has proven an untenable solution and has
been abandoned.

**Process timeliness:** Some providers and processes are designed to
take an extended period of time between initiation and completion of the
CIP, thus rendering some of the operations information as
already-out-of-date at the time of plan completion.

**Assistance costs:** Some providers and processes cost more than
others, limiting opportunities for some parks to fully match their needs
with available, and sometimes more expensive, processes. Additionally,
no Servicewide fund has been established to ensure that parks can pay
for the required CIP.

**Planning-culture training:** Little to no training exists to ensure
that a culture of planning exists within park staffs, that planning is
incorporated into all work activities. This includes those
Superintendents who do not encourage the development of a CIP, and/or do
not hold their Interpretation & Education managers responsible for
developing and implementing a CIP.

*Park staff succession:* There are cases where a park develops a CIP,
some of that staff leaves, new staff arrives, and do not know about the
pre-existing CIP or do not follow through with implementing the
pre-existing CIP.

**Park staff availability:** Every planning process requires the
involvement of park staff. Sometimes, staff time is not sufficiently
available to participate appropriately in the planning endeavor. This
often lengthens the time it takes to complete the plan, sometimes
raising the plan's cost, or imperils such completion altogether.

**Evaluation-culture training:** Little to no training exists to ensure
that a culture of evaluation exists within park staffs, that evaluation
is incorporated into all work activities. All planning proceeds from
what is known to projecting what success might be achieved in the
future. This activity is premised upon a sound understanding of current
success, but for those parks who do not practice an evaluative approach
to the work, the subsequent planning is of less reliability than it
could be, likely limiting the success of the planning endeavor and
resulting CIP.

### Improvement Strategy

The National Interpretive Advisory Council (NIAC) recommends the
following seven steps to remedy the stated problems and make Servicewide
interpretive planning whole:

**Evaluate users.** Seek to better understand the full range of
management styles that exist among park Interpretation Chiefs and
Superintendents, and how they actually approach decision making and
planning.

**Update standards.** Redefine Servicewide standards for effective and
efficient planning to fully accommodate the range of management styles
that exist among park Interpretation Chiefs and Superintendents. Connect
these standards to *Action Plan* task 1.1, which addresses core
operating standards and measures for delivering quality I&E programs.

**Update approaches.** Improve existing planning processes, techniques,
solutions, approaches, and formats --- and create new ones if needed ---
to match the full range of management styles that exist among park
Interpretation Chiefs and Superintendents. Develop self- and
planner's-assessment tool (like HFC's exhibits tool?) to help match
clients with the most appropriate planning processes and formats for
them.

**Conduct training.** Train park staffs to create a culture of planning
and evaluation --- as a critical part of *Action Plan* findings 4.0
(evaluation) and 3.0 (credentialing).

**Encourage supervision.** Incorporate new and improved processes and
formats while receiving support from Regional Directors (or directorate)
who direct each of their park Superintendents to develop and complete a
useful interpretive plan within a specified time frame.

**Increase providers.** Provide the planning staffing and operating
resources in regional and central offices necessary to achieve program
standards and create the ability to sustain a quality interpretive
planning culture --- as a critical part of *Action Plan* task 2.1. This
step enables adequate training for park staffs, reduces planning costs
via base-funded planners and appropriate planning approaches, increases
planning capacity, and creates the Servicewide saturation of planning
professionals necessary to inculcate a Servicewide culture of planning
and accountability.

*Duty stations.* Strategize where planning positions for conducting CIPs
should exist within the Service. Considerations include: regional
offices, HFC, DSC, WASO I&E, and WASO planning office. Each of these
duty location possibilities implies specific approaches to planning that
vary one from another.

*Increase contractors.* Solve contracting issues and expand IDIQ CIP
contractors from the private sector.

**Continuously improve.** Perform ongoing evaluation and development to
continually improve the ability of parks to effectively and efficiently
plan their interpretive work and fulfill the NPS mission. Includes
one-year follow-ups.

END (Kohen, 2006 NOV 14)

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 3.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | PARTIAL            |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create new I&E     |                        |   | Priority 4     |   |
|   | competencies and   |                        |   |                |   |
|   | corresponding      |                        |   |                |   |
|   | web-based          |                        |   |                |   |
|   | training; review   |                        |   |                |   |
|   | existing I&E       |                        |   |                |   |
|   | competencies every |                        |   |                |   |
|   | four years.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Build and maintain |                        |   | Task Leaders   |   |
|   | an Interpretation  |                        |   |                |   |
|   | and Education      |                        |   | *STMA*         |   |
|   | Distance Learning  |                        |   |                |   |
|   | and Credentialing  |                        |   |                |   |
|   | Program in         |                        |   |                |   |
|   | collaboration with |                        |   |                |   |
|   | Eppley Institute   |                        |   |                |   |
|   | for Parks and      |                        |   |                |   |
|   | Public Lands       |                        |   |                |   |
|   | (Indiana           |                        |   |                |   |
|   | University).       |                        |   |                |   |
|   | Anyone who         |                        |   |                |   |
|   | provides           |                        |   |                |   |
|   | information,       |                        |   |                |   |
|   | orientation,       |                        |   |                |   |
|   | interpretation,    |                        |   |                |   |
|   | education and      |                        |   |                |   |
|   | other visitor      |                        |   |                |   |
|   | experience         |                        |   |                |   |
|   | services will have |                        |   |                |   |
|   | access to          |                        |   |                |   |
|   | competency         |                        |   |                |   |
|   | training and may,  |                        |   |                |   |
|   | as appropriate, be |                        |   |                |   |
|   | evaluated and      |                        |   |                |   |
|   | credited for       |                        |   |                |   |
|   | mastery of         |                        |   |                |   |
|   | appropriate        |                        |   |                |   |
|   | skills, knowledge, |                        |   |                |   |
|   | abilities, and     |                        |   |                |   |
|   | behaviors.         |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Increase to    |                        |   |                |   |
|   |     Base for new   |                        |   |                |   |
|   |     I&E            |                        |   |                |   |
|   |     competencies   |                        |   |                |   |
|   |     and            |                        |   |                |   |
|   |     corresponding  |                        |   |                |   |
|   |     web-based      |                        |   |                |   |
|   |     training, as   |                        |   |                |   |
|   |     well as review |                        |   |                |   |
|   |     and revise     |                        |   |                |   |
|   |     each existing  |                        |   |                |   |
|   |     I&E competency |                        |   |                |   |
|   |     every four     |                        |   |                |   |
|   |     years.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

**[Questions, thoughts and comments regarding 3.1]{.underline}**

How to get this on-line training to special event VIPs (short-term,
1-day, etc.)?

What's the nexus between NPS and other professional certification
programs (NAI, NAAEE, etc.)?

Fees for the on-line course for NPS vs. non-NPS (concessions,
cooperation associations, partners, etc.) folks? Should NPS be required
to pay or just outside parties?

Firewall issues?

Content accuracy -- individual parks/sites will need to address KR.

Where are customer service issues addressed? Foundations? Informal?

Use concessions contracts to "require" credentialing.

Be consistent between NPS and partner requirements, standards, etc.

Be consistent in application of standards/language for commercial use,
SUP, coop. associations, VIPs, etc.

Is the "coaching" piece/follow-up for the credential (vs. course
completion) sustainable? Who's going to do it and how?

Partners should hire/train (NPS should train and coach coaches) to
provide check-up and follow-up regarding effectiveness of on-line
training.

Will we start recognizing other professional certification programs?

The on-line courses should augment, not replace, in-person training.

Combine with TEL, in-park events, regional trainings for maximized
effectiveness.

Accessibility to training -- computer, learning styles, physical
abilities, etc.

Develop venue to share best practices for interpretive training and
professional development with other IMR parks and NPS units around the
service.

What additional competencies will be on-line? Modules 270, 210, 220,
340?

How about "renewal/refresher" courses for "advanced" interpreters
(staff, partners, etc.)?

How do those that complete the course demonstrate the skill/outcome? Is
this assessable?

Language barriers for non-English speaking -- how do these folks take
the course?

Provide "anchors" and examples to the field that complement the on-line
training so we can build upon what this course starts.

How to "market" the on-line training to get partners, parks, etc. to
want to participate -- how do develop "buy-in" by all involved?

Develop incentives and a mission driven approach to advertising and
marketing participation.

Develop a team of NPS coaches to circuit-ride the parks and coach and
give feedback to course participants and course developers on whether
the training is working.

Use franchise and cost recovery fees to provide course coaches.

What's the follow-up assessment with Eppley to evaluate effectiveness of
on-line training? How will changes and improvements be made?

This will help develop a "seamless network of interpretation" SNI no
matter who is providing the service or a SIN -- Seamless Interpretation
Network!

Work to get VIP coordination positions in the division of
interpretation/education.

Module 3.1 connects to: 8.3, 1.1, 4.2, 7.2, 4.3 evaluation, 2.1 OFS,
1.3, 9.1, 8.1.

Can partners help accomplish this task? Eppley, NAI, NAAEE, APPL,
Friends Alliance, PPCA, others?

Course completion vs. credential vs. certification -- time requirements
and park support.

How is the \$25 fee used? Who uses it? Perhaps a higher fee, with half
coming back to the park to pay for coaches?

The in-park coaching is going to be huge related to the success of the
on-line training, but also in terms of time/effort. How to support this?

Does credential equate to NPS quality? Branding? How measured?

Do you have to renew your credential or is good "forever"?

Let's make sure we bring this out from the beginning as being
"inclusive" of all of our partners in education and interpretation and
that its all about protection/preserving the resource and serving the
visitor!

How do we count/recognize our partners efforts in providing interpretive
services -- SIR?

Currently an inconsistency throughout the NPS in training, maybe this
will help provide consistency or a foundation?

Gather info on who has/hasn't taken the course so outcomes in the field
can be compared and evaluated.

Be receptive of existing and future partners' knowledge, skills and
abilities.

Remember volunteers' needs and skills when initiating training.

Use internally for NPS managers to introduce/re-enforce to them what we
do and why.

+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | **[^Ta             | [pre                   |   |                |   |   |
|   |   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |   |
|   |   | 4.3                |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Conduct pilot      |                        |   | Priority 9     |   |   |
|   |   | evaluation studies |                        |   |                |   |   |
|   |   | / Evaluate Action  |                        |   |                |   |   |
|   |   | Plan.              |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Conduct Pilot      |                        |   | Task Leaders   |   |   |
|   |   | Evaluation         |                        |   |                |   |   |
|   |   | Projects/Evaluate  |                        |   | *WASO I&E*     |   |   |
|   |   | Action Plan:       |                        |   |                |   |   |
|   |   | Select a variety   |                        |   | *NEC*          |   |   |
|   |   | of "indicator      |                        |   |                |   |   |
|   |   | programs" that     |                        |   | *NIAC*         |   |   |
|   |   | represent          |                        |   |                |   |   |
|   |   | different          |                        |   |                |   |   |
|   |   | interpretation and |                        |   |                |   |   |
|   |   | education          |                        |   |                |   |   |
|   |   | disciplines (e.g.: |                        |   |                |   |   |
|   |   | media; personal    |                        |   |                |   |   |
|   |   | services;          |                        |   |                |   |   |
|   |   | curriculum-based   |                        |   |                |   |   |
|   |   | programs;          |                        |   |                |   |   |
|   |   | interpretive       |                        |   |                |   |   |
|   |   | training; informal |                        |   |                |   |   |
|   |   | interpretation;    |                        |   |                |   |   |
|   |   | interpretive       |                        |   |                |   |   |
|   |   | planning;          |                        |   |                |   |   |
|   |   | community          |                        |   |                |   |   |
|   |   | engagement;        |                        |   |                |   |   |
|   |   | teacher            |                        |   |                |   |   |
|   |   | professional       |                        |   |                |   |   |
|   |   | development;       |                        |   |                |   |   |
|   |   | web-based          |                        |   |                |   |   |
|   |   | interpretation;    |                        |   |                |   |   |
|   |   | information and    |                        |   |                |   |   |
|   |   | orientation) and   |                        |   |                |   |   |
|   |   | conduct            |                        |   |                |   |   |
|   |   | approximately      |                        |   |                |   |   |
|   |   | three pilot        |                        |   |                |   |   |
|   |   | evaluations to     |                        |   |                |   |   |
|   |   | inform development |                        |   |                |   |   |
|   |   | of standards,      |                        |   |                |   |   |
|   |   | training modules,  |                        |   |                |   |   |
|   |   | and guide          |                        |   |                |   |   |
|   |   | programmatic       |                        |   |                |   |   |
|   |   | improvements. Work |                        |   |                |   |   |
|   |   | with Evaluation    |                        |   |                |   |   |
|   |   | Coordinator and    |                        |   |                |   |   |
|   |   | Consultants to     |                        |   |                |   |   |
|   |   | evaluate progress  |                        |   |                |   |   |
|   |   | on Action Plan.    |                        |   |                |   |   |
|   |   |                    |                        |   |                |   |   |
|   |   | -   Work with      |                        |   |                |   |   |
|   |   |     universities   |                        |   |                |   |   |
|   |   |     and evaluation |                        |   |                |   |   |
|   |   |     professionals  |                        |   |                |   |   |
|   |   |     to conduct     |                        |   |                |   |   |
|   |   |     three pilot    |                        |   |                |   |   |
|   |   |     studies and    |                        |   |                |   |   |
|   |   |     evaluate the   |                        |   |                |   |   |
|   |   |     Action Plan.   |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | ***Note. In        |                        |   |                |   |   |
|   |   | October 2006, Task |                        |   |                |   |   |
|   |   | 4.1 (a             |                        |   |                |   |   |
|   |   | prerequisite task  |                        |   |                |   |   |
|   |   | to 4.3) was        |                        |   |                |   |   |
|   |   | successfully       |                        |   |                |   |   |
|   |   | accomplished.***   |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Task 4.1 / Convene |                        |   |                |   |   |
|   |   | Evaluation Summit  |                        |   |                |   |   |
|   |   | at Denver          |                        |   |                |   |   |
|   |   | University.        |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Convene an         |                        |   |                |   |   |
|   |   | "evaluation        |                        |   |                |   |   |
|   |   | summit" with the   |                        |   |                |   |   |
|   |   | NPS Advisory Board |                        |   |                |   |   |
|   |   | to validate the    |                        |   |                |   |   |
|   |   | draft Servicewide  |                        |   |                |   |   |
|   |   | Interpretation and |                        |   |                |   |   |
|   |   | Education          |                        |   |                |   |   |
|   |   | Evaluation         |                        |   |                |   |   |
|   |   | Strategy with      |                        |   |                |   |   |
|   |   | outside experts    |                        |   |                |   |   |
|   |   | and NPS leaders.   |                        |   |                |   |   |
|   |   | (The National      |                        |   |                |   |   |
|   |   | Education Council  |                        |   |                |   |   |
|   |   | has drafted the    |                        |   |                |   |   |
|   |   | strategy).         |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

####### Evaluation

Use projects already in progress or potential projects that already have
funding.

Evaluate success of interpretive (informal as being beyond good customer
service; i.e. SFASU-Dinosaur).

Pilots should be projects that will benefit many parks not just one.

Compile list of projects already complete (abstracts), so we don't have
to reinvent the wheel (online site list), and disseminate.

What academic knowledge is available? Where to "get help."

New position needs to evaluate action plan. (Michael Duffin, Julia,
David?)

Auditing partners, VIPs (how make consistent? is it feasible? Use web
training?) (1.1, 1.3, 3.1)

Educate everyone (mgmt) about qualitative & quantitative evaluation.
DEFINE for everyone.

What does mgmt need to know to make decisions (define outcomes).

Pilot projects:

-   informal interpretation;

-   on-site training & coaching (seasonal training) -- consistency; tool
    for measuring effectiveness of training & coaching (get baseline
    data; include in an evaluation toolkit);

-   "interpretive yardstick" measures "connections"
    (experiential/spiritual/emotional/intellectual);

-   what would be most effective way to reach short time visitors on
    their way to somewhere else;

-   curriculum-based education;

-   formal interpretation;

-   media;

-   web research.

####### How do we develop the culture?

Identify ways that using evaluation will benefit parks.

-   scorecards

Get outcomes and apply data to improve programs.

You won't always get the information that you expect.

\*\*Identify range of options available to conduct evaluation.

\*\*Create common set of instruments (questions) to evaluate in all
parks (i.e. integrate common questions that are asked during the Junior
Ranger process).

Recognize the importance of IDP as evaluation tool.

Compile comprehensive list of educational instruments and professionals
that can perform evaluation."

Add sub-board to "In Touch" on evaluation research (have NAI do this for
us?)

Give people permission to experiment -- to take risks (even if they
fail).

Compile comprehensive list of educational instruments and professionals
that can perform evaluation. Identify which can be generally applied or
must be specifically used in one location.

Overcome "barriers" (how to integrate easily & reward it; show
benefits).

Do a session at the Supt Cluster meetings.

Provide this information to other divisions so they will be doing "good
interpretation" and other functions.

Identify places where evaluation has worked and benefited a park.

Train park managers "What success in interpretation really is."

Identify MIR evaluation projects:

-   Stephen F. Austin "Visitor Voices";

-   Jacob's education -- funded;

-   Brad's Alaska project .

Connect with universities that might have students available (Census) to
do this work.

Make money available to "jump right in." Don't wait for pilot projects
"Evaluation Fund." Will "Pilots" benefit me?

Identified "subjects" aren't meeting the "strategic goals" of this
action plan. Too "program specific." Ask bigger "big" questions.

Pilots should be large and overarching.

Also need small project tools that people can use right now.

Make evaluation a requirement for projects -- w/ criteria, policy?

Education needs to happen first before "pilot." Are we "jumping the
gun?"

Tools available that don't need OMB approval:

-   stuff can be used now;

-   bigger study OMB approval;

-   resource people to help develop individual projects .

Educate about "front-end, formative, and summative."

Rewards -- have tiers -- 1^st^ tier "you did it"; 2^nd^ tier "how can
you improve."

Educate managers about the value of "qualitative" information.

Do we really need to quantify everything we do? Maybe enough to "catch
up" with other divisions.

Checklists to evaluate our own products.

Refer to "Logic Model" in Interpretation. And Ed. Evaluation p. 8 in
developing "pilots."

How hard a "sell" is evaluation?

Evaluation is something a lot of us already do. Is the problem really a
problem of "terminology" or using funds for evaluation rather than
"building structure"?

How will the pilot projects be used? What is the value? Is this for "buy
in"? Or are there other ways evaluation could be "sold"? Are there
already projects that could be used as "pilots"?

Needed now:

-   funds;

-   ideas;

-   three part document;

-   Tools

    -   Self-evaluation checklist;

    -   Peer evaluation checklist;

    -   Time.

How much does evaluation cost? How do we find out? How do we start?

What can I ask a visitor? When do call OMB? When can I do things myself?

How are pilot park projects selected? How can I get involved?

Evaluate connections being made by various "audiences" through various
venues -- on-site, schools, others.

More questions:

-   Why are people coming?

-   How can we help them have more meaningful experience?

-   What are long term impacts of visitor visit or education program --
    how well have we infused "the message" after 10-20 years?

-   What are visitor (including non-users) expectations?

-   What would they like?

+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | **[^Ta             | [pre                   |   |                |   |   |
|   |   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |   |
|   |   | 5.2                |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Develop migration  |                        |   | Priority 11    |   |   |
|   |   | strategy for MIDS; |                        |   |                |   |   |
|   |   | implement pilot    |                        |   |                |   |   |
|   |   | migration projects |                        |   |                |   |   |
|   |   | in three parks.    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Migrate the Media  |                        |   | Task Leaders   |   |   |
|   |   | Inventory Database |                        |   |                |   |   |
|   |   | System (MIDS) for  |                        |   | *WASO I&E*     |   |   |
|   |   | interpretive       |                        |   |                |   |   |
|   |   | exhibits to the    |                        |   | *WASO IT*      |   |   |
|   |   | Facility           |                        |   |                |   |   |
|   |   | Management         |                        |   | *WASO Facility |   |   |
|   |   | Software System    |                        |   | Management*    |   |   |
|   |   | (FMSS).            |                        |   |                |   |   |
|   |   | Interpretive       |                        |   | *NIAC*         |   |   |
|   |   | exhibits are       |                        |   |                |   |   |
|   |   | facility assets    |                        |   |                |   |   |
|   |   | and should be      |                        |   |                |   |   |
|   |   | incorporated into  |                        |   |                |   |   |
|   |   | FMSS. The          |                        |   |                |   |   |
|   |   | migration process  |                        |   |                |   |   |
|   |   | should include an  |                        |   |                |   |   |
|   |   | updated inventory  |                        |   |                |   |   |
|   |   | and condition      |                        |   |                |   |   |
|   |   | assessment of all  |                        |   |                |   |   |
|   |   | interpretive       |                        |   |                |   |   |
|   |   | exhibits.          |                        |   |                |   |   |
|   |   | Deficiencies will  |                        |   |                |   |   |
|   |   | be prioritized and |                        |   |                |   |   |
|   |   | linked to the      |                        |   |                |   |   |
|   |   | Project Management |                        |   |                |   |   |
|   |   | Information System |                        |   |                |   |   |
|   |   | for future funding |                        |   |                |   |   |
|   |   | consideration.     |                        |   |                |   |   |
|   |   |                    |                        |   |                |   |   |
|   |   | -   Convene a      |                        |   |                |   |   |
|   |   |     working group  |                        |   |                |   |   |
|   |   |     to develop a   |                        |   |                |   |   |
|   |   |     migration      |                        |   |                |   |   |
|   |   |     strategy;      |                        |   |                |   |   |
|   |   |     implement      |                        |   |                |   |   |
|   |   |     pilot          |                        |   |                |   |   |
|   |   |     migration      |                        |   |                |   |   |
|   |   |     projects in    |                        |   |                |   |   |
|   |   |     three parks.   |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+

BREAKOUT-GROUP DISCUSSION

New, more descriptive title: Develop strategy for moving from MIDS to
FMSS

FMSS expertise provided by Jim Gajkowski, SOAR.

**MIDS: Media Inventory Database System**

Media categories: Waysides, AV, publications

Lists their condition:

Physical condition;

Content (interpretive) condition:

> Age, accuracy, accessibility, effectiveness, significance,
> interpretive value, safety, linked to evaluation;

Deals with replacement.

**FMSS: Facility Management Software System**

Inventory of physical assets: buildings, trails.

Lists deficiencies.

Tracks resources expended on them:

Money, labor, equipment supplies;

Work orders:

What to do;

What you want to do.

Facility Condition Index (FCI): ratio of deferred maintenance divided by
current replacement value

-   0 to .1: good

-   .1 +: getting worse

Asset Priority Index (API): indication of its importance to the
significance to the park (Helps allocate money.).

**Pros & Cons of Each**

FMSS concerned with physical condition.

MIDS concerned with physical and interpretive condition (interpretation
would tolerate a lower FCI).

FMSS concerned with replacement value.

Interpretation: how do you replace an historic asset?

**Value of Emigrating from MIDS to FMSS**

See no insurmountable technical reasons why we can't do it.

Use this credible system to acquire funding for deficiencies and new
projects: Gives us a credible ask.

Useful to HFC.

Can generate interpretation work orders and track money and effort.

Has quality assurance/quality control data validation.

Easier access to information.

Can be used with API.

Can show where to better spend money.

**Tasks to Accomplish**

Define interpretive media.

Create new benchmarks to describe interpretation assets\*:

Condition based on its interpretive value;

Create a hierarchy of information.

Adjust the physical computer system.

Who: FMSS people and interpreters.

Adjust API too.

Train the new users\*.

Do all this without screwing up what maintenance already has in FMSS.

(\*Developing a new business practice.)

**Issues**

We need to define the language we use wisely.

We can't let maintenance do the work or mess up what they already have.

What new media will we have in the future (planned asset section in
FMSS)?

Keep it updated (we don't have websites on MIDS, much less pod casts).

Tie FMSS to all interpretation planning from the beginning.

Do it right the first time.

Dump data from MIDS to FMSS.

Option for digital photos.

Convergence is the name of the game.

Not FMSS but POMSS (park operations management software system).

PLENARY REPORT & DISCUSSION

Should we integrate personal services into FMSS?

Employees' time is charged against work orders.

MIDS is not connected to any money.

Is FMSS flexible enough to accommodate MIDS info?

Tap FMSS trainers to modify the system.

E-courses on FMSS are available now.

IMR projects not going ahead now due to lack of FMSS numbers.

Internal policies are conflicted.

Exhibits as assts or features of a visitor center or trail? (Jim G
prefers asset).

Need to create an ICI: Interpretive Condition Index.

Need ASO to bump this up as a priority---we need to be in position now
to take advantage of this money.

+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | **[^Ta             | [pre                   |   |                |   |   |
|   |   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |   |
|   |   | 6.1                |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Establish a        |                        |   | Priority 10    |   |   |
|   |   | Technology         |                        |   |                |   |   |
|   |   | Innovation Fund.   |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Establish a        |                        |   | Task Leaders   |   |   |
|   |   | Technology         |                        |   |                |   |   |
|   |   | Innovation Fund    |                        |   | *WASO I&E*     |   |   |
|   |   | that would provide |                        |   |                |   |   |
|   |   | grants for         |                        |   | *WASO          |   |   |
|   |   | stimulating,       |                        |   | Information    |   |   |
|   |   | evaluating, and    |                        |   | Technology     |   |   |
|   |   | sharing the use of |                        |   | (WASO IT)*     |   |   |
|   |   | new technologies   |                        |   |                |   |   |
|   |   | that make parks    |                        |   | *NEC*          |   |   |
|   |   | accessible, fun,   |                        |   |                |   |   |
|   |   | and educational.   |                        |   | *Harpers Ferry |   |   |
|   |   | Emphasis will be   |                        |   | Center (HFC)*  |   |   |
|   |   | placed on          |                        |   |                |   |   |
|   |   | interactive        |                        |   | *NIAC*         |   |   |
|   |   | technology that    |                        |   |                |   |   |
|   |   | efficiently and    |                        |   |                |   |   |
|   |   | effectively        |                        |   |                |   |   |
|   |   | reaches broad and  |                        |   |                |   |   |
|   |   | diverse audiences. |                        |   |                |   |   |
|   |   |                    |                        |   |                |   |   |
|   |   | -   Establish a    |                        |   |                |   |   |
|   |   |     Technology     |                        |   |                |   |   |
|   |   |     Innovation     |                        |   |                |   |   |
|   |   |     Fund.          |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

####### Group Sense

Develop and sustain funding to provide equipment, talent and training in
innovative technology use in parks, for park constituents.

####### How it will affect operations

Increase accessibility.

Increase effectiveness and efficiency.

Provide rich experiences for underserved audiences.

####### Questions and Issues

Are there standards for technology in every park (like fee cash
registers)?

Should not be the same stuff at all parks:

-   Visitor fatigue;

-   Not everything fits.

Should there be an IMR pot of money from the national fund?

Will there be commercialization/advertising?

Can we pilot projects in "same-themed" parks?

Need to fix CMS, probable templates in Dreamweaver:

-   Fill in the blanks templates needed;

-   By dumbing down the interface, we made the software harder to
    accomplish easy tasks;

-   There are no commercially available classes, or books like
    Dreamweaver/Fireworks/Flash -- we had instructors.

Where should the Technology position be?

-   Could Servicewide position be located elsewhere than WASO?

-   Do we need a position for IMR?

HFC's role?

-   Develop a library of copyright free media (music, sounds, images).

-   Our knowledge center for intellectual property rights, copyrights.

-   Central knowledge of accessibility issues, Section 508.

More money should be used to fund parks, not central infrastructure, so
that parks may buy and upgrade equipment.

Fewer parks experimenting with technology reduces risk/loss if
technology doesn't work.

Pitfalls:

-   Individual and maverick ideas;

-   How do we keep the knowledge growing and updated?

-   Most talented individual leaves;

-   Innovation doesn't have a PMIS 5-year plan (can't predict technology
    that far);

-   Do not develop a depot (buying a lot of equipment, does not save us
    money);

-   Visitors have raised expectations and more inequity between parks.

####### Actions

Need to brainstorm ideas for use in all parks.

Use PMIS for applying for grants.

Need recommendations with options:

-   Slides to PowerPoint;

-   Options need to updated and changeable.

Should provide free training of the options, and fund travel for all
participants.

Money for service contract or provide core ops positions/funding for
another park to help.

Develop criteria for grant selection:

-   Sustainability;

-   Projects are relative to visitors (# affected, impact of
    efficiency);

-   What will you do to help other parks?

-   Who will do the work (have staff/talent or contract)?

-   New/unique idea;

-   New or previously underserved audiences (found by statistics);

-   Provides accessibility;

-   Can share with other parks;

-   Identifies matching funds.

Identify pilot parks for the Service.

Technology online training courses.

Develop a list or links of "Best Practices" examples.

Need to evaluate what we have.

Develop a project/idea database to share with all.

Need an inventory/snapshot of what we have.

Develop an option database/shopping list with 5-star reviews (as used in
epinions, cNet,

Amazon websites) to rate and evaluate equipment.

Fund hardware that parks need.

Develop corporate/academic discount pricing on hardware and software.

List central contracts with options (unlike the Bunting Graphics sign
contract).

Use contract/Co-op services like CESUs for talent/skills.

Develop common seasonal rating criteria (screen outs) for hiring
technology skills including ratings for design submissions in awards or
peer acknowledgement programs.

Develop a "Circuit Geeks" team, with detail salary and travel:

-   Help planning technology in parks;

-   Provide help in PMIS project writing;

-   Provide consultant service/advice;

-   Provide training;

-   Install/test products/service and repair.

Project proposals include travel or a person to do the work.

Fund term positions.

Rate projects with a rating panel.

Provide technology workshop funding.

Need training in parks for all personnel.

Develop a Skills Team.

-   Fund travel and fix the travel ceiling problem.

-   Provide setups/repair and troubleshoot problems.

-   Provide training.

Fund details for existing employees.

Make training FREE for all participants.

Buy technology incentive equipment (dig cams) for participants of
classes.

Develop standards for what the fund can and cannot be used for (e.g. no
office equipment).

-   Must be a direct relationship to the visitor.

Find out what technology is out there -- not presently used in NPS.

Develop recommendations on equipment and popular interpretive media.

####### Other tasks connected

Developing a change management plan (change our way of thinking about
audiences and use of interpretive technology).

Training (Professional Development).

Technology Position in Washington.

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 6.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Expand "Exploring  |                        |   | Priority 17    |   |
|   | the Real Thing."   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Expand *Exploring  |                        |   | Task Leaders   |   |
|   | the Real Thing*    |                        |   |                |   |
|   | Curriculum-Based   |                        |   | *WASO I&E*     |   |
|   | Education Program  |                        |   |                |   |
|   | Website to reach   |                        |   | *Northeast     |   |
|   | teachers in every  |                        |   | Regional       |   |
|   | state.             |                        |   | Office of      |   |
|   |                    |                        |   | Interpretation |   |
|   | -   Populate       |                        |   | and Education  |   |
|   |     database and   |                        |   | (NER I&E)*     |   |
|   |     develop CDs    |                        |   |                |   |
|   |     for every      |                        |   |                |   |
|   |     state and      |                        |   |                |   |
|   |     territory.     |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 6.4                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create an          |                        |   | Priority 12    |   |
|   | Education Portal   |                        |   |                |   |
|   | for *NPS.gov*.     |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create an          |                        |   | Task Leaders   |   |
|   | Education Portal   |                        |   |                |   |
|   | for *NPS.gov* that |                        |   | *WASO I&E*     |   |
|   | provides           |                        |   |                |   |
|   | information on     |                        |   | *WASO IT*      |   |
|   | park education     |                        |   |                |   |
|   | programs and       |                        |   |                |   |
|   | services and       |                        |   |                |   |
|   | conforms to the    |                        |   |                |   |
|   | new content        |                        |   |                |   |
|   | management system. |                        |   |                |   |
|   | Visitors to the    |                        |   |                |   |
|   | page can search    |                        |   |                |   |
|   | "For Teachers,"    |                        |   |                |   |
|   | "For Students,"    |                        |   |                |   |
|   | and "For           |                        |   |                |   |
|   | Families." The     |                        |   |                |   |
|   | site will link to  |                        |   |                |   |
|   | all distance       |                        |   |                |   |
|   | learning           |                        |   |                |   |
|   | opportunities, to  |                        |   |                |   |
|   | Junior and         |                        |   |                |   |
|   | *WebRangers*       |                        |   |                |   |
|   | programs, and      |                        |   |                |   |
|   | *Exploring the     |                        |   |                |   |
|   | Real Thing*.       |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Create         |                        |   |                |   |
|   |     Education      |                        |   |                |   |
|   |     Portal.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

*Note: Although the breakout groups for tasks 6.3 and 6.4 were
originally planned to function independently from each other in the
workshop, the participants determined that these tasks are intertwined
to the extent that it made more sense to hold the breakout groups in
common. These notes represent the combined group. (The breakout group
for task 6.5 also participated somewhat in the combined 6.3-4 group
meetings.)*

6.3 Education Web Portal, 6.4 Exploring the Real Thing, 6.5 Web Rangers.

Scope: Formal and informal education opportunities including summer
programs.

Audience: Anyone with an education goal. All Ages: pre-K through
university, scouts, home school, Jr. Rangers, families, NPS staff.

Ideas: include content search: key words and topics.

Action: This is easy and should be \*HIGH PRIORITY\*:

-   Develop scope of work;

-   Create Portal design group to:

    -   Look at Wording\\nomenclature, content, consistency, CMS, learn
        NPS (new terms?);

    -   Expand current links (see flow chart ideas);

    -   Clean up and add links, sequence, direction ;

    -   link to ERT, expand nationally ;

-   Contract development;

-   Work with "paper thin"/CNS/ through Wendy Davis and Tom Davies;

-   Discuss on Wendy's monthly round table phone chats;

-   Focus groups \*high priority.

Benefits: (mostly about ERT)

-   Managed by contractor -- validates info, edits, posts final copy.

-   Park friendly.

-   Standard design for all parks.

-   Program based.

-   Administrative information is embedded, could be used for asset
    mapping, facilities, staffing, etc.

-   Timing with the NPS CMS updates and change over is good.

-   Rangers can use it to find and contact each other.

-   ERT has done formative evaluation.

-   Can link parks and partners.

Challenges:

-   Needs a new scope of work;

-   Regional coordination will be needed to make sure parks submit and
    update site;

-   ERT contract to make it nationwide will cost money and may have to
    be bid out;

-   "Findability" issues, how to manage search engines;

-   Parks may not have skills to post (although it is easy);

-   Date management for seasonal offerings, will have to be changed or
    scripted to drop off after the date ;

-   Accessibility issues;

-   How to logically arrange all the links to all the existing
    information and programs;

-   Marketing;

-   Meta data organization;

-   Evaluation? End piece, focus group?

Plenary discussion and questions:

-   Searchability of portal: How do teachers find it?

-   Findability and marketing?

-   Expanding ERT.

-   Contact/bring in resource management networks (Sonoran Desert) who
    are also trying to capture information for education purposes and
    designing web pages to serve this info. May be able to help with
    programmers, designers, etc.

-   Can we get children into park via the web? VIP projects, work,
    mentoring.

-   Outreach efforts, maybe a traveling exhibit, rack cards, etc.

-   Does the need to have the Education Portal out weigh the need to
    expand WebRangers?

-   Learn NPS may be the first to convert to CMS.

The following flowchart shows our concept of how the portal might look
and the content areas. We realize that the nomenclature will need to be
worked out, this is just to give an idea. Some of the content areas
under "Teachers and Home Schoolers" are actually search topics that
would need to be added to the ERT site.

With regards to the ERT site, we discussed establishing a new database
to cover the service, or attempt to modify ERT to serve the service. We
felt it would be easier and less costly to modify ERT.

Exploring the Real Thing \-- http://www.nps.gov/ERT/.

Designed on contract which could be extended to include new scope.

Audience: curriculum based education groups.

Field trip search based on fields selected by the teacher.

Actions:

-   Add to web portal;

-   Kathy Tevyah - Talk to contractor, assess the potential and expense
    involved in expanding nation wide and adding to the content and
    choices, write scope of work;

-   Look at menus;

-   Include: field trips, teacher workshops, institutes;

-   Links back to DOE, Professional organizations (NSTA, NAAEE, NAI,
    AAE, etc.), park pages, (partners, related programs, could be on
    park page), state and national standards;

-   park is responsible for entering and maintaining their page.

+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | **[^Ta             | [pre                   |   |                |   |   |
|   |   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |   |
|   |   | 6.5                |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Expand             |                        |   | Priority 8     |   |   |
|   |   | *WebRangers*       |                        |   |                |   |   |
|   |   | Online Junior      |                        |   |                |   |   |
|   |   | Ranger Program.    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   | Enhance and Expand |                        |   | Task Leaders   |   |   |
|   |   | *Webrangers* ---   |                        |   |                |   |   |
|   |   | Online Junior      |                        |   | *WASO I&E*     |   |   |
|   |   | Ranger Program.    |                        |   |                |   |   |
|   |   | This site engages  |                        |   |                |   |   |
|   |   | children and       |                        |   |                |   |   |
|   |   | families in        |                        |   |                |   |   |
|   |   | exciting           |                        |   |                |   |   |
|   |   | park-based Junior  |                        |   |                |   |   |
|   |   | Ranger activities  |                        |   |                |   |   |
|   |   | relating to the    |                        |   |                |   |   |
|   |   | work of the NPS.   |                        |   |                |   |   |
|   |   | The site is        |                        |   |                |   |   |
|   |   | created and        |                        |   |                |   |   |
|   |   | enhanced through a |                        |   |                |   |   |
|   |   | design             |                        |   |                |   |   |
|   |   | collaboration with |                        |   |                |   |   |
|   |   | children and the   |                        |   |                |   |   |
|   |   | University of      |                        |   |                |   |   |
|   |   | Maryland.          |                        |   |                |   |   |
|   |   |                    |                        |   |                |   |   |
|   |   | -   Expand         |                        |   |                |   |   |
|   |   |     *WebRangers*   |                        |   |                |   |   |
|   |   |     Online Junior  |                        |   |                |   |   |
|   |   |     Ranger         |                        |   |                |   |   |
|   |   |     Program.       |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+
|   |   |                    |                        |   |                |   |   |
+---+---+--------------------+------------------------+---+----------------+---+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

Note: The breakout groups for 6.5 also met with the breakout groups for
tasks 6.3 and 6.4 for part of the time.

Connection to earning a tangible item via web, mail it to them? Not just
a card or certificate.

Is this going to be tied to technology innovation fund? To fund
continuing development?

What is the criteria for a park to get activities on WebRanger?

Accessibility?

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 7.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Analyze existing   |                        |   | Priority 13    |   |
|   | research in        |                        |   |                |   |
|   | visitation trends  |                        |   |                |   |
|   | and engaging       |                        |   |                |   |
|   | ethnic minority    |                        |   |                |   |
|   | audiences.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Analyze existing   |                        |   | Task Leaders   |   |
|   | research in        |                        |   |                |   |
|   | visitation trends  |                        |   | *WASO Social   |   |
|   | and engaging       |                        |   | Science        |   |
|   | ethnic minority    |                        |   | Research*      |   |
|   | audiences. Extract |                        |   |                |   |
|   | best practices and |                        |   | *WASO I&E*     |   |
|   | new approaches for |                        |   |                |   |
|   | engaging new       |                        |   | *NEC*          |   |
|   | audiences.         |                        |   |                |   |
|   | Disseminate        |                        |   | *NIAC*         |   |
|   | findings to the    |                        |   |                |   |
|   | field through      |                        |   |                |   |
|   | training,          |                        |   |                |   |
|   | guidance, and      |                        |   |                |   |
|   | pilot              |                        |   |                |   |
|   | demonstration      |                        |   |                |   |
|   | projects.          |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Engage NPS     |                        |   |                |   |
|   |     workgroup,     |                        |   |                |   |
|   |     partners, and  |                        |   |                |   |
|   |     cultural       |                        |   |                |   |
|   |     competence     |                        |   |                |   |
|   |     experts in     |                        |   |                |   |
|   |     analysis and   |                        |   |                |   |
|   |                    |                        |   |                |   |
|   |    recommendations |                        |   |                |   |
|   |     for the field; |                        |   |                |   |
|   |     begin testing  |                        |   |                |   |
|   |     and evaluating |                        |   |                |   |
|   |     methods.       |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

**Breakout Group Results - Task 7.1**

-   Analyze existing research in visitation trends and engaging ethnic
    minority audiences.

-   Extract best practices and new approaches for engaging new
    audiences.

-   Disseminate findings to the field through training, guidance, and
    pilot demonstration projects.

-   Engage NPS workgroups, partners, and Cultural Competence experts in
    analysis and recommendations for the field; begin testing and
    evaluating methods.

####### Breakout Group Goals

####### Establish a Sense of what the group understand the task to be

1\. **This task is actually a huge set of tasks** **connected to larger
issues**, which in some parks, have yet to be fully explored, discussed,
or dealt with. Clearly, **outreach is essential**.

2\. **Many issues related to this task are connected to local gateway
communities** and parks will need to work with these communities in
order to craft meaningful, long-range solutions.

3\. **IMR parks need access to useful, pertinent, and focused social
science data that relates directly to serving diverse audiences** in our
work in the national parks.

4\. In order for America's national parks to succeed and survive, **we
must work urgently and thoughtfully to create a sense of relevancy and
connection between national parks and who Americans are
[now]{.underline}** and **[who they are likely to be in the 21^st^
century.]{.underline}**

5\. **The potential positive impact of ethnic media** on reaching
underserved audiences **is likely to be huge**.

6\. How can parks connect with urban communities at some **distance**
from the park itself? At the same time, connecting with underserved
ethnic groups can be a very **local** issue, i.e., the Blackfeet people
and Glacier National Park.

7\. There is a lot more we need to know about why some people visit
parks and why other people do not visit parks.

**[Brainstorm how the task will affect operations]{.underline}**

1\. While crucial to Interpretation, the issues raised by **this task
affect virtually every aspect of park operations, regardless of division
or function. This task will intersect with nearly every other task group
as well.**

2\. **Training, especially in "Cultural Competencies," will be
particularly important in making achieving the desired outcomes of this
task;** moreover, this training will need to be shared by most, if not
all, of the divisions in a national park area.

####### Raise Questions and Issues

1\. **How can we keep this task "Real" in terms of the role of
Interpretation?**

2\. **Park use patterns related to age may be every bit as much of a
challenge as park use patterns related to ethnicity.** Culture and
ethnicity are not always the same thing.

3\. In addition to issues of socio-economic ability to visit national
parks, **there are many issues related to emotional memory, cultural
history, learning styles, cultural literacy, and place connectedness**.

4\. We know what the problems are, **what are the solutions?**

5\. **How can technology, including "Views" help IMR to deal with these
concerns?**

####### Brainstorm actions that are likely to be needed to begin and accomplish the task

1\. There needs to be some function that will allow **park interpreters
and interpretive managers to learn more about these complex issues while
at the same time be part of crafting the solutions to these issues.**

2\. There needs to be a **park partnership** function that allows
national parks in urban areas to become familiar with and promote
national parks in rural and remote areas and vice versa, in order for
**all Americans to connect with more national park sites and the
heritage that they represent.**

3\. How can the recruitment, supervision, development, and retention of
**diverse employees** assist us in the task of **making national parks
more relevant?**

# Brainstorm which other tasks this task needs to be connected with

1\. The issues raised by **this task need to be connected to virtually
every other task related to the Interpretation and Educational
Renaissance Action Plan.**

####### Breakout Session Outcomes

-   Analyze existing research in visitation trends and engaging ethnic
    minority audiences.

1\. **Create a trained IMR Diversity Task Force** using the "Tipping
Point" Leadership Model **that will assist IMR parks in** connecting
with previously underserved audiences through a variety of tasks
including **analyzing existing research in visitation trends for
engaging ethnic minority audiences**.

The IMR Diversity Task Force would serve as **a clearing house and focal
point for diversity and relevance issues as they relate to
interpretation, marketing, ethnic community and media outreach, and the
Interpretation and Educational Renaissance Action Plan.**

The Task Force will **engage new and existing partners in working
towards universal access to national parks**.

Members of the Task Force will create and maintain relevance in
Interpretation by:

> Connecting directly with the Evaluation Task Group to ensure that
> interpretive **evaluation is inclusive**;
>
> **Supporting and encouraging informal diversity dialogue and learning
> at all levels**, and specifically in parks through "Brown Bag Lunch"
> learning programs and "Study Circles";
>
> **Supporting and encouraging improved diversity training** in parks
> through "new model" diversity training courses, many of which are
> already completed and available at little or no cost;
>
> Ensuring that **disability is seen as a part of diversity** and
> relevance;
>
> Reaching out to previously underserved audiences through new
> approaches in outreach programs including **working with
> diverse-serving professional teacher organizations, ethnic media
> outlets, teachers from diverse-serving schools, and communities;**

**2. Establishing clear and understandable Cultural Competencies for
Interpretation and creating training in those competencies for
interpreters in the Region, including park partners,** and;

> Ensuring that **Interpretation is connected to the opportunities**
> represented by the NPS Strategic Recruiting Plan and the work being
> done by the IMR Office of Workforce Enhancement.

-   Extract best practices and new approaches for engaging new
    audiences.

> 1\. **Create a trained IMR Diversity Task Force** using the "Tipping
> Point" Leadership Model **that will assist IMR parks in connecting
> with** previously underserved audiences through a variety of tasks
> including disseminating findings to the field through training,
> guidance, and pilot demonstration projects, **best practices and new
> approaches for engaging new audiences**.

-   Disseminate findings to the field through training, guidance, and
    pilot demonstration projects.

3\. **Create a dedicated IMR Web Site** that would disseminate findings
to the field through **training, guidance, and pilot demonstration
projects**, **best practices and new approaches for engaging new
audiences.**

The Web Site will provide ready **access to Social Science research,
demographics, and NPS workforce statistics** and will **allow the NPS to
drive the direction of new Social Science research to ask questions NPS
managers want answers to**.

The Web Site will also post the results of evaluation projects related
to engaging diverse audiences and cultural responses to programs as
opposed to only analyzing content retention results.

The site will post results from a widely distributed survey that will
ask Americans the questions:

-   What is your perception of the national parks?

-   What is your perception of the National Park Service?

-   What do you and your family/community want from your national parks?

-   What about national parks are important to you?

-   Engage NPS workgroups, partners, and Cultural Competence experts in
    analysis and recommendations for the field; begin testing and
    evaluating methods.

4\. **Develop and fund an "Urban-Rural Park Partnership Program"** that
would allow national park staff in urban areas to become familiar with
and promote national parks in rural and remote areas and national park
staff in rural and remote areas to become familiar with and promote
national parks in urban areas, **in order that all Americans can better
connect with more national park sites and the heritage that they
represent**.

This program might be based on the model established by the "City Year"
program, and would create **special programs for specific audiences to
bring more Americans to more national parks.**

Focusing on underserved socio-economic and ethnic groups, this program
will **use new and existing partnerships to develop culturally
recognizable programs and materials** that will assist urban dwelling
Americans in appreciating how close, how available, and how accessible
national parks are to them.

The program would also **develop and field test curricula for
diverse-serving school teachers.**

The program would also **use appropriate "Culture Heroes" to market the
national parks to urban, rural, ethnic, and tribal audiences** who might
otherwise not have known much about them.

1\. **Create a trained IMR Diversity Task Force** **that will begin
testing and evaluating methods.**

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [pre                   |   |                |   |
|   | sk^]{.smallcaps}** | sentation]{.smallcaps} |   |                |   |
|   | 9.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Prepare Change     |                        |   | Priority 7     |   |
|   | Management Plan    |                        |   |                |   |
|   | with consultants.  |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop a Change   |                        |   | Task Leaders   |   |
|   | Management Plan in |                        |   |                |   |
|   | consultation with  |                        |   | *NEC*          |   |
|   | communication and  |                        |   |                |   |
|   | organizational     |                        |   | *WASO I&E*     |   |
|   | development        |                        |   |                |   |
|   | consultants to     |                        |   | *Human Capital |   |
|   | help implement the |                        |   | Directorate*   |   |
|   | Action Plan and    |                        |   |                |   |
|   | support effective  |                        |   | *NIAC*         |   |
|   | organization       |                        |   |                |   |
|   | change.            |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Prepare and    |                        |   |                |   |
|   |     Refine Change  |                        |   |                |   |
|   |     Management     |                        |   |                |   |
|   |     Plan with      |                        |   |                |   |
|   |     Consultants.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

BREAKOUT-GROUP DISCUSSION

and

PLENARY REPORT & DISCUSSION

####### Group Sense

A change management plan is happening at the national level. Group feels
a piece of this should occur at the regional level. It would address a
broad IMR audience (Interpretive leaders, field interpreters,
superintendents, other divisions, partners), and would focus
specifically on human behavior of these audiences. Specifically,
people's reaction to rollout of the I & E Renaissance, buy in to the 5
tenets, and implementation of individual actions.

####### How task will affect operations

Benefits of doing this include:

-   Successful implementation of the Renaissance in the IMR;

-   Could provide useful feedback for other roll outs (other regions,
    audiences, presentations, etc.).

Downsides:

-   If successful, there could be pushback or resentment from non
    interpreters due to scarcity mentality. Also, NPS history of
    organizational change (i.e. flavor of the month) may mean we
    encounter skeptics and pushback.

####### Questions and Issues

Need information about national change management plan. (Who is
responsible? What is the status of plan development? Is there a regional
role built in?)

Questions for IMR level Plan:

Are we also preparing a separate plan?

What is our role? Who should be involved?

What training in change management is needed?

Who are the impacted audiences? What depth of awareness (of Renaissance)
do they need?

How does the Change Management Plan relate to any individual or
collective action plans or implementation plans?

How should we address resistance and fear reactions?

####### Actions needed to begin

Need to make the "business case" for change (i.e. This is needed to
personalize the I & E Renaissance at the regional level so people take
ownership.)

Other actions:

-   Define the change;

-   Build a capacity for supporting the change;

-   Assess if organization is ready;

-   Identify the approach to change we are taking;

-   Identify how we will determine readiness;

-   Develop (or tie into) Communications Plan;

-   Identify how to reinforce strategy;

-   Discuss organizational culture and how strategy affects culture.

####### Other tasks to connect to:

Task 9.1 at the national level;

All tasks being implemented in IMR -- this task is overarching.

Other groups to connect to:

Task 9.1 National leaders including NEC, WASO I & E, Human Capital
Directorate, NIAC

IMR Interpretive leadership council and other task implementing groups
at regional level, NEC's communication work group.

As roll outs begin, make it clear to superintendents and staffs how this
will help their parks.

Are there parallels in other agencies?

How can we get our staffs up to speed?

We need a communications plan and strategy.

+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
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+---+--------------------+------------------------+---+----------------+---+
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|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 1.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Redesign           |                        |   | Listed by task |   |
|   | Servicewide        |                        |   | number (no     |   |
|   | Interpretive       |                        |   | priority)      |   |
|   | Report online data |                        |   |                |   |
|   | reporting system.  |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Redesign the       |                        |   | Task Leaders   |   |
|   | Servicewide        |                        |   |                |   |
|   | Interpretive       |                        |   | *WASO I&E*     |   |
|   | Report (SIR) to    |                        |   |                |   |
|   | streamline field   |                        |   | *WASO IT*      |   |
|   | reporting          |                        |   |                |   |
|   | requirements and   |                        |   |                |   |
|   | collect            |                        |   |                |   |
|   | information        |                        |   |                |   |
|   | specific to        |                        |   |                |   |
|   | attaining          |                        |   |                |   |
|   | operating          |                        |   |                |   |
|   | standards and      |                        |   |                |   |
|   | benchmarks for     |                        |   |                |   |
|   | core functions.    |                        |   |                |   |
|   | Collected data     |                        |   |                |   |
|   | will be used to    |                        |   |                |   |
|   | measure            |                        |   |                |   |
|   | effectiveness and  |                        |   |                |   |
|   | better target      |                        |   |                |   |
|   | investment of      |                        |   |                |   |
|   | resources. Links   |                        |   |                |   |
|   | to the NPS         |                        |   |                |   |
|   | Scorecard will be  |                        |   |                |   |
|   | developed as       |                        |   |                |   |
|   | appropriate.       |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Redesign SIR   |                        |   |                |   |
|   |     online data    |                        |   |                |   |
|   |     reporting      |                        |   |                |   |
|   |     system.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 2.1                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Restore and        |                        |   | Listed by task |   |
|   | sustain            |                        |   | number (no     |   |
|   | interpretation and |                        |   | priority)      |   |
|   | education seasonal |                        |   |                |   |
|   | and permanent      |                        |   |                |   |
|   | operations         |                        |   |                |   |
|   | necessary to       |                        |   |                |   |
|   | accomplish         |                        |   |                |   |
|   | operating          |                        |   |                |   |
|   | standards.         |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Give priority to a |                        |   | Task Leaders   |   |
|   | multi-year OFS     |                        |   |                |   |
|   | program to restore |                        |   | *WASO          |   |
|   | and sustain        |                        |   | Comptroller*   |   |
|   | interpretation and |                        |   |                |   |
|   | education seasonal |                        |   | *NEC*          |   |
|   | and permanent      |                        |   |                |   |
|   | operations         |                        |   | *WASO I&E*     |   |
|   | necessary to       |                        |   |                |   |
|   | accomplish         |                        |   | *NIAC*         |   |
|   | operating          |                        |   |                |   |
|   | standards and core |                        |   |                |   |
|   | functions outlined |                        |   |                |   |
|   | in findings and    |                        |   |                |   |
|   | recommendations    |                        |   |                |   |
|   | above.             |                        |   |                |   |
|   | Considerations     |                        |   |                |   |
|   | will include       |                        |   |                |   |
|   | support for        |                        |   |                |   |
|   | efforts such as    |                        |   |                |   |
|   | Student Career     |                        |   |                |   |
|   | Experience and     |                        |   |                |   |
|   | Student Temporary  |                        |   |                |   |
|   | Employment         |                        |   |                |   |
|   | Programs (SCEP,    |                        |   |                |   |
|   | STEP) recruitment, |                        |   |                |   |
|   | living history     |                        |   |                |   |
|   | supplies and       |                        |   |                |   |
|   | equipment,         |                        |   |                |   |
|   | curriculum-based   |                        |   |                |   |
|   | education          |                        |   |                |   |
|   | programs, field    |                        |   |                |   |
|   | trip               |                        |   |                |   |
|   | transportation     |                        |   |                |   |
|   | needs, teacher     |                        |   |                |   |
|   | workshops, and     |                        |   |                |   |
|   | others. Develop a  |                        |   |                |   |
|   | mechanism for      |                        |   |                |   |
|   | accounting for use |                        |   |                |   |
|   | of allocated       |                        |   |                |   |
|   | funds, including   |                        |   |                |   |
|   | an option to       |                        |   |                |   |
|   | withdraw funds     |                        |   |                |   |
|   | where operating    |                        |   |                |   |
|   | standards are not  |                        |   |                |   |
|   | being achieved.    |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Funding        |                        |   |                |   |
|   |     request to be  |                        |   |                |   |
|   |     determined.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 7.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Twenty-First       |                        |   | Listed by task |   |
|   | Century Relevance  |                        |   | number (no     |   |
|   | Fund source for    |                        |   | priority)      |   |
|   | cultural           |                        |   |                |   |
|   | competence and     |                        |   |                |   |
|   | community          |                        |   |                |   |
|   | engagement         |                        |   |                |   |
|   | projects.          |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create a           |                        |   | Task Leaders   |   |
|   | Twenty-First       |                        |   |                |   |
|   | Century Relevance  |                        |   | *WASO I&E*     |   |
|   | Fund to engage     |                        |   |                |   |
|   | cultural           |                        |   | *Pacific West  |   |
|   | competence experts |                        |   | Region Office  |   |
|   | and encourage      |                        |   | of             |   |
|   | innovation in      |                        |   | Interpretation |   |
|   | community          |                        |   | and Education  |   |
|   | engagement.        |                        |   | (PWR I&E)*     |   |
|   |                    |                        |   |                |   |
|   | -   Competitive    |                        |   | *NEC*          |   |
|   |     fund source    |                        |   |                |   |
|   |     for cultural   |                        |   |                |   |
|   |     competence and |                        |   |                |   |
|   |     community      |                        |   |                |   |
|   |     engagement     |                        |   |                |   |
|   |     projects.      |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 8.2                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Place full-time    |                        |   | Listed by task |   |
|   | and part-time      |                        |   | number (no     |   |
|   | dedicated          |                        |   | priority)      |   |
|   | volunteer          |                        |   |                |   |
|   | coordinators in    |                        |   |                |   |
|   | selected parks.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Enhance the reach  |                        |   | Task Leaders   |   |
|   | and overall        |                        |   |                |   |
|   | effectiveness of   |                        |   | *Servicewide   |   |
|   | the NPS Volunteers |                        |   | VIP            |   |
|   | in the Parks       |                        |   | Coordinator    |   |
|   | Program (VIP) by   |                        |   | (WASO I&E)*    |   |
|   | placing additional |                        |   |                |   |
|   | VIP Coordinators   |                        |   | *WASO PI&E     |   |
|   | in parks.          |                        |   | Office*        |   |
|   |                    |                        |   |                |   |
|   | -   Fund full-time |                        |   |                |   |
|   |     and part-time  |                        |   |                |   |
|   |     volunteer      |                        |   |                |   |
|   |     coordinators   |                        |   |                |   |
|   |     to reflect the |                        |   |                |   |
|   |     increased      |                        |   |                |   |
|   |     reliance on    |                        |   |                |   |
|   |     and expansion  |                        |   |                |   |
|   |     of the VIP     |                        |   |                |   |
|   |     Program. FTE   |                        |   |                |   |
|   |     will be        |                        |   |                |   |
|   |     allocated to   |                        |   |                |   |
|   |     parks on a     |                        |   |                |   |
|   |     full-time and  |                        |   |                |   |
|   |     part-time      |                        |   |                |   |
|   |     basis based on |                        |   |                |   |
|   |     demonstrated   |                        |   |                |   |
|   |     need and       |                        |   |                |   |
|   |     program scope  |                        |   |                |   |
|   |     and            |                        |   |                |   |
|   |     complexity.    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 8.3                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Develop and pilot  |                        |   | Listed by task |   |
|   | certification and  |                        |   | number (no     |   |
|   | branding program   |                        |   | priority)      |   |
|   | for education      |                        |   |                |   |
|   | partners of NPS.   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Create an official |                        |   | Task Leaders   |   |
|   | NPS Interpretation |                        |   |                |   |
|   | and Education      |                        |   | *STMA*         |   |
|   | certification and  |                        |   |                |   |
|   | branding program   |                        |   | *WASO Office   |   |
|   | to recognize       |                        |   | of             |   |
|   | education partners |                        |   | Partnerships*  |   |
|   | that have achieved |                        |   |                |   |
|   | credentials for    |                        |   | *WASO I&E*     |   |
|   | program delivery.  |                        |   |                |   |
|   | Brand qualified    |                        |   | *Association   |   |
|   | partners as        |                        |   | for Parks and  |   |
|   | "Education Partner |                        |   | Public Lands   |   |
|   | of the National    |                        |   | (APPL)*        |   |
|   | Park Service."     |                        |   |                |   |
|   |                    |                        |   | *NEC*          |   |
|   | -   Develop and    |                        |   |                |   |
|   |     evaluate a     |                        |   | *NIAC*         |   |
|   |     pilot program, |                        |   |                |   |
|   |     including      |                        |   |                |   |
|   |     convene        |                        |   |                |   |
|   |     partner        |                        |   |                |   |
|   |     workgroups to  |                        |   |                |   |
|   |     develop        |                        |   |                |   |
|   |     criteria,      |                        |   |                |   |
|   |     process, and   |                        |   |                |   |
|   |     branding logo. |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | **[^Ta             | [A Closer              |   |                |   |
|   | sk^]{.smallcaps}** | Look]{.smallcaps}      |   |                |   |
|   | 9.4                |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Convene a National |                        |   | Listed by task |   |
|   | Interpretation and |                        |   | number (no     |   |
|   | Education          |                        |   | priority)      |   |
|   | Conference.        |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   | Hold a historic    |                        |   | Task Leaders   |   |
|   | Interpretation and |                        |   |                |   |
|   | Education          |                        |   | *WASO I&E*     |   |
|   | Conference for the |                        |   |                |   |
|   | Twenty-First       |                        |   | *NEC*          |   |
|   | Century that       |                        |   |                |   |
|   | examines the first |                        |   | *NIAC*         |   |
|   | areas of renewed   |                        |   |                |   |
|   | focus and changes  |                        |   | *APPL*         |   |
|   | in the way NPS     |                        |   |                |   |
|   | provides           |                        |   |                |   |
|   | interpretation and |                        |   |                |   |
|   | education          |                        |   |                |   |
|   | services. The      |                        |   |                |   |
|   | conference will    |                        |   |                |   |
|   | share new lessons  |                        |   |                |   |
|   | learned and foster |                        |   |                |   |
|   | collaboration and  |                        |   |                |   |
|   | innovation in      |                        |   |                |   |
|   | interpretation and |                        |   |                |   |
|   | education,         |                        |   |                |   |
|   | including          |                        |   |                |   |
|   | emphasizing and    |                        |   |                |   |
|   | analyzing the      |                        |   |                |   |
|   | concept of shared  |                        |   |                |   |
|   | functions. A focus |                        |   |                |   |
|   | will be placed on  |                        |   |                |   |
|   | new technologies,  |                        |   |                |   |
|   | reaching new       |                        |   |                |   |
|   | audiences through  |                        |   |                |   |
|   | community          |                        |   |                |   |
|   | engagement,        |                        |   |                |   |
|   | partner            |                        |   |                |   |
|   | certification, new |                        |   |                |   |
|   | approaches to      |                        |   |                |   |
|   | training and       |                        |   |                |   |
|   | coaching, as well  |                        |   |                |   |
|   | as program         |                        |   |                |   |
|   | evaluation ---     |                        |   |                |   |
|   | methods and        |                        |   |                |   |
|   | results of pilot   |                        |   |                |   |
|   | studies.           |                        |   |                |   |
|   |                    |                        |   |                |   |
|   | -   Convene a      |                        |   |                |   |
|   |     National       |                        |   |                |   |
|   |     Interpretation |                        |   |                |   |
|   |     and Education  |                        |   |                |   |
|   |     Conference to  |                        |   |                |   |
|   |     include NPS    |                        |   |                |   |
|   |     staff from all |                        |   |                |   |
|   |     divisions and  |                        |   |                |   |
|   |     NPS partner    |                        |   |                |   |
|   |     organizations  |                        |   |                |   |
|   |                    |                        |   |                |   |
|   |    (concessioners, |                        |   |                |   |
|   |     institutes,    |                        |   |                |   |
|   |     friends        |                        |   |                |   |
|   |     groups,        |                        |   |                |   |
|   |     volunteers,    |                        |   |                |   |
|   |     and others     |                        |   |                |   |
|   |     delivering     |                        |   |                |   |
|   |     interpretive   |                        |   |                |   |
|   |     and            |                        |   |                |   |
|   |     educational    |                        |   |                |   |
|   |     services to    |                        |   |                |   |
|   |     the public).   |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+
|   |                    |                        |   |                |   |
+---+--------------------+------------------------+---+----------------+---+

+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| **FRIDAY** March 2, 2007                                              |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| ## SESSION {#session-7}                                               |
|                                                                       |
| 14                                                                    |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| #### Ot                                                               |
| her Business (and How It Relates, or Doesn't, to the I&E Renaissance) |
+-----------------------------------------------------------------------+
| **Larry Frederick,** Rocky Mountain National Park                     |
|                                                                       |
| **Neil DeJong,** Interpretation and Education, IMDE, Intermountain    |
| Regional Office                                                       |
+-----------------------------------------------------------------------+
| *Session Intent:* Workshop participants will discuss additional       |
| topics in plenary discussion, and will better understand the scope of |
| the NPS Interpretation and Education Renaissance by considering the   |
| relationship of other issues to the Renaissance.                      |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| DISCUSSION PROCEEDINGS                                                |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| Topics that participants discussed include the following:             |
|                                                                       |
| -   *The NPS Centennial Challenge.* The Region's point of contact for |
|     the Centennial Challenge addressed the group, focusing on the     |
|     call for Signature Program and Project proposals. The group was   |
|     encouraged to submit projects that relate to interpretation and   |
|     education since it was thought that these were likely to be       |
|     successful.                                                       |
|                                                                       |
| -   *Cooperating Associations and the Renaissance.* The Regional      |
|     Cooperating Association Coordinator facilitated a discussion of   |
|     the role that these organizations could play in the Renaissance.  |
|     It is anticipated that they will be key partners in accomplishing |
|     Renaissance tasks and Centennial Signature Programs and Projects. |
|                                                                       |
| ```{=html}                                                            |
| <!-- -->                                                              |
| ```                                                                   |
| -   *Concession Contracts & Franchise Fees.* How can interpretation   |
|     become engaged when new concession contracts are being drawn up   |
|     for bid so that certain concession-related interpretive           |
|     activities (e.g. interpreters on tour boats) can be supported     |
|     financially either through the contract process and/or franchise  |
|     fees? Interpretation and education standards should apply to both |
|     NPS staff and others doing the same work, and need to be          |
|     integrated into all appropriate processes and structures.         |
|     Interpretive staff should get a seat at the table during contract |
|     discussions, as early in the process as possible, since           |
|     concession operations can significantly effect visitor            |
|     experiences.                                                      |
|                                                                       |
| -   *Harpers Ferry Center Restructuring.* Restructuring is ongoing    |
|     and a brief update regarding the establishment of a steering      |
|     committee was mentioned. It was noted that an opportunity to      |
|     comment on a draft restructuring plan would be forthcoming soon.  |
|     Parks were encouraged to take advantage of this opportunity.      |
|                                                                       |
| -   *Accessibility and Audiovisual Programs.* Concern was voiced over |
|     HFC's ability to handle the magnitude of this work. Funding       |
|     exists but workload may be a bottleneck.                          |
|                                                                       |
| -   *Core Operations Analysis, Government Performance and Results     |
|     Act, Budgeting, Staffing.* "How are we going to continue to serve |
|     the public and meet our GPRA goals with declining budgets and     |
|     fewer staff?" Declines in staffing have generally occurred in     |
|     many parks while, on the horizon, the Renaissance may provide     |
|     resources for parks that they haven't historically had.           |
|     Discussion was wide ranging.                                      |
|                                                                       |
| -   *Ethics.* There were several questions about the relationships    |
|     between NPS employees and cooperating associations, specifically  |
|     the need to avoid direct compensations from cooperating           |
|     associations to individual NPS employees for purchases. Parks     |
|     need to make other payment arrangements such as making direct     |
|     payments to merchants and providers rather than having NPS        |
|     employees make these purchases with personal funds. This also     |
|     applies to other supporting partners.                             |
|                                                                       |
| -   *Regional Office and Core Operations Analysis.* The Regional      |
|     Chief of Interpretation addressed the participants regarding the  |
|     Core Operations Analysis of the Intermountain Regional Office.    |
|     This process is still in its infancy. Questions arose about the   |
|     anticipated outcome. The worst-case scenario presented was that   |
|     one of the five interpretive specialist positions would not be    |
|     hired behind upon their retirement.                               |
|                                                                       |
| -   *Cyclic Maintenance.* The Regional Interpretive Specialist        |
|     Program Agent for Cyclic Maintenance drew similarities between    |
|     the historic Renaissance and the Renaissance that the NPS and its |
|     partners are now embarking upon. This analogy focused on Cyclic   |
|     Maintenance funding increases.                                    |
|                                                                       |
| -   *Annual Work Call Process of the Intermountain Region Office of   |
|     Interpretation and Education.* The Regional Interpretive          |
|     Specialist for Organizational Development discussed the           |
|     possibility of transferring the current Microsoft Word-based      |
|     annual call for work proposals to the PMIS system. Responses were |
|     ambivalent; participants expressed advantages for both systems.   |
|                                                                       |
| -   *GIS Mapping.* The region's Geographic Information System         |
|     coordinator addressed the group about the online, customizable    |
|     map system that is now available.                                 |
|                                                                       |
| -   *International Perspective.* An interpreter from Glacier National |
|     Park stressed the opportunities that some of the region's parks   |
|     have in interpreting war and peace among nations, boundaries and  |
|     borders, security, and similar topics.                            |
|                                                                       |
| -   *Wilderness PowerPoint Presentation.* The Regional Chief of       |
|     Interpretation presented a PowerPoint presentation on             |
|     interpreting wilderness, and how interpreters can get involved.   |
|                                                                       |
| -   *Community and Civic Engagement.* The regional and national       |
|     Freeman Tilden Award winner (Arvid Aase) spoke about the          |
|     importance of community engagement, including the idea that       |
|     longer stays of NPS staff members at a single park enhance        |
|     opportunities for meaningful interaction with local communities.  |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **FRIDAY** March 2, 2007                                              |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| ## TASK & WORKSHOP                                                    |
|                                                                       |
| Evals                                                                 |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| #### Evaluations                                                      |
+-----------------------------------------------------------------------+
| *Evaluation Intent:* Workshop participants will convey their          |
| collective sense of the relative importance among *Action Plan*       |
| tasks, as well as strengths and weaknesses of the workshop's design   |
| and execution.                                                        |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| WORKSHOP NOTEBOOK CONTENTS and DISCUSSION PROCEEDINGS                 |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
| > Note: A workshop evaluation form was supplied to each participant   |
| > in the workshop's notebook. A reminder email was also sent several  |
| > weeks after the workshop, and several additional forms were         |
| > received via FAX. The evaluation form is reproduced on the          |
| > following two pages, followed by a partial analysis of participant  |
| > responses.                                                          |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+
|                                                                       |
+-----------------------------------------------------------------------+

+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| I   |   |           |   |   |                  |                |   |     |
| nte |   |           |   |   |                  |                |   |     |
| rmo |   |           |   |   |                  |                |   |     |
| unt |   |           |   |   |                  |                |   |     |
| ain |   |           |   |   |                  |                |   |     |
| Reg |   |           |   |   |                  |                |   |     |
| ion |   |           |   |   |                  |                |   |     |
| 2   |   |           |   |   |                  |                |   |     |
| 007 |   |           |   |   |                  |                |   |     |
| Int |   |           |   |   |                  |                |   |     |
| erp |   |           |   |   |                  |                |   |     |
| ret |   |           |   |   |                  |                |   |     |
| ive |   |           |   |   |                  |                |   |     |
| L   |   |           |   |   |                  |                |   |     |
| ead |   |           |   |   |                  |                |   |     |
| ers |   |           |   |   |                  |                |   |     |
| Wo  |   |           |   |   |                  |                |   |     |
| rks |   |           |   |   |                  |                |   |     |
| hop |   |           |   |   |                  |                |   |     |
|     |   |           |   |   |                  |                |   |     |
| E   |   |           |   |   |                  |                |   |     |
| val |   |           |   |   |                  |                |   |     |
| uat |   |           |   |   |                  |                |   |     |
| ion |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| > * |   |           |   |   |                  | > ***[Please   |   |     |
| **[ |   |           |   |   |                  | > Circle 3     |   |     |
| Ple |   |           |   |   |                  | > Tasks]{      |   |     |
| ase |   |           |   |   |                  | .smallcaps}*** |   |     |
| >   |   |           |   |   |                  |                |   |     |
| Cir |   |           |   |   |                  |                |   |     |
| cle |   |           |   |   |                  |                |   |     |
| > 3 |   |           |   |   |                  |                |   |     |
| >   |   |           |   |   |                  |                |   |     |
| Tas |   |           |   |   |                  |                |   |     |
| ks] |   |           |   |   |                  |                |   |     |
| {.s |   |           |   |   |                  |                |   |     |
| mal |   |           |   |   |                  |                |   |     |
| lca |   |           |   |   |                  |                |   |     |
| ps} |   |           |   |   |                  |                |   |     |
| *** |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| >   |   |           |   |   |                  | > *that will   |   |     |
|  *t |   |           |   |   |                  | > most help    |   |     |
| hat |   |           |   |   |                  | > accomplish   |   |     |
| > w |   |           |   |   |                  | > the*         |   |     |
| ill |   |           |   |   |                  | > *            |   |     |
| > m |   |           |   |   |                  | *Servicewide** |   |     |
| ost |   |           |   |   |                  | > *mission*    |   |     |
| >   |   |           |   |   |                  |                |   |     |
|  he |   |           |   |   |                  |                |   |     |
| lp* |   |           |   |   |                  |                |   |     |
| > * |   |           |   |   |                  |                |   |     |
| *yo |   |           |   |   |                  |                |   |     |
| u** |   |           |   |   |                  |                |   |     |
| >   |   |           |   |   |                  |                |   |     |
| *ac |   |           |   |   |                  |                |   |     |
| com |   |           |   |   |                  |                |   |     |
| pli |   |           |   |   |                  |                |   |     |
| sh* |   |           |   |   |                  |                |   |     |
| >   |   |           |   |   |                  |                |   |     |
| **y |   |           |   |   |                  |                |   |     |
| our |   |           |   |   |                  |                |   |     |
| >   |   |           |   |   |                  |                |   |     |
|  pa |   |           |   |   |                  |                |   |     |
| rk' |   |           |   |   |                  |                |   |     |
| s** |   |           |   |   |                  |                |   |     |
| >   |   |           |   |   |                  |                |   |     |
| *mi |   |           |   |   |                  |                |   |     |
| ssi |   |           |   |   |                  |                |   |     |
| on* |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Develop   |   |   |                  |                |   | T   |
| ask |   | m         |   |   |                  |                |   | ask |
| 1.1 |   | easurable |   |   |                  |                |   | 1.1 |
|     |   | operating |   |   |                  |                |   |     |
|     |   | s         |   |   |                  |                |   |     |
|     |   | tandards, |   |   |                  |                |   |     |
|     |   | core      |   |   |                  |                |   |     |
|     |   | function  |   |   |                  |                |   |     |
|     |   | st        |   |   |                  |                |   |     |
|     |   | atements, |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | program   |   |   |                  |                |   |     |
|     |   | implem    |   |   |                  |                |   |     |
|     |   | entation. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Redesign  |   |   |                  |                |   | T   |
| ask |   | Se        |   |   |                  |                |   | ask |
| 1.2 |   | rvicewide |   |   |                  |                |   | 1.2 |
|     |   | Int       |   |   |                  |                |   |     |
|     |   | erpretive |   |   |                  |                |   |     |
|     |   | Report    |   |   |                  |                |   |     |
|     |   | online    |   |   |                  |                |   |     |
|     |   | data      |   |   |                  |                |   |     |
|     |   | reporting |   |   |                  |                |   |     |
|     |   | system.   |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | De        |   |   |                  |                |   | T   |
| ask |   | velopment |   |   |                  |                |   | ask |
| 1.3 |   | of        |   |   |                  |                |   | 1.3 |
|     |   | cert      |   |   |                  |                |   |     |
|     |   | ification |   |   |                  |                |   |     |
|     |   | policy    |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | system. • |   |   |                  |                |   |     |
|     |   | GS-09     |   |   |                  |                |   |     |
|     |   | Registrar |   |   |                  |                |   |     |
|     |   | to manage |   |   |                  |                |   |     |
|     |   | the\      |   |   |                  |                |   |     |
|     |   | training  |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | cert      |   |   |                  |                |   |     |
|     |   | ification |   |   |                  |                |   |     |
|     |   | system.   |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Update    |   |   |                  |                |   | T   |
| ask |   | CIP       |   |   |                  |                |   | ask |
| 1.4 |   | g         |   |   |                  |                |   | 1.4 |
|     |   | uidelines |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | prepare   |   |   |                  |                |   |     |
|     |   | strategy  |   |   |                  |                |   |     |
|     |   | for       |   |   |                  |                |   |     |
|     |   | c         |   |   |                  |                |   |     |
|     |   | ompleting |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | ma        |   |   |                  |                |   |     |
|     |   | intaining |   |   |                  |                |   |     |
|     |   | plans.    |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Restore   |   |   |                  |                |   | T   |
| ask |   | and       |   |   |                  |                |   | ask |
| 2.1 |   | sustain   |   |   |                  |                |   | 2.1 |
|     |   | inter     |   |   |                  |                |   |     |
|     |   | pretation |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | education |   |   |                  |                |   |     |
|     |   | seasonal  |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | permanent |   |   |                  |                |   |     |
|     |   | o         |   |   |                  |                |   |     |
|     |   | perations |   |   |                  |                |   |     |
|     |   | necessary |   |   |                  |                |   |     |
|     |   | to        |   |   |                  |                |   |     |
|     |   | a         |   |   |                  |                |   |     |
|     |   | ccomplish |   |   |                  |                |   |     |
|     |   | operating |   |   |                  |                |   |     |
|     |   | s         |   |   |                  |                |   |     |
|     |   | tandards. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Create    |   |   |                  |                |   | T   |
| ask |   | new I&E   |   |   |                  |                |   | ask |
| 3.1 |   | com       |   |   |                  |                |   | 3.1 |
|     |   | petencies |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | corr      |   |   |                  |                |   |     |
|     |   | esponding |   |   |                  |                |   |     |
|     |   | web-based |   |   |                  |                |   |     |
|     |   | training; |   |   |                  |                |   |     |
|     |   | review    |   |   |                  |                |   |     |
|     |   | existing  |   |   |                  |                |   |     |
|     |   | I&E       |   |   |                  |                |   |     |
|     |   | com       |   |   |                  |                |   |     |
|     |   | petencies |   |   |                  |                |   |     |
|     |   | every     |   |   |                  |                |   |     |
|     |   | four      |   |   |                  |                |   |     |
|     |   | years. •  |   |   |                  |                |   |     |
|     |   | GS-12     |   |   |                  |                |   |     |
|     |   | C         |   |   |                  |                |   |     |
|     |   | urriculum |   |   |                  |                |   |     |
|     |   | Revision  |   |   |                  |                |   |     |
|     |   | Admin     |   |   |                  |                |   |     |
|     |   | istrator. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Convene   |   |   |                  |                |   | T   |
| ask |   | E         |   |   |                  |                |   | ask |
| 4.1 |   | valuation |   |   |                  |                |   | 4.1 |
|     |   | Summit at |   |   |                  |                |   |     |
|     |   | Denver    |   |   |                  |                |   |     |
|     |   | Un        |   |   |                  |                |   |     |
|     |   | iversity. |   |   |                  |                |   |     |
|     |   | **Acc     |   |   |                  |                |   |     |
|     |   | omplished |   |   |                  |                |   |     |
|     |   | October   |   |   |                  |                |   |     |
|     |   | 2006.**   |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | GS-13     |   |   |                  |                |   | T   |
| ask |   | Se        |   |   |                  |                |   | ask |
| 4.2 |   | rvicewide |   |   |                  |                |   | 4.2 |
|     |   | Inter     |   |   |                  |                |   |     |
|     |   | pretation |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | Education |   |   |                  |                |   |     |
|     |   | E         |   |   |                  |                |   |     |
|     |   | valuation |   |   |                  |                |   |     |
|     |   | Coo       |   |   |                  |                |   |     |
|     |   | rdinator. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Conduct   |   |   |                  |                |   | T   |
| ask |   | pilot     |   |   |                  |                |   | ask |
| 4.3 |   | e         |   |   |                  |                |   | 4.3 |
|     |   | valuation |   |   |                  |                |   |     |
|     |   | studies / |   |   |                  |                |   |     |
|     |   | Evaluate  |   |   |                  |                |   |     |
|     |   | Action    |   |   |                  |                |   |     |
|     |   | Plan.     |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Print     |   |   |                  |                |   | T   |
| ask |   | Park Map  |   |   |                  |                |   | ask |
| 5.1 |   | and       |   |   |                  |                |   | 5.1 |
|     |   | Guide.    |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Develop   |   |   |                  |                |   | T   |
| ask |   | migration |   |   |                  |                |   | ask |
| 5.2 |   | strategy  |   |   |                  |                |   | 5.2 |
|     |   | for MIDS; |   |   |                  |                |   |     |
|     |   | implement |   |   |                  |                |   |     |
|     |   | pilot     |   |   |                  |                |   |     |
|     |   | migration |   |   |                  |                |   |     |
|     |   | projects  |   |   |                  |                |   |     |
|     |   | in three  |   |   |                  |                |   |     |
|     |   | parks.    |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Establish |   |   |                  |                |   | T   |
| ask |   | a         |   |   |                  |                |   | ask |
| 6.1 |   | T         |   |   |                  |                |   | 6.1 |
|     |   | echnology |   |   |                  |                |   |     |
|     |   | I         |   |   |                  |                |   |     |
|     |   | nnovation |   |   |                  |                |   |     |
|     |   | Fund.     |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | GS-13     |   |   |                  |                |   | T   |
| ask |   | Inter     |   |   |                  |                |   | ask |
| 6.2 |   | pretation |   |   |                  |                |   | 6.2 |
|     |   | and       |   |   |                  |                |   |     |
|     |   | Education |   |   |                  |                |   |     |
|     |   | T         |   |   |                  |                |   |     |
|     |   | echnology |   |   |                  |                |   |     |
|     |   | Coo       |   |   |                  |                |   |     |
|     |   | rdinator. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Expand    |   |   |                  |                |   | T   |
| ask |   | "         |   |   |                  |                |   | ask |
| 6.3 |   | Exploring |   |   |                  |                |   | 6.3 |
|     |   | the Real  |   |   |                  |                |   |     |
|     |   | Thing."   |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Create an |   |   |                  |                |   | T   |
| ask |   | Education |   |   |                  |                |   | ask |
| 6.4 |   | Portal    |   |   |                  |                |   | 6.4 |
|     |   | for       |   |   |                  |                |   |     |
|     |   | *         |   |   |                  |                |   |     |
|     |   | NPS.gov*. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Expand    |   |   |                  |                |   | T   |
| ask |   | *We       |   |   |                  |                |   | ask |
| 6.5 |   | bRangers* |   |   |                  |                |   | 6.5 |
|     |   | Online    |   |   |                  |                |   |     |
|     |   | Junior    |   |   |                  |                |   |     |
|     |   | Ranger    |   |   |                  |                |   |     |
|     |   | Program.  |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Analyze   |   |   |                  |                |   | T   |
| ask |   | existing  |   |   |                  |                |   | ask |
| 7.1 |   | research  |   |   |                  |                |   | 7.1 |
|     |   | in        |   |   |                  |                |   |     |
|     |   | v         |   |   |                  |                |   |     |
|     |   | isitation |   |   |                  |                |   |     |
|     |   | trends    |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | engaging  |   |   |                  |                |   |     |
|     |   | ethnic    |   |   |                  |                |   |     |
|     |   | minority  |   |   |                  |                |   |     |
|     |   | a         |   |   |                  |                |   |     |
|     |   | udiences. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Twe       |   |   |                  |                |   | T   |
| ask |   | nty-First |   |   |                  |                |   | ask |
| 7.2 |   | Century   |   |   |                  |                |   | 7.2 |
|     |   | Relevance |   |   |                  |                |   |     |
|     |   | Fund      |   |   |                  |                |   |     |
|     |   | source    |   |   |                  |                |   |     |
|     |   | for       |   |   |                  |                |   |     |
|     |   | cultural  |   |   |                  |                |   |     |
|     |   | c         |   |   |                  |                |   |     |
|     |   | ompetence |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | community |   |   |                  |                |   |     |
|     |   | e         |   |   |                  |                |   |     |
|     |   | ngagement |   |   |                  |                |   |     |
|     |   | projects. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Fully     |   |   |                  |                |   | T   |
| ask |   | fund      |   |   |                  |                |   | ask |
| 8.1 |   | existing  |   |   |                  |                |   | 8.1 |
|     |   | GS-13     |   |   |                  |                |   |     |
|     |   | Se        |   |   |                  |                |   |     |
|     |   | rvicewide |   |   |                  |                |   |     |
|     |   | VIP       |   |   |                  |                |   |     |
|     |   | Coo       |   |   |                  |                |   |     |
|     |   | rdinator. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Place     |   |   |                  |                |   | T   |
| ask |   | full-time |   |   |                  |                |   | ask |
| 8.2 |   | and       |   |   |                  |                |   | 8.2 |
|     |   | part-time |   |   |                  |                |   |     |
|     |   | dedicated |   |   |                  |                |   |     |
|     |   | volunteer |   |   |                  |                |   |     |
|     |   | coo       |   |   |                  |                |   |     |
|     |   | rdinators |   |   |                  |                |   |     |
|     |   | in        |   |   |                  |                |   |     |
|     |   | selected  |   |   |                  |                |   |     |
|     |   | parks.    |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Develop   |   |   |                  |                |   | T   |
| ask |   | and pilot |   |   |                  |                |   | ask |
| 8.3 |   | cert      |   |   |                  |                |   | 8.3 |
|     |   | ification |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | branding  |   |   |                  |                |   |     |
|     |   | program   |   |   |                  |                |   |     |
|     |   | for       |   |   |                  |                |   |     |
|     |   | education |   |   |                  |                |   |     |
|     |   | partners  |   |   |                  |                |   |     |
|     |   | of NPS.   |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Prepare   |   |   |                  |                |   | T   |
| ask |   | Change    |   |   |                  |                |   | ask |
| 9.1 |   | M         |   |   |                  |                |   | 9.1 |
|     |   | anagement |   |   |                  |                |   |     |
|     |   | Plan with |   |   |                  |                |   |     |
|     |   | con       |   |   |                  |                |   |     |
|     |   | sultants. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Operate   |   |   |                  |                |   | T   |
| ask |   | the       |   |   |                  |                |   | ask |
| 9.2 |   | National  |   |   |                  |                |   | 9.2 |
|     |   | Education |   |   |                  |                |   |     |
|     |   | Council   |   |   |                  |                |   |     |
|     |   | --- one   |   |   |                  |                |   |     |
|     |   | council   |   |   |                  |                |   |     |
|     |   | meeting,  |   |   |                  |                |   |     |
|     |   | five      |   |   |                  |                |   |     |
|     |   | sub-      |   |   |                  |                |   |     |
|     |   | committee |   |   |                  |                |   |     |
|     |   | meetings, |   |   |                  |                |   |     |
|     |   | one       |   |   |                  |                |   |     |
|     |   | part-time |   |   |                  |                |   |     |
|     |   | staff     |   |   |                  |                |   |     |
|     |   | position, |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | printing  |   |   |                  |                |   |     |
|     |   | costs.    |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Fully     |   |   |                  |                |   | T   |
| ask |   | fund      |   |   |                  |                |   | ask |
| 9.3 |   | existing  |   |   |                  |                |   | 9.3 |
|     |   | GS-13     |   |   |                  |                |   |     |
|     |   | Se        |   |   |                  |                |   |     |
|     |   | rvicewide |   |   |                  |                |   |     |
|     |   | Education |   |   |                  |                |   |     |
|     |   | Coo       |   |   |                  |                |   |     |
|     |   | rdinator. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| T   |   | Convene a |   |   |                  |                |   | T   |
| ask |   | National  |   |   |                  |                |   | ask |
| 9.4 |   | Inter     |   |   |                  |                |   | 9.4 |
|     |   | pretation |   |   |                  |                |   |     |
|     |   | and       |   |   |                  |                |   |     |
|     |   | Education |   |   |                  |                |   |     |
|     |   | Co        |   |   |                  |                |   |     |
|     |   | nference. |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| >   |   |           | > |   |                  |                |   |     |
| *** |   |           |   |   |                  |                |   |     |
| [Wh |   |           | * |   |                  |                |   |     |
| ich |   |           | w |   |                  |                |   |     |
| >   |   |           | e |   |                  |                |   |     |
| ses |   |           | r |   |                  |                |   |     |
| sio |   |           | e |   |                  |                |   |     |
| ns] |   |           | > |   |                  |                |   |     |
| {.s |   |           |   |   |                  |                |   |     |
| mal |   |           | t |   |                  |                |   |     |
| lca |   |           | h |   |                  |                |   |     |
| ps} |   |           | e |   |                  |                |   |     |
| *** |   |           | * |   |                  |                |   |     |
|     |   |           | > |   |                  |                |   |     |
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|     |   |           | * |   |                  |                |   |     |
|     |   |           | * |   |                  |                |   |     |
|     |   |           | m |   |                  |                |   |     |
|     |   |           | o |   |                  |                |   |     |
|     |   |           | s |   |                  |                |   |     |
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|     |   |           | o |   |                  |                |   |     |
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|     |   |           | , |   |                  |                |   |     |
|     |   |           | > |   |                  |                |   |     |
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|     |   |           | n |   |                  |                |   |     |
|     |   |           | d |   |                  |                |   |     |
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|     |   |           | ? |   |                  |                |   |     |
|     |   |           | * |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| **  |   |           |   |   |                  |                |   |     |
| ~\> |   |           |   |   |                  |                |   |     |
| ~** |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| >   |   |           | > |   |                  |                |   |     |
| *** |   |           |   |   |                  |                |   |     |
| [Wh |   |           | * |   |                  |                |   |     |
| ich |   |           | w |   |                  |                |   |     |
| >   |   |           | e |   |                  |                |   |     |
| ses |   |           | r |   |                  |                |   |     |
| sio |   |           | e |   |                  |                |   |     |
| ns] |   |           | > |   |                  |                |   |     |
| {.s |   |           |   |   |                  |                |   |     |
| mal |   |           | t |   |                  |                |   |     |
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| ps} |   |           | e |   |                  |                |   |     |
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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| ~\> |   |           |   |   |                  |                |   |     |
| ~** |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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+-----+---+-----------+---+---+------------------+----------------+---+-----+
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| >   |   |           |   | e |                  |                |   |     |
| Fri |   |           |   | r |                  |                |   |     |
| day |   |           |   | e |                  |                |   |     |
| > t |   |           |   | > |                  |                |   |     |
| opi |   |           |   |   |                  |                |   |     |
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|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | t |                  |                |   |     |
|     |   |           |   | o |                  |                |   |     |
|     |   |           |   | > |                  |                |   |     |
|     |   |           |   |   |                  |                |   |     |
|     |   |           |   | y |                  |                |   |     |
|     |   |           |   | o |                  |                |   |     |
|     |   |           |   | u |                  |                |   |     |
|     |   |           |   | , |                  |                |   |     |
|     |   |           |   | > |                  |                |   |     |
|     |   |           |   |   |                  |                |   |     |
|     |   |           |   | a |                  |                |   |     |
|     |   |           |   | n |                  |                |   |     |
|     |   |           |   | d |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | > |                  |                |   |     |
|     |   |           |   |   |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | w |                  |                |   |     |
|     |   |           |   | h |                  |                |   |     |
|     |   |           |   | y |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
|     |   |           |   | ? |                  |                |   |     |
|     |   |           |   | * |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
| **  |   |           |   |   |                  |                |   |     |
| ~\> |   |           |   |   |                  |                |   |     |
| ~** |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+
|     |   |           |   |   |                  |                |   |     |
+-----+---+-----------+---+---+------------------+----------------+---+-----+

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 13%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 9%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 13%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="18"><h6
id="responses-to-these-two-evaluation-questions">RESPONSES TO THESE TWO
EVALUATION QUESTIONS</h6></td>
</tr>
<tr class="even">
<td colspan="9"></td>
<td colspan="9"></td>
</tr>
<tr class="odd">
<td colspan="9"><blockquote>
<p><em><strong><span class="smallcaps">Please Circle 3
Tasks</span></strong></em></p>
</blockquote></td>
<td colspan="9"><blockquote>
<p><em><strong><span class="smallcaps">Please Circle 3
Tasks</span></strong></em></p>
</blockquote></td>
</tr>
<tr class="even">
<td colspan="9"><blockquote>
<p><em>that will most help</em> <strong>you</strong>
<em>accomplish</em></p>
<p><strong>your park’s</strong> <em>mission</em></p>
</blockquote></td>
<td colspan="9"><blockquote>
<p><em>that will most help accomplish the</em>
<strong>Servicewide</strong> <em>mission</em></p>
</blockquote></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td colspan="2"><strong>Rank</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 2.1</strong></td>
<td>=</td>
<td><strong>33</strong></td>
<td>or</td>
<td><strong>62.3%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>1</strong></td>
<td><strong>Task 1.1</strong></td>
<td>=</td>
<td><strong>27</strong></td>
<td>or</td>
<td><strong>51.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 1.1</strong></td>
<td>=</td>
<td><strong>23</strong></td>
<td>or</td>
<td><strong>43.4%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>2</strong></td>
<td><strong>Task 2.1</strong></td>
<td>=</td>
<td><strong>23</strong></td>
<td>or</td>
<td><strong>44.2%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 7.1</strong></td>
<td>=</td>
<td><strong>19</strong></td>
<td>or</td>
<td><strong>35.8%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>3</strong></td>
<td><strong>Task 7.1</strong></td>
<td>=</td>
<td><strong>20</strong></td>
<td>or</td>
<td><strong>38.5%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 3.1</strong></td>
<td>=</td>
<td><strong>14</strong></td>
<td>or</td>
<td><strong>26.4%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>4</strong></td>
<td><strong>Task 4.3</strong></td>
<td>=</td>
<td><strong>15</strong></td>
<td>or</td>
<td><strong>28.8%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 6.1</strong></td>
<td>=</td>
<td><strong>14</strong></td>
<td>or</td>
<td><strong>26.4%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>5</strong></td>
<td><strong>Task 3.1</strong></td>
<td>=</td>
<td><strong>11</strong></td>
<td>or</td>
<td><strong>21.2%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 1.4</strong></td>
<td>=</td>
<td><strong>9</strong></td>
<td>or</td>
<td><strong>17.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>6</strong></td>
<td><strong>Task 6.1</strong></td>
<td>=</td>
<td><strong>11</strong></td>
<td>or</td>
<td><strong>21.2%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 4.3</strong></td>
<td>=</td>
<td><strong>8</strong></td>
<td>or</td>
<td><strong>15.1%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>7</strong></td>
<td><strong>Task 1.3</strong></td>
<td>=</td>
<td><strong>10</strong></td>
<td>or</td>
<td><strong>19.2%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 6.4</strong></td>
<td>=</td>
<td><strong>7</strong></td>
<td>or</td>
<td><strong>13.2%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>8</strong></td>
<td><strong>Task 7.2</strong></td>
<td>=</td>
<td><strong>9</strong></td>
<td>or</td>
<td><strong>17.3%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 1.3</strong></td>
<td>=</td>
<td><strong>6</strong></td>
<td>or</td>
<td><strong>11.3%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>9</strong></td>
<td><strong>Task 6.4</strong></td>
<td>=</td>
<td><strong>8</strong></td>
<td>or</td>
<td><strong>15.4%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 5.1</strong></td>
<td>=</td>
<td><strong>6</strong></td>
<td>or</td>
<td><strong>11.3%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>10</strong></td>
<td><strong>Task 9.4</strong></td>
<td>=</td>
<td><strong>5</strong></td>
<td>or</td>
<td><strong>9.6%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 7.2</strong></td>
<td>=</td>
<td><strong>5</strong></td>
<td>or</td>
<td><strong>9.4%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>11</strong></td>
<td><strong>Task 4.2</strong></td>
<td>=</td>
<td><strong>4</strong></td>
<td>or</td>
<td><strong>7.7%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 8.3</strong></td>
<td>=</td>
<td><strong>4</strong></td>
<td>or</td>
<td><strong>7.5%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>12</strong></td>
<td><strong>Task 9.1</strong></td>
<td>=</td>
<td><strong>3</strong></td>
<td>or</td>
<td><strong>5.8%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 5.2</strong></td>
<td>=</td>
<td><strong>3</strong></td>
<td>or</td>
<td><strong>5.7%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>13</strong></td>
<td><strong>Task 1.4</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 1.2</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>14</strong></td>
<td><strong>Task 5.1</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 6.3</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>15</strong></td>
<td><strong>Task 6.3</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 8.2</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>16</strong></td>
<td><strong>Task 1.2</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 9.4</strong></td>
<td>=</td>
<td><strong>2</strong></td>
<td>or</td>
<td><strong>3.8%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>17</strong></td>
<td><strong>Task 5.2</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 6.2</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>18</strong></td>
<td><strong>Task 6.5</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 6.5</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>19</strong></td>
<td><strong>Task 8.1</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 4.1</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>20</strong></td>
<td><strong>Task 8.3</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 4.2</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>21</strong></td>
<td><strong>Task 9.3</strong></td>
<td>=</td>
<td><strong>1</strong></td>
<td>or</td>
<td><strong>1.9%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 8.1</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>22</strong></td>
<td><strong>Task 4.1</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 9.1</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>23</strong></td>
<td><strong>Task 6.2</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="even">
<td><strong>Task 9.2</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>24</strong></td>
<td><strong>Task 8.2</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
<tr class="odd">
<td><strong>Task 9.3</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>53</strong></td>
<td>respondents</td>
<td colspan="2"><strong>25</strong></td>
<td><strong>Task 9.2</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>52</strong></td>
<td>respondents</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 13%" />
<col style="width: 5%" />
<col style="width: 9%" />
<col style="width: 2%" />
<col style="width: 3%" />
<col style="width: 3%" />
<col style="width: 7%" />
<col style="width: 3%" />
<col style="width: 4%" />
<col style="width: 13%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="17"><h6
id="tally-of-total-attendance-at-all-breakout-groups">TALLY OF TOTAL
ATTENDANCE AT ALL BREAKOUT GROUPS</h6></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td><strong>Rank</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Task 7.1</strong></td>
<td>=</td>
<td><strong>29</strong></td>
<td>or</td>
<td><strong>35.4%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>1</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 1.1</strong></td>
<td>=</td>
<td><strong>17</strong></td>
<td>or</td>
<td><strong>20.7%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>2</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Task 4.3</strong></td>
<td>=</td>
<td><strong>16</strong></td>
<td>or</td>
<td><strong>19.5%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>3</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 3.1</strong></td>
<td>=</td>
<td><strong>14</strong></td>
<td>or</td>
<td><strong>17.1%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>4</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Task 6.3</strong></td>
<td>=</td>
<td><strong>13</strong></td>
<td>or</td>
<td><strong>15.9%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>5</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 5.2</strong></td>
<td>=</td>
<td><strong>10</strong></td>
<td>or</td>
<td><strong>12.2%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>6</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Task 6.4</strong></td>
<td>=</td>
<td><strong>10</strong></td>
<td>or</td>
<td><strong>12.2%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>7</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 1.3</strong></td>
<td>=</td>
<td><strong>9</strong></td>
<td>or</td>
<td><strong>11.0%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>8</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Task 1.4</strong></td>
<td>=</td>
<td><strong>8</strong></td>
<td>or</td>
<td><strong>9.8%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 6.1</strong></td>
<td>=</td>
<td><strong>8</strong></td>
<td>or</td>
<td><strong>9.8%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>Task 6.5</strong></td>
<td>=</td>
<td><strong>3</strong></td>
<td>or</td>
<td><strong>3.7%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>Task 9.1</strong></td>
<td>=</td>
<td><strong>0</strong></td>
<td>or</td>
<td><strong>0.0%</strong></td>
<td>of</td>
<td><strong>82</strong></td>
<td>participants</td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

+--------------------+-------------------------------------------------+
| ###### RESPON      |                                                 |
| SES TO THIS EVALUA |                                                 |
| TION FORM QUESTION |                                                 |
+--------------------+-------------------------------------------------+
|                    |                                                 |
+--------------------+-------------------------------------------------+
| > ***[Which        | > *were the* **most useful** *to you, and*      |
| > sessio           | > **why***?*                                    |
| ns]{.smallcaps}*** |                                                 |
+--------------------+-------------------------------------------------+

+-----------------------------------------------------------------------+
| -   All of the sessions were extremely useful, pertinent, and         |
|     intertwined to the issues at my park. However, the most useful    |
|     sessions to me were the ones which dealt with professional        |
|     development, certification, and evaluation. Growing great         |
|     interpreters through Web-based or personal training and           |
|     educational enhancements has a positive affect on visitors'       |
|     experience. But, having the most effective tools to assess these  |
|     contacts and the impact is the key to improve, support, and fuel  |
|     our interpretive operations.                                      |
+-----------------------------------------------------------------------+
| -   The breakout sessions. Lots of ideas generated.                   |
+-----------------------------------------------------------------------+
| -   Breakouts: Personal sharing and learning in small groups.         |
+-----------------------------------------------------------------------+
| -   Report outs and plenary discussions: Very rich, detailed,         |
|     thorough, applicable to my work (really increased my              |
|     understanding and appreciation of each task). Almost all of these |
|     were excellent.                                                   |
+-----------------------------------------------------------------------+
| -   Visitor voices Project Report: Exciting to hear about results.    |
|     Hope to do project at our park in near future.                    |
+-----------------------------------------------------------------------+
| -   Sessions 2 and 3 (What the Renaissance is\...).                   |
+-----------------------------------------------------------------------+
| -   Session 5 (details about tasks).                                  |
+-----------------------------------------------------------------------+
| -   Session 6 (breakout groups): Able to discuss details, individual  |
|     concerns, hearing ideas from other participants. And I do better  |
|     in small groups.                                                  |
+-----------------------------------------------------------------------+
| -   Sessions 7, 8, 9, 10, 11, 12 (details about all tasks): Good      |
|     information.                                                      |
+-----------------------------------------------------------------------+
| -   Task breakout sessions.                                           |
+-----------------------------------------------------------------------+
| -   Flesh out evaluation to include more than pilot projects. We need |
|     more education.                                                   |
+-----------------------------------------------------------------------+
| -   We need to restore *permanent* staff along with seasonal staff.   |
+-----------------------------------------------------------------------+
| -   The individual work group sessions worked best because they       |
|     allowed small group dialogue.                                     |
+-----------------------------------------------------------------------+
| -   I liked the gist of the Interpretive Development Program,         |
|     technology fund.                                                  |
+-----------------------------------------------------------------------+
| -   Hearing the work group leaders actually present the tasks helped  |
|     explain the depth of the actions.                                 |
+-----------------------------------------------------------------------+
| -   Engaging ethnic minorities was very helpful. It is a concern that |
|     needs to be addressed not only with relevance in the 21^st^       |
|     Century, but also in including local communities in the           |
|     stewardship of our parks.                                         |
+-----------------------------------------------------------------------+
| -   Task 1.4. Our park does not have a Comprehensive Interpretive     |
|     Plan. This session was helpful in determining what a              |
|     Comprehensive Interpretive Plan should do, who should be          |
|     involved, etc.                                                    |
+-----------------------------------------------------------------------+
| -   Task 7.1. *Incredible* session dealing with minority recruitment  |
|     for both employees and visitors. Need to develop strategies to    |
|     "grab 'em young" and develop interest in outdoors, history, etc.  |
+-----------------------------------------------------------------------+
| -   Overview of Renaissance, Business Plan, and Action Plan.          |
+-----------------------------------------------------------------------+
| -   Task 7.1 break-out session.                                       |
+-----------------------------------------------------------------------+
| -   Discussions on technology.                                        |
+-----------------------------------------------------------------------+
| -   Task 3.1 plenary discussion.                                      |
+-----------------------------------------------------------------------+
| -   Overall --- *Outstanding* job. Thanks to all Intermountain Region |
|     Interpretation and Education staff!                               |
+-----------------------------------------------------------------------+
| -   Tuesday's introduction and explanation of the Renaissance, as     |
|     well as the Centennial Initiative, were very informative --- and  |
|     inspirational! Set an excellent foundation for the rest of the    |
|     week. Breakout sessions were energizing and gave us all an        |
|     opportunity to realize the potential for interpretation and the   |
|     National Park Service in the future.                              |
+-----------------------------------------------------------------------+
| -   It is always a positive experience to get together with fellow    |
|     interpreters --- really should be required on a regular basis.    |
+-----------------------------------------------------------------------+
| -   The Web-based ones --- Because its gets me to focus on the        |
|     e-world and think about ways to expand to e-savvy kids.           |
+-----------------------------------------------------------------------+
| -   Tasks 1.3 and 3.1 --- Mainly to spark my interest in reaching out |
|     to the "others" and improving the crappy interpretation going on  |
|     out there.                                                        |
+-----------------------------------------------------------------------+
| -   First day overview of the Interpretation & Education Renaissance. |
+-----------------------------------------------------------------------+
| -   Better understand what the Renaissance is.                        |
+-----------------------------------------------------------------------+
| -   Better able to understand roles of parks and region.              |
+-----------------------------------------------------------------------+
| -   Most useful because these are issues directly affecting the park  |
|     now: Task 2.1.                                                    |
+-----------------------------------------------------------------------+
| -   Most useful because these are issues directly affecting the park  |
|     now: Task 3.1.                                                    |
+-----------------------------------------------------------------------+
| -   Most useful because these are issues directly affecting the park  |
|     now: Task 1.1.                                                    |
+-----------------------------------------------------------------------+
| -   Developing measurable standards helped me think about how I could |
|     defend my interpretive operations during the core operations      |
|     implementations.                                                  |
+-----------------------------------------------------------------------+
| -   Doing evaluations to have a hard number, hard evidence to support |
|     my need to continue more ways to provide interpretive programs. I |
|     had a very difficult time trying to explain to the Resource       |
|     department and the Maintenance department that a wayside exhibit  |
|     does not replace a live ranger doing an interpretive program.     |
+-----------------------------------------------------------------------+
| -   Sheri Forbes --- Engaging and enlightening.                       |
+-----------------------------------------------------------------------+
| -   Corky Mayo --- What it is and how we got there.                   |
+-----------------------------------------------------------------------+
| -   Julia and David --- What inspirational leaders we have!           |
+-----------------------------------------------------------------------+
| -   The most valuable aspect of this workshop was the way the         |
|     Interpretation and Education Renaissance was explored, and        |
|     processes. The extremely effective organization of the workbook   |
|     facilitates a methodical approach to the roll out of this         |
|     critical initiative. There seems to be a "positive" group         |
|     transformation as the week progresses. A deep understanding of    |
|     the Renaissance results.                                          |
+-----------------------------------------------------------------------+
| -   Many of the sessions were useful in that they showed how much can |
|     be done out there. What's overwhelming is the fact that most of   |
|     the time my duties require me to be running the front desk, so,   |
|     to actually accomplish this, any of these, item(s) isn't truly    |
|     realistic for me. More power to and kudos to those who have the   |
|     freedom and time to take on these tasks and move this profession  |
|     further along.                                                    |
+-----------------------------------------------------------------------+
| -   Probably the most useful sessions are the break out groups I went |
|     to the first afternoon. More interaction, less lecture.           |
+-----------------------------------------------------------------------+
| -   A session that would have helped, especially for new and/or       |
|     inexperienced people, something directed at how to better prepare |
|     our projects, write up Project Management Information System      |
|     entries, etc. (I know how the 3-year budget works, I'm still a    |
|     little confused where to get resources to plan, fund, and         |
|     complete big-ticket projects.)                                    |
+-----------------------------------------------------------------------+
| -   All! Seriously, all sessions resulted in a very informed and      |
|     knowledgeable audience (that's us) related to the Interpretation  |
|     & Education Renaissance (and how we got here). The sessions also, |
|     either directly or indirectly, helped us                          |
|     collectively/individually come up with ideas for how we can help  |
|     and support fulfillment of the Renaissance.                       |
+-----------------------------------------------------------------------+
| -   Discussions on Interpretation & Education Renaissance task items  |
|     got us thinking about what we can do locally (park/region levels) |
|     to support and implement the program.                             |
+-----------------------------------------------------------------------+
| -   The large group discussion on all of them was useful if even to   |
|     get a better handle on what the tasks mean. Obviously, those      |
|     which were more defined ahead of time were easier to grasp and    |
|     participate in discussions.                                       |
+-----------------------------------------------------------------------+
| -   I was struck by the high degree of buy-in demonstrated throughout |
|     the workshop. This probably was due to the sessions on Day One.   |
|     They set a tone that indicated the Interpretation & Education     |
|     Renaissance is inclusive of all parks --- not just Washington     |
|     Office and at the national level. This was also reinforced by the |
|     large number of facilitators that took ownership of the           |
|     individual actions.                                               |
+-----------------------------------------------------------------------+
| -   Break out sessions --- small group interaction.                   |
+-----------------------------------------------------------------------+
| -   Awesome notebooks and organization.                               |
+-----------------------------------------------------------------------+
| -   Julia and David --- Great energy and enthusiasm.                  |
+-----------------------------------------------------------------------+
| -   Discussion of task 3.1.                                           |
+-----------------------------------------------------------------------+
| -   Break out/discussion of 7.1.                                      |
+-----------------------------------------------------------------------+
| -   Organization of course was good --- we needed to cover all the    |
|     Action Plan tasks and this format worked well.                    |
+-----------------------------------------------------------------------+
| -   Plenary --- because we got the overview of everyone's comments.   |
+-----------------------------------------------------------------------+
| -   Julia/David --- for the inside scoop.                             |
+-----------------------------------------------------------------------+
| -   Breakout groups and responses --- tapped into all the brainpower  |
|     and creativity in the room.                                       |
+-----------------------------------------------------------------------+
| -   Breakout sessions and plenary. Sessions really allowed for        |
|     in-depth discussion of what tasks mean to us (National Park       |
|     Service, parks, and individuals), allowed for us to raise         |
|     questions and gain clarification and also allowed us to           |
|     contribute to the direction the tasks will take. It was helpful   |
|     to have Corky there the entire time for D.C.'s perspective! It    |
|     would have been nice if Julia or David could have stayed.         |
+-----------------------------------------------------------------------+
| -   Day 1 all day --- general information to Renaissance, also        |
|     valuable for my staff members to hear from someone besides        |
|     me\....                                                           |
+-----------------------------------------------------------------------+
| -   Day 2 a.m. --- Fun! Though provoking!                             |
+-----------------------------------------------------------------------+
| -   Day 2 --- Teresa Coble "Visitor Voices" segment.                  |
+-----------------------------------------------------------------------+
| -   Discussion of "Centennial Challenge" topics --- good information  |
|     and good reality description.                                     |
+-----------------------------------------------------------------------+
| -   Phil Zichterman --- Technology information (relevant to us).      |
+-----------------------------------------------------------------------+
| -   Teresa Coble and evaluation topics (relevant to us).              |
+-----------------------------------------------------------------------+
| -   Evaluation session by Teresa Coble. Excellent presentation and    |
|     excellent, useful, and hopeful information for park use when      |
|     competing Core Operations Analysis and position management plan.  |
+-----------------------------------------------------------------------+
| -   Presentations by Bill Gwaltney and Phil Zichterman. Both          |
|     extremely relevant issues for all parks and our country.          |
+-----------------------------------------------------------------------+
| -   The breakout sessions were great. It was a venue where I felt I   |
|     could shape the Renaissance and have my voice heard.              |
+-----------------------------------------------------------------------+
| -   I wish day 2 would have been a *full* day of breakout sessions. I |
|     was interested in many of the tasks and would have liked to take  |
|     part in more.                                                     |
+-----------------------------------------------------------------------+
| -   Sessions related to the innovation/technology fund (6.1, 6.2)     |
|     were most important. As the only full-time, base-funded Web       |
|     coordinator in the System, I feel that every other unit is        |
|     failing to take proper advantage of our tremendous "new" outreach |
|     opportunity, our Web sites. I am very interested in any new       |
|     funding sources that might allow other units to better fund their |
|     Web efforts.                                                      |
+-----------------------------------------------------------------------+
| -   Tasks 3.1, 4.2, and 4.3 --- I'm very excited about our new        |
|     evaluation possibilities, too. I was interested to learn about    |
|     competencies and related training and certification.              |
+-----------------------------------------------------------------------+
| -   Tasks 4.2 and 4.3 --- I'm very excited about our new evaluation   |
|     possibilities, too.                                               |
+-----------------------------------------------------------------------+
| -   The overviews were the most enlightening to me (specifically      |
|     Interpretation & Education Renaissance, Function-based Groups,    |
|     Wilderness, Cooperative Ecosystem Studies Unit/Cyclic             |
|     Maintenance, Geographic Information System). These overviews      |
|     helped me understand where my gaps in understanding lie. From     |
|     here I can do further research to fill in those gaps.             |
+-----------------------------------------------------------------------+
| -   Task 5.2 breakout and group discussion was very informative on    |
|     converting over from Media Inventory Database System to Facility  |
|     Management Software System. Having a database Servicewide will    |
|     obviously streamline and make the Service much more efficient.    |
|     This program also was developed as a way to track where the money |
|     and human resources are being utilized. Why I found this useful   |
|     is because Facility Management Software System appears to be the  |
|     tracking program for interpretive projects of the future.         |
+-----------------------------------------------------------------------+
| -   Plenary discussions.                                              |
+-----------------------------------------------------------------------+
| -   The two breakout sessions for in-depth discussions on areas of    |
|     specific interest to me. Also the sharing of each group's         |
|     discussions.                                                      |
+-----------------------------------------------------------------------+
| -   Having input to help shape the direction of the Renaissance.      |
+-----------------------------------------------------------------------+
| -   Hard to say which is "most." The first session on the overall     |
|     Renaissance tasks was a very good informational overview.         |
+-----------------------------------------------------------------------+
| -   Session 6. Breakout groups where we had a chance to examine a     |
|     task, ask questions, and have more in-depth dialogue about how to |
|     implement tasks.                                                  |
+-----------------------------------------------------------------------+
| -   Session 3. Sheri Forbes "Means to You" chart that relates         |
|     day-to-day operations to Renaissance tasks and opportunities to   |
|     be involved.                                                      |
+-----------------------------------------------------------------------+
| -   Session 14. Linda's "Renaissance" reflections: effective          |
|     metaphors for 21st Century rangers.                               |
+-----------------------------------------------------------------------+
| -   Session 4. As a regional chief, I was intrigued by your FBG       |
|     concept --- having individual park chiefs lead workgroups on      |
|     particular issues of interest and relevance to the rest of the    |
|     region.                                                           |
+-----------------------------------------------------------------------+
| -   Sessions 2, 3, 4, 5 --- good practical overview.                  |
+-----------------------------------------------------------------------+
| -   Suggestion: When sending a large document out in advance (like    |
|     the "notebook"), tell us if we'll get a hard copy when we get     |
|     there so we don't feel obligated to print a copy in advance.      |
+-----------------------------------------------------------------------+
| -   Session 14. Good way to get a sense of what's going on and what   |
|     people think is important.                                        |
+-----------------------------------------------------------------------+
| -   Task 3.1 --- Training of volunteers and starting off of seasonals |
|     by use of the Web is definitely needed.                           |
+-----------------------------------------------------------------------+
| -   Task 7.1 --- It provided good ideas for working more towards      |
|     creating a more diverse work place.                               |
+-----------------------------------------------------------------------+
| -   Task 4.3 --- Definitely need to evaluate interpretive programs    |
|     and revitalize programs and introduce new ones.                   |
+-----------------------------------------------------------------------+
| -   I appreciated the format of the entire workshop. I thought the    |
|     breakout groups, followed by plenary discussion, was very         |
|     effective.                                                        |
+-----------------------------------------------------------------------+
| -   Thanks for the budget discussion Thursday afternoon, too.         |
+-----------------------------------------------------------------------+
| -   Loved the summary of data from Visitor Voices Thanks for the      |
|     budget discussion Thursday afternoon, too. Wish we'd had more     |
|     time for that\....                                                |
+-----------------------------------------------------------------------+
| -   Break-out groups --- Individuals were able to choose task groups  |
|     which either fit their expertise or needs so that the most        |
|     comprehensive planning was accomplished and questions were        |
|     answered.                                                         |
+-----------------------------------------------------------------------+
| -   Tuesday overviews provide background, inclusion, momentum, and    |
|     energizing sense of responsibility for change.                    |
+-----------------------------------------------------------------------+
| -   Review of breakout groups sessions was very useful! Provided      |
|     balanced and holistic understanding of what needs to be done.     |
+-----------------------------------------------------------------------+
| -   Thank you for acknowledging the difficulty of change (although    |
|     I'm *rarin' to go!*) by scheduling the change management session  |
|     (9.1).                                                            |
+-----------------------------------------------------------------------+
| -   The financial aspects, *all* of them.                             |
+-----------------------------------------------------------------------+
| -   Tasks in order of usefulness: 1.1, 7.1, 4.3, 6.1.                 |
+-----------------------------------------------------------------------+
| -   Corky --- Always good to hear it from his viewpoint.              |
+-----------------------------------------------------------------------+
| -   Technology, Phil --- Always good to hear what is going on here.   |
+-----------------------------------------------------------------------+
| -   All others about equal.                                           |
+-----------------------------------------------------------------------+
| -   Breakout sessions were great since a smaller class size and       |
|     seemed to have a greater sharing of ideas. One thought is to      |
|     divide the 12 tasks in half and offer half in the first breakout  |
|     session and half in the second rather than all 12 across both     |
|     breakout sessions.                                                |
+-----------------------------------------------------------------------+
| -   Great to have Corky involved along with David and Julia as well   |
|     as Intermountain Region Interpretation and Education staff. Their |
|     input is critical to get "buy-in."                                |
+-----------------------------------------------------------------------+
| -   Teresa coble's evaluation presentation was useful since           |
|     evaluation is a key component in what we all do.                  |
+-----------------------------------------------------------------------+
| -   Breakouts were very helpful, particularly having plenary          |
|     discussion afterward.                                             |
+-----------------------------------------------------------------------+
| -   The first day to define the Interpretation & Education            |
|     Renaissance --- helpful.                                          |
+-----------------------------------------------------------------------+
| -   Great to have adequate time to discuss ideas.                     |
+-----------------------------------------------------------------------+
| -   Teresa Coble's Visitor Voices presentation was awesome! I would   |
|     have liked to have heard more of this topic as part of our        |
|     scheduled sessions rather than an after-class activity.           |
+-----------------------------------------------------------------------+
| -   The break-out sessions were useful, as they provided more         |
|     opportunity for dialogue and questions and answers, than the      |
|     entire-class presentations did. Too bad the break-out sessions    |
|     were so short.                                                    |
+-----------------------------------------------------------------------+
| -   Break out groups were good as they allowed for real               |
|     participation.                                                    |
+-----------------------------------------------------------------------+
| -   Review of the tasks associated with the Interpretation &          |
|     Education Renaissance by Julia W. and David L. to understand what |
|     lies before us.                                                   |
+-----------------------------------------------------------------------+
| -   Breakout session for task 7.1 which explored what I feel is the   |
|     most important issue facing the National Park Service today if we |
|     are going to survive tomorrow.                                    |
+-----------------------------------------------------------------------+
| -   Evaluation session --- we really need to focus on finding out if  |
|     we are truly being effective with our methods.                    |
+-----------------------------------------------------------------------+
| -   The breakouts: one-on-one sharing on these important topics.      |
+-----------------------------------------------------------------------+
| -   The plenary sessions: to hear (clearly and in detail) what the    |
|     others I *wanted* to attend had to say.                           |
+-----------------------------------------------------------------------+
| -   Plenary discussions, also beginning sessions that explained what  |
|     the Interpretation & Education Renaissance means.                 |
+-----------------------------------------------------------------------+
| -   Task 7.1 (visitation trends and engaging ethnic minority          |
|     audiences) --- Because: I gained greater insight into the breadth |
|     of issues surrounding engaging minority audiences.                |
+-----------------------------------------------------------------------+
| -   The breakouts and the opportunity to explore these important      |
|     topics more fully.                                                |
+-----------------------------------------------------------------------+
| -   The chance to discuss current topics and brainstorm as a group.   |
+-----------------------------------------------------------------------+
| -   The Wednesday breakout groups were valuable to discuss the scope  |
|     of the tasks.                                                     |
+-----------------------------------------------------------------------+
| -   I learned something from every session. David Larsen and Julia    |
|     Washburn's presentation helped me understand the "big picture."   |
|     Corky Mayo's presentation provided me with a solid, succinct      |
|     background of how we got here --- as well as hope for the future. |
|     Sheri Forbes helped me understand how the Renaissance applies to  |
|     me. I especially want to highlight the break-out sessions because |
|     they were great. We had productive discussions. Matt Graves,      |
|     Linda Lutz-Ryan, and Bill Gwaltney effectively facilitated the    |
|     sessions that I attended. The plenary presentations and           |
|     discussions varied in quality and content but, all in all, the    |
|     plenary sessions were helpful and insightful.                     |
+-----------------------------------------------------------------------+
| -   Corky, David, Julia, Sheri.                                       |
+-----------------------------------------------------------------------+
| -   Small group reports were very well done.                          |
+-----------------------------------------------------------------------+
| -   Notebook was useful, efficient, task centric!                     |
+-----------------------------------------------------------------------+
| -   I found the two individual break out sessions most useful --- it  |
|     was much easier to feed ideas off the smaller group. I attended   |
|     the diversity and technology fund sessions.                       |
+-----------------------------------------------------------------------+

+--------------------+-------------------------------------------------+
| ###### RESPON      |                                                 |
| SES TO THIS EVALUA |                                                 |
| TION FORM QUESTION |                                                 |
+--------------------+-------------------------------------------------+
|                    |                                                 |
+--------------------+-------------------------------------------------+
| > ***[Which        | > *were the* **least useful** *to you, and*     |
| > sessio           | > **why***?*                                    |
| ns]{.smallcaps}*** |                                                 |
+--------------------+-------------------------------------------------+

+-----------------------------------------------------------------------+
| -   Friday open session: Less direct connection to my work, in        |
|     general.                                                          |
+-----------------------------------------------------------------------+
| -   Session 1 (especially Hal Grovert): No useful direction or        |
|     information.                                                      |
+-----------------------------------------------------------------------+
| -   Session 3 (Sheri Forbes): Style of presentation was not inspiring |
|     but content was somewhat useful.                                  |
+-----------------------------------------------------------------------+
| -   I would have liked to learn more about a nationwide rollout,      |
|     especially what other folks know (resources, law enforcement,     |
|     maintenance, superintendents). I fear we're planning the          |
|     Renaissance and won't get the general buy-in. I'd like to feel    |
|     more confident in the change management plan.                     |
+-----------------------------------------------------------------------+
| -   Too bad Sarah Conlon didn't present, herself, the change          |
|     management plan, how it will be rolled out.                       |
+-----------------------------------------------------------------------+
| -   Sessions on technology. Our park staffing is so minimal that I am |
|     more worried about the basics, such as how to keep our visitor    |
|     center open with no staff, how to present more programs, engage   |
|     the community, etc. We don't have the staff to dedicate to        |
|     technology innovations, as attractive as they may be.             |
+-----------------------------------------------------------------------+
| -   Tough questions as "all" sessions were of value!                  |
+-----------------------------------------------------------------------+
| -   Task 6.4 plenary discussion.                                      |
+-----------------------------------------------------------------------+
| -   Task 6.5 plenary discussion --- just because we didn't have much  |
|     detailed discussion.                                              |
+-----------------------------------------------------------------------+
| -   A course participant list at the *beginning* of the week would    |
|     have been helpful.                                                |
+-----------------------------------------------------------------------+
| -   Would have thought Mike or Tony could have met with group         |
|     sometime during week.                                             |
+-----------------------------------------------------------------------+
| -   Would have liked more time in the breakout groups for             |
|     brainstorming which I think is more valuable than the reporting   |
|     to the whole group. Report-out sessions were sometimes tedious    |
|     and seemed a bit disorganized. The benefits of the reports were   |
|     to get the group as a whole involved.                             |
+-----------------------------------------------------------------------+
| -   Task 5.2 --- This seems like nothing more than an increase in my  |
|     time entering data. As I understand it, Facility Management       |
|     Software System mandates that every minute be accounted for, and  |
|     that's the last thing I need to focus on. I do *not* plan on      |
|     doing this because I already have a good relationship with my     |
|     maintenance chief, who enters projects for us. *This seems like   |
|     an incredible waste of time!*                                     |
+-----------------------------------------------------------------------+
| -   Geographic Information System mapping.                            |
+-----------------------------------------------------------------------+
| -   All of the sessions are important but the following were most     |
|     useful because of the changes that they deal with. The tasks that |
|     are lower priority for now: Task 9.4.                             |
+-----------------------------------------------------------------------+
| -   The tasks that are lower priority for now: Task 7.2.              |
+-----------------------------------------------------------------------+
| -   I can not think of one thing that was not useful to me. I need to |
|     get refreshed on all that I do as a chief and an interpreter.     |
+-----------------------------------------------------------------------+
| -   Some of the facilitations of the task groups were more effective  |
|     than others.                                                      |
+-----------------------------------------------------------------------+
| -   Task 1.1, so very important, should have been better represented. |
+-----------------------------------------------------------------------+
| -   Perhaps even more stringent plenary presentation direction could  |
|     have been provided to facilitators to establish consistency.      |
+-----------------------------------------------------------------------+
| -   None. Some were long but all were important to hear.              |
+-----------------------------------------------------------------------+
| -   The breakout groups were difficult. Some are so similar --- tasks |
|     1.1, 1.3, etc. should, perhaps, be lumped and more time spent. It |
|     felt like the conversation was just starting when it was time to  |
|     move, without coming to any real conclusions. The groups ended up |
|     being so small that the perspectives might have been too narrow.  |
+-----------------------------------------------------------------------+
| -   There might have been too much emphasis on individual actions in  |
|     the workshop design. Bigger concepts did get expressed, but it    |
|     might have been good to have sessions on the 5 tenets             |
|     specifically. Also, I wonder what follow-up actions will actually |
|     occur in the Intermountain Region. Was follow-up a desired        |
|     outcome of the workshop? That's not clear.                        |
+-----------------------------------------------------------------------+
| -   None in particular --- we needed to learn about everything.       |
+-----------------------------------------------------------------------+
| -   Debating about Facility Management Software System, budget from   |
|     Congress --- lots of conjecture.                                  |
+-----------------------------------------------------------------------+
| -   Nothing --- but a suggestion: It would have helped, I think, to   |
|     have introduced the breakout sessions Tuesday afternoon to allow  |
|     for mental preparation overnight. I think there was some          |
|     confusion in the morning that caused a bit of anxiety first off   |
|     and slowed the start. Take 15 minutes at the end of Tuesday to    |
|     introduce the breakout sessions.                                  |
+-----------------------------------------------------------------------+
| -   Thursday afternoon topics --- maybe it was fatigue but these      |
|     didn't engage me as much as the earlier topics/tasks.             |
+-----------------------------------------------------------------------+
| -   Note: This is a comment (thought) only: For other regions they    |
|     may want to do the 2-day task work a little differently. Many of  |
|     us wanted to attend more than one task group as planned. But, the |
|     first we went to was too compelling to leave. Perhaps having 6    |
|     tasks to choose from in the first session and then 6 tasks to     |
|     choose from in the second session would work better.              |
+-----------------------------------------------------------------------+
| -   The plenary discussion was too long. Each chair should have       |
|     listed the main point --- got to the point, opened it up to the   |
|     floor --- and moved on.                                           |
+-----------------------------------------------------------------------+
| -   I would have liked to see more sessions on what has already been  |
|     done, like the Visitor Voices discussion.                         |
+-----------------------------------------------------------------------+
| -   Task 9.1 --- I'm not sure how useful I will find the change       |
|     management plan. I' still unclear about what this one is all      |
|     about.                                                            |
+-----------------------------------------------------------------------+
| -   Task 6.5 --- While WebRangers is a nice Web feature, it remains a |
|     single feature that is being allocated resources that I believe   |
|     would be better spent by distributing them to units that need     |
|     help affording their Web improvements.                            |
+-----------------------------------------------------------------------+
| -   While the breakout group reports may have been helpful at a       |
|     Servicewide level, they weren't useful to me. I would have        |
|     benefited more from a concise report, not a report session that   |
|     lasted almost as long as the original session itself.             |
+-----------------------------------------------------------------------+
| -   All the sessions had some useful information.                     |
+-----------------------------------------------------------------------+
| -   Group report sessions --- would have saved time to print group    |
|     findings to allow more group discussions.                         |
+-----------------------------------------------------------------------+
| -   The talk by Hal Grovert was very disappointing. Maybe he wasn't   |
|     prepared, maybe he just got shoved in, but it seemed like he      |
|     really didn't care.                                               |
+-----------------------------------------------------------------------+
| -   Sessions 7-12. Though some plenary reports and discussion         |
|     sessions were quite valuable, others tended to go into too much   |
|     reporting detail --- leaving less room for full group discussion. |
+-----------------------------------------------------------------------+
| -   It may have been useful to expand time for breakout groups (so    |
|     that participants could have attended more than 2 breakouts), and |
|     tighten the report-out time of the plenary sessions (e.g. focus   |
|     on the top five ideas/issues/actions, then move quickly to        |
|     questions and answers.                                            |
+-----------------------------------------------------------------------+
| -   Session 1. Sorry Hal --- out of touch with the realities of the   |
|     field.                                                            |
+-----------------------------------------------------------------------+
| -   Task 6.1 --- We are not able to accomplish without technological  |
|     assistance.                                                       |
+-----------------------------------------------------------------------+
| -   Task 9.1 --- Not sure if what was learned will be useful. Future  |
|     questionable.                                                     |
+-----------------------------------------------------------------------+
| -   Task 6.5 --- Good to know about and glad its there but we are     |
|     still trying to get our own Content Management System site going. |
+-----------------------------------------------------------------------+
| -   Session 3 Tuesday (What the Interpretation & Education            |
|     Renaissance Means to You) --- This becomes self-evident as you    |
|     work through the Action Plan.                                     |
+-----------------------------------------------------------------------+
| -   The Geographic Information System and Wilderness (although they   |
|     too were valuable).                                               |
+-----------------------------------------------------------------------+
| -   Parts of Tuesday seemed redundant with the Technology Enhanced    |
|     Learning broadcast. Maybe the Technology Enhanced Learning could  |
|     be a prerequisite for this workshop and then just a brief review  |
|     would allow more time for other discussions.                      |
+-----------------------------------------------------------------------+
| -   I always enjoy having a roster of participants early on in a      |
|     workshop (and introductions early on) to help make these          |
|     important connections especially for those who are new to this    |
|     group.                                                            |
+-----------------------------------------------------------------------+
| -   Too *little* time spent on actual break-out sessions. Should      |
|     extend these sessions to allow more discussion opportunity.       |
+-----------------------------------------------------------------------+
| -   Too much time spent on plenary reports and discussion. These      |
|     plenary reports could be shortened to the top 3 highlights rather |
|     than all the minutia.                                             |
+-----------------------------------------------------------------------+
| -   One more thought\... Please consider having breakout sessions     |
|     last twice as long by *not* duplicating the sessions. That is,    |
|     rather than offering Task 1.1 twice, offer it once for twice the  |
|     duration. Breakout session 1 could include the first 6 tasks,     |
|     then the next 6 tasks could be offered in breakout session 2.     |
+-----------------------------------------------------------------------+
| -   Plenary sessions were way too long!                               |
+-----------------------------------------------------------------------+
| -   More opportunity to be involved in more tasks would have been     |
|     much more useful than listening to the reporting of every little  |
|     detail in plenary sessions (remember that we retain 10% of what   |
|     we hear, 20% of what we see, 70% of what we do).                  |
+-----------------------------------------------------------------------+
| -   The introductory session from Hal G. wasn't particularly          |
|     enlightening (and was very brief). Much better to have heard from |
|     the Regional Director or Deputy Regional Director even via a      |
|     short video to hear their support for these efforts.              |
+-----------------------------------------------------------------------+
| -   Though the "talking heads" nature of some presentations wasn't    |
|     exactly dynamic, the ensuing class discussion was always good and |
|     useful on all of the various tasks/topics.                        |
+-----------------------------------------------------------------------+
| -   None --- all offered quality.                                     |
+-----------------------------------------------------------------------+
| -   Timing was good: none ran too long or were cut too short; thanks  |
|     for that! Helped us really progressively move through the myriad  |
|     topic areas in a smooth way.                                      |
+-----------------------------------------------------------------------+
| -   It took two introductory sessions for me to finally "get" what    |
|     the Interpretation & Education Renaissance means. Perhaps the     |
|     first two sessions could be condensed and clarified.              |
+-----------------------------------------------------------------------+
| -   Unfortunately, the technology sessions will not be utilized in    |
|     our current situation because our partner handles most of that.   |
|     However, I am interested in how we could expand our role in this  |
|     arena to change that. Although not very useful in our current     |
|     situation, it is intriguing for future development.               |
+-----------------------------------------------------------------------+
| -   Hope follow-up on group/breakout actions is pursued --- if so,    |
|     this is a positive.                                               |
+-----------------------------------------------------------------------+
| -   On Day One (Tuesday), there was too much repetition of content    |
|     between Corky, Neil, Julia/David ("What's in Action Plan").       |
|     David/Julia: Too much Renaissance rah, rah. It bordered on        |
|     nauseating.                                                       |
+-----------------------------------------------------------------------+
| -   Hal Grovert --- no useful message! He could have prepared         |
|     something or read Mike's message. I felt like he didn't respect   |
|     this group enough to prepare a few cogent thoughts!               |
+-----------------------------------------------------------------------+
| -   A few of the report outs of tasks could have been better. I am    |
|     thinking in particular of the change management plan, but overall |
|     we really were immersed in the Renaissance.                       |
+-----------------------------------------------------------------------+

+------------------------+---------------------------------------------+
| #####                  |                                             |
| # RESPONSES TO THIS EV |                                             |
| ALUATION FORM QUESTION |                                             |
+------------------------+---------------------------------------------+
|                        |                                             |
+------------------------+---------------------------------------------+
| > ***[Which Friday     | > *were the* **most important** *to you,    |
| >                      | > and* **why***?*                           |
| topics]{.smallcaps}*** |                                             |
+------------------------+---------------------------------------------+

+-----------------------------------------------------------------------+
| -   Cooperative Ecosystem Studies Unit -- Cyclic Maintenance.         |
+-----------------------------------------------------------------------+
| -   Thanks for your work coordinating this.                           |
+-----------------------------------------------------------------------+
| -   Cyclic Maintenance opportunities --- Linda was really helpful.    |
+-----------------------------------------------------------------------+
| -   Overall the thing I will take with me is the concept of planning  |
|     for the best (putting in projects, etc.) even without the         |
|     expectation of completion. Planning and evaluation are key        |
|     elements in managing our parks.                                   |
+-----------------------------------------------------------------------+
| -   Thanks for putting on such a *great* workshop!                    |
+-----------------------------------------------------------------------+
| -   General overview of where we've been and where we're going,       |
|     wrap-up, the next steps, useful Web addresses, who to contact     |
|     about what, etc.                                                  |
+-----------------------------------------------------------------------+
| -   Thank you! Once again the Intermountain Region leads the way!     |
+-----------------------------------------------------------------------+
| -   Cooperative Ecosystem Studies Unit discussion.                    |
+-----------------------------------------------------------------------+
| -   Wilderness! (Suzy is doing a *great* job!)                        |
+-----------------------------------------------------------------------+
| -   Free-form discussion on other topics (from flip chart) to make    |
|     sure we are all on the same page.                                 |
+-----------------------------------------------------------------------+
| -   Linda's Cyclic Maintenance stuff --- Gave me ideas on alternate   |
|     funding sources.                                                  |
+-----------------------------------------------------------------------+
| -   Wilderness --- Because I am involved in wilderness                |
|     interpretation.                                                   |
+-----------------------------------------------------------------------+
| -   Getting information about Cyclic Maintenance and Cooperative      |
|     Ecosystem Studies Unit information to get on board with the       |
|     funding for Repair/Rehab or the backlog maintenance projects.     |
+-----------------------------------------------------------------------+
| -   Cooperative Ecosystem Studies Unit/Cyclic Maintenance. Linda's    |
|     "parallels" were clever and proactive!                            |
+-----------------------------------------------------------------------+
| -   Concession contracts and franchise fees.                          |
+-----------------------------------------------------------------------+
| -   A note --- It was refreshing to have the mix of field staff and   |
|     regional staff presenting and facilitating. This was *not* a      |
|     "talking head" workshop. Thank you!                               |
+-----------------------------------------------------------------------+
| -   The list that was sent in. Good discussion and making concerns    |
|     heard.                                                            |
+-----------------------------------------------------------------------+
| -   General note: Develop a list of Intermountain Region / park tasks |
|     related to Renaissance that we can work on now and get it out for |
|     us to sign up and work on. Even if no funding comes through, we   |
|     *can* move forward with many of the Interpretation & Education    |
|     Renaissance recommendations.                                      |
+-----------------------------------------------------------------------+
| -   Cooperative Ecosystem Studies Unit and money, money, money.       |
+-----------------------------------------------------------------------+
| -   As a newbie, I am not fluent in how to get money or use           |
|     Cooperative Ecosystem Studies Units to get work done. More        |
|     opportunities to get a handle on the process --- fund sources,    |
|     timelines, etc. --- would be most helpful.                        |
+-----------------------------------------------------------------------+
| -   Linda's explanation of *the* Renaissance vis a vis the            |
|     Interpretation & Education Renaissance was very engaging and      |
|     informative.                                                      |
+-----------------------------------------------------------------------+
| -   Cut this in half or move through them more quickly.               |
+-----------------------------------------------------------------------+
| -   Centennial Challenge.                                             |
+-----------------------------------------------------------------------+
| -   Missed Friday.                                                    |
+-----------------------------------------------------------------------+
| -   This was a well-organized training --- very helpful. Good work!   |
+-----------------------------------------------------------------------+
| -   I think it is always valuable to have time set aside to discuss   |
|     park generated issues, it is a great opportunity for individuals  |
|     to learn from others and discover who out there are having        |
|     similar questions/issues/problems.                                |
+-----------------------------------------------------------------------+
| -   Overall: This format of lots of structure but time to discuss is  |
|     excellent (all week, not just Friday) --- keeps us on track and   |
|     allows everyone to talk if they choose to.                        |
+-----------------------------------------------------------------------+
| -   Regarding Friday --- allowing the time is important.              |
+-----------------------------------------------------------------------+
| -   Thanks! Carol                                                     |
+-----------------------------------------------------------------------+
| -   Linda Lutz-Ryan's presentation was great! A nice synopsis of the  |
|     Renaissance.                                                      |
+-----------------------------------------------------------------------+
| -   A final note: Many thanks to the Intermountain Region             |
|     Interpretation and Education team for hosting a great workshop!   |
+-----------------------------------------------------------------------+
| -   The morning resource sections. I think it is important to         |
|     cooperate with other divisions when possible and was glad to see  |
|     that demonstrated in this venue.                                  |
+-----------------------------------------------------------------------+
| -   Funding advice --- I need to learn a lot more about this. I was   |
|     happy to get this primer.                                         |
+-----------------------------------------------------------------------+
| -   Geographic Information System Intermountain Region Internet Map   |
|     Service --- This Website is of special interest since Yellowstone |
|     is still working out the best way to deliver their Geographic     |
|     Information System content. I'll discuss this with our Geographic |
|     Information System specialist when I return.                      |
+-----------------------------------------------------------------------+
| -   Ethics discussion was also enlightening.                          |
+-----------------------------------------------------------------------+
| -   Cooperating associations (prohibited sources, vendors developing  |
|     products) seemed to be helpful. Because I deal with them more     |
|     directly now, it was good background information.                 |
+-----------------------------------------------------------------------+
| -   Tasks 1.1 and 4.3 are so integral to the future growth and        |
|     success of National Park Service interpretation. Developing core  |
|     statements that justify our existence and link interpretation     |
|     directly to law and regulation whenever possible will be valuable |
|     for demonstrating this to the other divisions will help educate   |
|     everyone and guide the future cohesiveness of the National Park   |
|     Service as an agency.                                             |
+-----------------------------------------------------------------------+
| -   Linda's session on Cooperative Ecosystem Studies Units and Cyclic |
|     Maintenance was very insightful. Her talk answered some of the    |
|     questions I had concerning these topics. She further stressed and |
|     clarified to apply for project monies tied into Facility          |
|     Management Software System parameters.                            |
+-----------------------------------------------------------------------+
| -   General discussion.                                               |
+-----------------------------------------------------------------------+
| -   Linda's session on Cooperative Ecosystem Studies Units and Cyclic |
|     Maintenance --- money and resources always a good thing to know.  |
+-----------------------------------------------------------------------+
| -   The ethics discussion was very helpful in bringing up practices   |
|     that I need to check on.                                          |
+-----------------------------------------------------------------------+
| -   Ethics was most enlightening.                                     |
+-----------------------------------------------------------------------+
| -   Reminder that Cooperative Ecosystem Studies Units can be tapped   |
|     for assistance in conducting evaluation.                          |
+-----------------------------------------------------------------------+
| -   Contractor discussion --- working with concessioners at           |
|     prospective level and use of franchise fees for seasonal          |
|     positions.                                                        |
+-----------------------------------------------------------------------+
| -   Accessibility and audiovisual programs.                           |
+-----------------------------------------------------------------------+
| -   Harpers Ferry Center reorganization.                              |
+-----------------------------------------------------------------------+
| -   Ethics.                                                           |
+-----------------------------------------------------------------------+
| -   Cooperating association sales items.                              |
+-----------------------------------------------------------------------+
| -   Cooperative Ecosystem Studies Unit and Cyclic Maintenance ---     |
|     Pertinent and useful to current things being done at the park.    |
+-----------------------------------------------------------------------+
| -   Being introduced to regional team leaders and assigned duties --- |
|     Have not had a clear indication of who was responsible for what   |
|     has come in the past by third hand knowledge.                     |
+-----------------------------------------------------------------------+
| -   Open session on questions --- very good.                          |
+-----------------------------------------------------------------------+
| -   Interpretive Development Program, Harpers Ferry Center            |
|     restructuring, funding sources (Cyclic Maintenance), ethics in    |
|     product development.                                              |
+-----------------------------------------------------------------------+
| -   The role of natural history associations (cooperating             |
|     associations).                                                    |
+-----------------------------------------------------------------------+
| -   Discussion of funding sources was very useful since trying to     |
|     keep up with them and learning about them is not very easy.       |
+-----------------------------------------------------------------------+
| -   Ethics discussion is always good for reminders or learning        |
|     something we already should have known.                           |
+-----------------------------------------------------------------------+
| -   Linda's presentation on the Renaissance, Cooperative Ecosystem    |
|     Studies Units and Cyclic Maintenance funds was *fantastic!* Lots  |
|     of useful information. Her presentation was clever and creative!  |
+-----------------------------------------------------------------------+
| -   Discussion of the variety of issues, questions, and concerns (led |
|     by Larry Frederick) was very beneficial. It cleared up quite a    |
|     bit of nebulous information that I wasn't real clear on. Thanks!  |
+-----------------------------------------------------------------------+
| -   Discussion of parking lot items was useful as it gave some        |
|     opportunity to discuss some of the ramifications to parks.        |
+-----------------------------------------------------------------------+
| -   The remainder to be thinking about and inputting projects for the |
|     (hopefully) future influx of money for Interpretive Cyclic        |
|     Maintenance, and to be putting in projects through the year since |
|     we never know when the system might be accessed to divvy out      |
|     money.                                                            |
+-----------------------------------------------------------------------+
| -   Linda's Renaissance tie-in was priceless! Will use with seasonals |
|     to help "interpret" the Interpretive Renaissance!                 |
+-----------------------------------------------------------------------+
| -   Overall --- Thank you, regional team, for this. My batteries are  |
|     recharged, my excitement level is high, my confidence in the      |
|     future is high, my commitment is 100%!                            |
+-----------------------------------------------------------------------+
| -   Was not able to attend.                                           |
+-----------------------------------------------------------------------+
| -   Thanks to all who organized and coordinated this workshop!        |
+-----------------------------------------------------------------------+
| -   I was not present on Friday. Great job throughout the week ---    |
|     lots of energy and interest in the Intermountain Region. I look   |
|     forward to collaborating on a few critical issues. Thank you.     |
|     Kathy T.                                                          |
+-----------------------------------------------------------------------+
| -   I wish I had asked more at the sessions. Also the Cyclic          |
|     Maintenance Interpretive Maintenance was great.                   |
+-----------------------------------------------------------------------+
| -   Thank you for getting us engaged in this hopeful effort.          |
+-----------------------------------------------------------------------+