DESCHUTES NATIONAL FOREST CHILDREN’S FOREST PROGRAM

Envision a world in which every child is inspired by nature to 

become a healthy individual and create a sustainable future.

DESCHUTES CHILDREN’S FOREST

STRATEGIC PLAN 2012

United States Department of Agriculture

Forest Service

Pacific Northwest Region

for the greatest good
2

Deschutes Children’s Forest Advisory Board

The Deschutes Children’s Forest provides a network of 

outdoor places and programs dedicated to moving all 

children along a continuum of learning, exploration, 

and healthy living through engagement with nature.

deschuteschildrensforest.org

The USDA is an equal opportunity provider and employer.
THE DESCHUTES CHILDREN’S FOREST

The first nationally recognized Children’s Forest in the Pacific 

Northwest, the Deschutes Children’s Forest is led by a powerful 

coalition of diverse partners in Central Oregon. The health care 

industry has joined with educators, natural resource and recreation 

professionals, and conservationists as the Deschutes Children’s 

Forest Advisory Board. This coalition works together to realize 

the Deschutes Children’s Forest for the benefit of healthy minds, 

healthy bodies, and healthy forests.

The Deschutes Children’s Forest Advisory Board is committed to 

providing outdoor opportunities that help reverse and prevent 

childhood obesity by ensuring that young people have healthy 

options to learn and explore in the natural world. We believe all 

children and families have a right to learn and play outdoors. 

We provide places and programs for young people to develop a 

connection with nature while they develop a healthy sense of self.

deschuteschildrensforest.org
Bend

Seattle Metro Area

Portland Metro Area

Tacoma

Spokane

Eugene

Bellevue

Vancouver

Everett

Boise

Salem

Medford

Yakima

Bellingham

Marysville

90

82

84

5

80

182

101

12

Olympic NP

North Cascades NP

Mount Rainier NP

Crater Lake NP

Redwood NP

Children's Forest 

Vicinity Map

0 25 50 100 Miles

This product is reproduced from geospatial information prepared by the

U.S. Department of Agriculture, Forest Service. The Forest Service cannot assure

the reliability or suitability of this information if used for a purpose other than 

which it was created. 

Deschutes National Forest
5

	 1.0	 Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

	 2.0	 Mission Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

	 3.0	 Vision Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

	 4.0	 Core Principles and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

	 5.0	 SWOT Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

	 6.0	 Goals, Objectives and Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

	 7.0	 Outputs and Milestones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

	 8.0	 Action Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

	 9.0	 Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

	 10.0	 Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

	 11.0	 Communications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

	 12.0	 Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

CONTENTS
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1.0 EXECUTIVE SUMMARY

As the first nationally recognized

Children’s Forest in the Pacific Northwest,

the Deschutes Children’s Forest (DCF) is

emerging out of a dynamic coalition of

committed and diverse partners. In a

unique twist, the health care industry has

joined together with educators, natural

resource and recreation professionals,

and conservationists to develop the

Deschutes Children’s Forest for the 

benefit of healthy minds, healthy bodies, 

and healthy forests.

Our Central Oregon region boasts an impressive array of natural areas that provide

opportunities for high‐quality outdoor experiences. Using these natural areas as a

context for teaching can enrich student learning and extend it beyond the classroom

walls. Studies have found that direct experiences in nature – with students actively

involved in their own learning – can improve student’s overall academic performance,

self-esteem, community involvement and personal health. Yet, local and national

trends indicate that time spent outdoors is in steep decline while at the same time

environmental literacy is dropping. This cultural shift toward the indoors, and an

increasingly sedentary population, is associated with a host of physical and mental

health problems in our youth including rising obesity rates, asthma, type 2 diabetes, as

well as anxiety, attention deficit disorder, bullying and depression.

But why is this happening? Health experts warn

that excessive recreational screen time and the

allure of screen media is both unhealthy and

addictive. And many argue it directly competes

with the kind of outdoor experiences that were

once the norm in childhood. The Deschutes

Children’s Forest seeks to change this. Given

our region’s rich natural resources, dynamic

conservation education programs and strong

partnerships, we possess the collective capacity

to reverse this trend and address what Richard

Louv has famously coined “nature-deficit disorder.”
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The Deschutes Children’s Forest began in May of

2011 when Deschutes National Forest, partnering

with Discover Your Northwest, was awarded a

national grant to become one of twelve Forest Service

sponsored demonstration Children’s Forests in the

country. The structure and activities of a Children’s

Forest can vary widely depending upon the interests

and resources in a particular region. To identify

potential places, programs and themes for the

Deschutes Children’s Forest, several key stakeholders

were convened from a wide variety of education, recreation, conservation and health

disciplines. Several intensive planning sessions were held during the summer and fall

of 2011 to work on this strategic plan, resulting in a mission, vision, goals, governance

structure and operational framework.

Mission Statement: “The Deschutes Children’s Forest provides a network of outdoor

places and programs dedicated to moving all children along a continuum of learning,

exploration, and healthy living through engagement with nature.”

The graphic below captures what we call our “Stepping Stones” approach of moving

children and youth along a continuum.

Vision Statement: “A world in which every child is inspired by nature to become a

healthy individual and create a sustainable future.”
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Goals/Objectives:

1.	 Develop opportunities for all children and

youth to safely and accessibly engage in free

play, exploration and recreation activities

that connect them to nature

2.	 Provide all children and youth first

hand connections with nature by

providing meaningful, inspirational, and

interdisciplinary education programs

including STEM (Science, Technology, Engineering and Math), social studies,

creative writing, and art.

3.	 Improve health outcomes in youth by providing opportunities that lead to

increased physical activity outdoors

4.	 Develop programs that foster leadership skills in youth, promote a sense

of connection and stewardship for public lands, and provide potential

environmental and natural resource career paths

Three important and unique elements emerged from these planning sessions:

1.	 The Deschutes Children’s Forest is not specific to any one place; rather, it is a 

network of places and programs focused on moving youth along a continuum

towards greater awareness, engagement and participation in the outdoors. 

By working with the community to transform school culture and energize

teachers, the Deschutes Children’s Forest will create pathways that encourage

students to become active stewards of their public lands and beyond.

2.	 The Deschutes Children’s Forest has a “health” overlay that broadens both the

scope and focus of our work. We believe strongly in the connection between

time spent in nature and improved health and well-being. As such, we

recognize that for many, the move from time inside spent staring at a screen to

playing and exploring in the backyard or a nearby park is an important first step

that can lead to greater engagement with nature down the road.

3.	 The programs, places and activities of the Deschutes Children’s Forest should

reach all youth which means we need to plan for optimal accessibility and a

focus on targeted outreach to underserved children, youth and families.

The Deschutes Children’s Forest has a unique structure and business model. Run by

the original stakeholders, it has been designed to add value to the work of existing

organizations and agencies by providing increased coordination, enhanced publicity and
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additional funding and volunteer resources. The Deschutes Children’s Forest operates as

a project under Discover Your Northwest (DYNW) which gives it 501(c)3 nonprofit status. 

It has limited staffing (a single Children’s Forest Project Manager), a formal Advisory

Board (which has been delegated authority by DYNW for making local decisions) and

four Committees that do much of the day-to-day work:

1)	 Marketing/Advocacy Committee

2)	 Program Committee

3)	 Sites and Facilities Committee

4)	 Fundraising Committee

The Deschutes National Forest is located in Deschutes, Jefferson and Klamath Counties. 

The Deschutes Children’s Forest core area is

Deschutes County, but will also include parts of

Jefferson, Crook and northern Klamath counties. 

The Deschutes Children’s Forest Coalition is

strongly aligned with key partners, programs

and activities to orchestrate meaningful outdoor

opportunities for all Central Oregon children. 

This effort is built upon a foundation of proven

place-based education and recreation programs

that have demonstrated years of success.

With solid organizational capacity and

decades of expertise, the Coalition of

Children’s Forest partners is uniquely

qualified to expand current outdoor

programs and opportunities to engage

each and every child in Central Oregon. By

increasing and expanding funding from a

wide net of regional and national supporters,

the Deschutes Children’s Forest will ensure

that no child is left inside.
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“The Deschutes Children’s Forest provides a network of outdoor places and programs

dedicated to moving all children along a continuum of learning, exploration, and healthy

living through engagement with nature.”

“A world in which every child is inspired by nature to become a healthy individual and

create a sustainable future.”

•	 All children and youth in Central Oregon can

benefit from experiences in the natural world

•	 Accessible opportunities with nature must be

provided for children and youth of all abilities,

backgrounds and ages

•	 Nature based curriculum strengthens and

diversifies core education programs

•	 Lifelong health and wellness habits are developed through engagement with nature

based programs, activities and experiences

•	 Leadership skills and possible future career paths for youth can be identified and

encouraged through nature-based activities and learning opportunities

•	 Stewardship and sustainability are core ethics learned by children and youth in

Central Oregon through guidance by experienced adults and engagement with the

natural world.

•	 Collaboration is essential to our success

2.0 MISSION STATEMENT

3.0 VISION STATEMENT

4.0 CORE PRINCIPLES AND VALUES
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5.0 SWOT ANALYSIS

Strengths

•	 The Deschutes Children’s Forest addresses many

critical societal issues (e.g. education, health/wellness,

environment, sustainability, stewardship of public lands,

etc.)

•	 Active partners along all elements of the continuum – key

players are well established with good reputations and

strong relationships with the community

•	 Highly collaborative group with many existing

relationships in the region (as well as with state and

federal stakeholders) strengthens delivery of services

•	 The Deschutes Children’s Forest concept is focused on “value added” – it uses and

supports existing entities rather than creating an additional layer of bureaucracy

•	 Overhead costs are very low as the Deschutes Children’s Forest concept relies upon

existing organizations/agencies and volunteers to do most of the work

•	 It is aligned with the national movement – “No Child Left Inside” - and helps

implement the Oregon Environmental Literacy Plan at the state level (HB-2544

passed by the Oregon Legislature in 2009)

Weaknesses

•	 New model for a Children’s Forest (i.e. health focus, Partner driven, etc.) - we cannot

necessarily point to a successful implementation elsewhere

•	 A significant marketing challenge relying on a complex message, with several identity

issues, and reliance on the cooperation of a diverse group of organizations that are at

times competing with each other

•	 Limited staffing may put a cap on overall capacity or delay progress - relies upon

existing organizations/agencies and volunteers to do most of the work during a time

of challenging economic conditions.

•	 It may be difficult to consistently track or measure “participation” as this will look

quite different at various points along the continuum

•	 A heavy dependence on the public sector, many of whom will likely experience a

significant reduction in discretionary funding moving forward. Public agencies tend
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to be politically driven and are vulnerable to outside influences (i.e. changes in the 

administration, reorganization, and redirection of their mission)

•	 May be difficult for the public to understand the concept of the Deschutes Children’s

Forest as it is not based in a single location and also includes programs

•	 There is only limited data to date showing the success of conservation outdoor

education versus traditional classroom learning

Opportunities

•	 Creates a comprehensive “pipeline” for all entities along the

continuum – very synergistic model

•	 High level of visibility across multiple markets (health,

conservation, education, private business, etc.) creates

increased potential for funding from a wide range of

resources (both public and private $)

•	 Potential for significant high-level research into a wide range

of topics - “Nature -Deficit Disorder,” obesity reduction,

environmental education, etc.

•	 Potential for agencies/organizations to work together in

new ways

•	 Opportunity to shape a community of practice around

monitoring and research

Threats

•	 Keeping multiple organizations focused on common goals

•	 Risk of “trying to run before we walk” – lots of interest from potential stakeholders

who are close, but not quite a good fit for the Children’s Forest, may cause us to lose

focus and spread our resources too thinly

•	 Balancing expectations – Partners may expect to see additional resources that may or

may not materialize

•	 Without a well-crafted message that is directly tied to specific outcomes, funders may

not see the added value

Note: This analysis is a reflection of the current situation at the beginning of 2012. 

We fully recognize that the challenges and opportunities associated with any startup organization may look a lot different after a few months so this analysis will be 

conducted by the Advisory Board on an annual basis.
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Goals:

Through meaningful engagement with nature ALL Children

and Youth:

1. learn and achieve at their fullest potential

2 attain optimal health

3. develop an ethic of environmental stewardship

Objectives:

1.	 Develop opportunities for all children and youth

to safely and accessibly engage in free play,

exploration and recreation activities that connect

them to nature

2.	 Provide all children and youth first hand

connections with nature by providing meaningful,

inspirational, and interdisciplinary education

programs including STEM (Science, Technology,

Engineering, and Math), social studies, creative

writing, and art.

3.	 Improve health outcomes in youth by providing

opportunities that lead to increased physical activity

outdoors

4.	 Develop programs that foster leadership skills

in youth, promote a sense of connection and

stewardship for public lands, and provide potential

environmental and natural resource career paths

Strategies

Objective 1: Develop opportunities for all children and youth to safely and accessibly 

engage in free play, exploration and recreation activities that connect them 

to nature

•	 Develop and expand Skyliners Lodge into a “Discovery Center” for increased

Children’s Forest program use

•	 Identify and develop seasonally appropriate and accessible facilities and places that

support the Inclusion Strategy within the Deschutes Children’s Forest Mission

•	 Design places in parks and neighborhoods that encourage free exploration and

unstructured recreational play

6.0 GOALS, OBJECTIVES, AND STRATEGIES
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•	 Embed outdoor places with information and activities that children and families can

do on their own to learn how to respect and care for the natural world and the value

of stewardship

•	 Provide web based and printed materials that direct children and families to parks,

trails and programs where children can connect with nature

•	 Deliver and facilitate recreation programs centered in the Deschutes Children’s Forest

boundaries that encourage engagement with the outdoors

•	 Design curriculum within child/youth recreation programs to have nature-based

components

•	 Identify other “walled” classroom locations within the Deschutes Children’s Forest

•	 Identify alpine and desert locations for additional Deschutes Children’s Forest Partner

use

Objective 2: Provide all youth first-hand connections with 

nature by providing meaningful, inspirational, 

and interdisciplinary education programs 

•	 Launch a “Forest For Every Classroom” (FFEC) that provides

workshops and a summer institute for early elementary

teachers to learn how to instill in their students an

understanding and appreciation for the public lands adjacent

to their communities

•	 Provide rigorous “Environmental Education” and related

courses and activities for students and teachers

•	 Develop a “Resource Co-op” as a cost-effective way to

acquire, store and utilize equipment and supplies for outdoor

use

•	 Serve as a resource for teacher professional development and core teaching

curriculums in public, private and home schools

•	 Deliver and facilitate multi-age and multi-disciplinary education programs (e.g.

science, arts, social sciences, math) within a broad range of outdoor learning

experiences

•	 Provide nature based educational programs that are in alignment with the learning

strands of the Oregon Environmental Literacy Plan and the Common Core State

Standards of Education

•	 Provide projects and programs that include STEAM (Science, Technology, Engineering,

Arts and Math) educational objectives
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Objective 3: Improve health outcomes in youth by providing opportunities that lead to 

increased physical activity outdoors.

•	 Provide a referral system, in partnership with

the medical community, to connect children and

youth at risk of obesity with Deschutes Children’s

Forest programs, activities and places (“Rx:

2Thrive – Nature Tracks”)

•	 Bring nature (and Deschutes Children’s Forest

programs and activities) close to home through

“NatureHoods”

•	 Develop a research partnership with higher

education, the medical community, and coalition

stakeholders

•	 Create opportunities and programs that focus on the value of nature as a venue for

wellness

•	 Develop media to promote the benefits of outdoor play in nature as a powerful

competitor to recreational screen time.

•	 Develop media and print materials that address parental concerns of the risks of

allowing children to play outdoors

•	 Establish an institute for research specific to “Nature-Deficit Disorder”

•	 Establish data collection and analysis methods for benefits/outcomes of using

Deschutes Children’s Forest sites to provide research for future decision making and

media use

Objective 4: Develop programs that foster leadership skills in youth, promote a sense 

of connection and stewardship for public lands, and provide potential 

environmental and natural resource career paths

•	 Develop an intern program for students who want to work in the National Forest

•	 Teach conservation and stewardship skills in education and recreation programs

•	 Provide youth programming with relevant and meaningful opportunities to

participate in hands-on community stewardship projects throughout Central Oregon

•	 Establish training programs that teach and demonstrate teaching skills to peers and

to adults

•	 Empower youth to be teachers to their peers, the community and the visiting public

•	 Develop community audiences and venues for youth to present their community

project work throughout Central Oregon

•	 Develop a pathway of choice for Deschutes Children’s Forest participants that

links them directly to project partners, community leaders, higher education, and

environmental and natural resource career choices (e.g. fish biologist, forester, etc.).
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•	 At least 10,000 students will participate in Deschutes Children’s Forest programming

by December 2013, and 15,000 students annually by December 2014

•	 At least 300 teachers will participate in Deschutes Children’s Forest programming

through teacher trainings, field trips, classroom presentations or related activities by

December 2013

•	 Skyliners Lodge will be transformed into the Children’s Forest Discovery Center

(CFDC) and utilized at least 50% of the available school days during the 2012-13 SY

•	 The number of Deschutes Children’s Forest sites identified in Central Oregon will

increase from 20 to 40 by June 2013

•	 The Deschutes Children’s Forest will provide nature-based educational programs that

are aligned with the learning strands of the Oregon Environmental Literacy Plan and

the Common Core State Standards of Education

•	 25% of referrals coming through Rx: 2Thrive’s Nature Tracks will remain involved with

Deschutes Children’s Forest programming or report an increase in active outdoor play

for at least one year

•	 Childhood obesity rates in Deschutes County will be reduced by 5% by 2015

•	 At least 1 Naturehood will be developed by December 2012, 3 NatureHoods by

December 2013, and 10 NatureHoods by 2015

•	 At least 3 publications examining the linkages between exposure to nature and health

outcomes will be published and distributed to national journals by 2016

•	 At least 100 students per year will act as teachers as they share their Deschutes

Children’s Forest experiences with the wider community at a regional student summit

Note - We fully recognize that what is most important in our work is outcomes and 

results-based accountability – the outputs above are largely milestones towards our 

ultimate goal of changes in attitudes and behavior such that youth in Central Oregon 

have a healthier lifestyle due to the system of supports that gets them outdoors and into 

the forest. A priority during our first few years will be to establish a series of assessment 

and evaluation tools that will allow us to better track progress toward this goal.

In addition to the raw number of DCF sites, over the next 12 months we will develop 

criteria to allow us to assess how accessible DCF sites are and the extent to which we are 

able to locate and/or create new sites in underserved areas (e.g. Redmond).

7.0 OUTPUTS AND MILESTONES
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The following table represents the Deschutes Children’s Forest (DCF) priority Strategies, Projects and Activitiesfor Yr 1 (2012). All activities are assumed to occur in 2012 unless otherwise noted.

Priority Strategies (from 6.0)

Key Action Items Timeline Assignment/Status

1 Ensure organizational

stability andeffectivenessStaffing/GovernanceFundraisingMarketing and Outreach

Hire DCF Project Manager CompletedFinalize agreement with DYNW and MOUs with partnerorganizations

Jan – Apr DYNW lead role

Develop DCF marketing materials (handout, PSA, etc./schedule presentations throughout the community

Jan – Apr Marketing/Advocacy

Committee

Develop DCF website as a resource for multiplestakeholders

Feb – Initial pageJune – Full site

Marketing/AdvocacyCommittee

Convene DCF Committees to determine program andsite expenses and pursue funds through grants andcontracts

ongoing DCF staff and Committee

chairs

2 Implement Rx: 2Thrive - 

“Nature Tracks”

Develop formal agreement among partners (e.g.medical community, BPRD)

ongoing DCF staff and Kids@Heart

Determine which DCF programs and activities qualifyas part of Nature Tracks and develop both metrics andmonitoring protocol

Mar - May DCF staff and Kids@Heart

Update and develop marketing materials (e.g.prescription, Nature Tracks brochure, Nature Trackswebsite, “Passport”)

Mar - May DCF staff and Kids@Heart

Provide additional training for physicians on the NatureTracks component

Mar - May DCF staff and Kids@Heart

Conduct outreach to families and students about theprogram

ongoing DCF staff and Kids@Heart

Implement monitoring and evaluation system May - June DCF staff and Kids@Heart

8.0 ACTION PLAN
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3 Implement the

“NatureHoods” Program

Develop concept and formal criteria for whatconstitutes a “NatureHood”

Completed

Identify potential sites and get approval from Bend Parkand Recreation District (BPRD)

ongoing DCF staff and BPRD

Develop Interpretive Plan and site plan for pilotNatureHood including trail or other site improvementsalong with engaging activities

May - Sept DCF staff and BPRD

Conduct outreach to local schools and neighborhoods(and other prospective NatureHoods)

June DCF staff and BPRD

Develop activities and programs for the NatureHoods(i.e. summer events)

Ongoing – pilotsite July

DCF staff and BPRD

Pilot a “Naturehood” at Pine Nursery in partnershipwith Ponderosa ES

Sept DCF staff, BPRD and USFS

Secure funding for site improvements (trails, signage,etc.)

Ongoing – pilotsite August

DCF staff, BPRD andFundraising Committee

Introduce concept to other communities/other Park andRecreation Districts

Sept - Oct DCF staff and BPRD

4 Planning work to launch

a Forest For EveryClassroom (FFEC) in2013

Look at existing FFEC programs in other statesand develop a Best Practices Report to guideimplementation

Feb - May DCF staff

Develop sample curriculum and have K-2 teachersprovide feedback

Aug - Oct DCF staff and select teachers

Finalize curriculum and supporting materials Oct – Feb 2013 DCFt staff and Program

Committee

Develop and schedule workshops and summer institutefor teachers

Jan – Mar 2013 DCF staff

Recruit teachers Feb – May 2013 DCF staffHold pilot program at Skyliner Lodge June – July 2013 DCF staff
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5 Implement

EnvironmentalEducation andStewardship programsand activities

Increase current capacity for Environmental Educationand related programs by 15% through increased staffingand programming resources

April - Dec Fundraising Committee

Align current programs with OELP (OregonEnvironmental Literacy Plan)

ongoing Program Committee

Develop and communicate clear message aboutEnvironmental Education and Stewardship Programgoals and outcomes

Feb - Dec Marketing/Advocacy

Committee

Coordinate student Watershed Summit Annually in May Program Committee

6 Develop Skyliners

Lodge as the DeschutesChildren’s Forest“Discovery Center”

Work with stakeholders to determine necessary siteimprovements (e.g. facility, trails, equipment, signage,etc.) to rebrand the facility

Feb - May USFS (lead), HDESD and Sites

and Facilities Committee

Work with DCF Partners to develop specific programsand activities that can take place at the DiscoveryCenter

ongoing USFS, HDESD and

Fundraising Committee

Obtain funds for improvements through grants anddonations

ongoing USFS, HDESD, DCF Partners,

Program Committee

Conduct outreach to local teachers and organizations tolet them know of the resources available

Mar – InitialSept - Full

HDESD

Raise funds for bussing, subs and equipment as needed ongoing USFS and Fundraising

Committee

Hold programs and activities at Skyliner Lodge ongoing HDESD and Partner School

Districts, DCF staff
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7 Implement “Inclusion

Strategy” to improveaccessibility in theChildren’s Forest for allchildren

Conduct inventory assessment to determine ifall targeted sites, facilities, and hiking trails meetapplicable federal accessibility standards under theArchitectural Barriers Act of 1968

Feb - Sept USFS, Sites and Facilities

Committee, District SPEDPrograms

Provide storage for equipment or hardware that canenhance access for all children

Sept - Skyliner USFS, HDESD, Sites and

Facilities Committee

Provide educational materials in alternative formats (i.e.develop an app linked to interpretive signs, kiosks oreducational materials)

Sept - Skyliner DCF staff

Provide accessible bus drop-off locations at all targetedsites

Sept – Skyliner,Ryan Ranch

USFS, Sites and FacilitiesCommittee, Site managertakes lead (if applicable)

8 Develop a “Resource

Coop” for outdoorequipment and supplies

Conduct inventory of existing equipment and supplies Mar - May Partners and DCF StaffDevelop list of additional items needed May - June Partners, School DistrictsIdentify location (or locations) to host Resource Coop May - Sept Partners, Sites and Facilities

Committee

Raise funds to acquire new equipment May - ongoing Fundraising CommitteeDevelop check-out system and process for maintenanceand replacement of equipment

Oct DCF staff

9 Provide teacher training

and funds for field trips

Hold Education Summits for teachers andadministrators from Bend-La Pine, Redmond and SistersSchool Districts

Feb - Apr HDESD, School Districts

Share information on available resources (e.g.personnel, curriculum, equipment, activities)

Mar - ongoing HDESD, School Districts,

Partners

Conduct workshops and formal professionaldevelopment sessions for teachers

Summer and Fall Partners

Raise funds for field trips and out-of-classroom activities ongoing Fundraising CommitteeCoordinate partners to deliver integrated teachertraining for hands-on stewardship projects

Summer Partners, Program

Committee
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10 Develop DCF intern

program

Recruitment of partners to host interns Apr - May DCF Staff and USFSDevelop program design w/ interested partners Apr - June DCF Staff, USFS and

interested Partners

Establish agreements w/ partners who will host DCFinterns

Summer DCF Staff, USFS and

interested Partners

Recruit interns and placement Aug - Sept DCF Staff, USFS and Host

Partner(s)

11 Develop a medical

research partnershipwith higher education

Identify potential partners within the medicalcommunity and higher education

July Kids@Heart, COPA,

academic partners

Identify potential areas of research and researchquestions

ongoing Kids@Heart, COPA,

academic partners

Secure funding for first research project Late 2012, early

2013

Kids@Heart, COPA,academic partners

Implement first research project 2013-14 Kids@Heart, COPA,

academic partners
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ORGANIZATIONAL CAPACITY 2012 2013 2014

Staffing/Personnel

-	 DCF Project Manager (coordination,

PR, fundraising, etc.)

-	 Staffing support

$50,000 $50,000

$30,000

$50,000

$30,000

Office space

-	 includes phone, computer, meeting

space, etc.

In-kind

(USFS)

In-kind

(USFS)

In-kind

(USFS)

Contract Services

- Insurance

- Legal

$3,000

$5,000

$3,000

$5,000

$3,000

$5,000

Training and Travel

-	 DCF staff (mileage, conferences, etc.)

-	 DCF Advisory Board and Partners

$2,000

In-kind

$2,000

In-kind

$2,000

In-kind

Marketing and Outreach

- Marketing plan development/annual

update

-	 Brochures and handouts

-	 Videos and related projects (i.e. PSAs

and video series on watersheds)

-	 Website (design, hosting and updating)

-	 Distribution of marketing materials

$3,000

$2,000

$4,000

$20,000

$3,000

$3,000

$2,000

$4,000

$2,000

$3,000

$3,000

$2,000

$4,000

$2,000

$3,000

PROGRAMMING CAPACITY

Staffing and operations of Deschutes 

Children’s Forest programs

-	 Conservation education and youth

engagement organizations

-	 Outdoor equipment and supplies

-	 Health outcomes research and

evaluation

-	 Scholarships for students

$150,000

$35,000

In-kind

$5,000

$300,000

$50,000

In-kind

$5,000

$450,000

$50,000

In-kind

$5,000

Travel

-	 Bussing and subs to allow field work

(all 3 school districts plus private

schools)

$35,000 $50,000 $75,000

9.0 BUDGET
24

Professional Development

-	 Teacher training (esp. in Environmental

Education)

-	 stipends (for summer/out-of-school

time work)

In-kind

$10,000

In-kind

$10,000

In-kind

$10,000

Site and Facility Operations

-	 Skyliners Lodge/Discovery Center

(HDESD)

$25,000 $25,000 $25,000

Facility Improvements

-	 Skyliners Lodge (HDESD)

-	 Additional sites outside of Bend similar

to Skyliners Lodge for conducting DCF

programs (TBD)

-	 Signage at all DCF sites

-	 NatureHoods facilities, signage, etc.

$75,000

$5,000

$30,000

$2,500

$40,000

$10,000

$15,000

$5,000

$40,000

$15,000

$5,000

$7,500

Expanding career pathways to replace 

aging workforce

-	 Intern program $15,000 $15,000 $15,000

Total ~$444,500 ~$629,000 ~$801,500
25

The Strategic Plan will be monitored on a regular basis with progress or changes noted

for each action item due at that time. Given that the Deschutes Children’s Forest is a

start-up organization, this will be done monthly at first and then shifting to a quarterly

review later in the year. To evaluate our overall progress, we will consider the following

key questions:

Are our goals and objectives being achieved or not? 

•	 If they are, then:

Ê acknowledge, reward and communicate the process to key stakeholders

•	 If not, then consider the following questions:

Ê Will the goals be achieved on a new timeline? If so, when?

Ê Do personnel (i.e. Children’s Forest staff and the various Committees and Task

Forces) have adequate resources to achieve the goals and objectives? If not, what

are the limiting factors and conditions?

Ê Should organizational priorities be changed to put more focus on achieving the

goals and objectives?

Ê Should the goals and objectives themselves be changed?

Ê What can be learned from our monitoring and evaluation in order to improve

future planning activities and also to improve future monitoring and evaluation

efforts?

Results of monitoring and evaluation will be in writing and will be provided to the

Advisory Board in their quarterly meeting packet. The Report will include:

•	 Answers to the key questions above

•	 Trends regarding the progress (or lack thereof) toward goals, objectives, strategic

initiatives, etc.

•	 Recommendations about the status

•	 Any actions needed by the Advisory Board

The Strategic Plan will be reviewed and updated annually. Recommendations for any

interim changes to the Strategic Plan should address the following questions:

•	 Why should the changes be made?

•	 What specific changes should be made, related to goals, objectives, strategies,

timelines and responsibilities?

10.0 MONITORING AND EVALUATING
26

The Strategic Plan will play a critical role in helping to guide the development and

formation of the Deschutes Children’s Forest. 

As such,

•	 All Advisory Board members and staff members will

have access to a copy of the Strategic Plan. New DCF

Partners will receive copies as part of their formal

orientation.

•	 The mission, vision, organizational principles

and other appropriate elements of the Strategic

Plan will be communicated through various media

and presentations to schools and community

organizations. This includes a DCF brochure, PSA

video, and website to begin.

•	 Portions of the Strategic Plan will be provided to

stakeholders as appropriate or used for fundraising

and grantwriting purposes.

•	 The Strategic Plan will be made available at all levels of

the US Forest Service and may in part be used by other

Forest Service sponsored Children’s Forests across the

country.

11.0 COMMUNICATIONS
27

Management Structure

Deschutes Children’s Forest Places and Sites

Deschutes Children’s Forest Environmental Education Programs

Priority Initiatives and Strategies for 2012-14

3⁄4 Rx: 2Thrive – Nature Tracks

3⁄4 NatureHoods

3⁄4 A Forest For Every Classroom

3⁄4 Environmental Education and Stewardship Programs

3⁄4 Discovery Center (at Skyliner Lodge)

3⁄4 DCF Website

3⁄4 Deschutes Children’s Forest Intern Program

3⁄4 Inclusion Strategy

3⁄4 Teacher Engagement

3⁄4 Resource Co-op

List of Terms

12.0 APPENDIX
28

Deschutes Children’s Forest Advisory Board

The Deschutes Children’s Forest operates under a DBA in conjunction with Discover

Your Northwest, a 501(c)3 nonprofit organization closely affiliated with the USFS. The

DCF Advisory Board (”Advisory Board”) is the local Deschutes Children’s Forest decisionmaking body that oversees the work

of the various DCF Committees (see

below). The Advisory Board is comprised

of the “founding” Deschutes Children’s

Forest members with the ability to

add additional key Partners if desired. 

Advisory Board membership is tied to the

agency/organization and they can choose

a designee if the regular representative is

going to be absent. The Advisory Board

meets monthly.

Agency/Organization (as of April 15, 

2012)

US Forest Service (USFS)

Discover Your Northwest (DYNW)

Bend-La Pine School District

Redmond School District

Sisters School District

High Desert Education Service District

High Desert Museum

Wolftree

Upper Deschutes Watershed Council

Bend Park and Recreation District

Kids @ Heart/St Charles Health System

Central Oregon Pediatric Associates

(COPA)

Deschutes Children’s Forest Staff

From its inception, a goal of the Deschutes Children’s Forest has been to develop a

new model where the “infrastructure” of the organization remains lean with most of

the “work” done by existing partner organizations and agencies with support from a

limited staff. Currently, the Deschutes Children’s Forest is staffed by a part-time Project

Manager through Discover Your Northwest.

Deschutes Children’s Forest Committees and Task Forces

The Deschutes Children’s Forest Committees and Task Forces have been established to 

provide important structural support and complete a lot of the operational work for 

what will be a very lean organization with limited staff. Committees will include Advisory 

Board members, DCF Partners and other interested parties. The DCF Project Manager will 

essentially “sit” on all of the DCF Committees.
29

Four DCF Committees (Standing)

1. Marketing/Advocacy Committee

Responsible for all marketing and public relations for the Deschutes Children’s Forest

including brochures, handouts, PSAs, surveys, the website and signage at the sites. The

Marketing/Advocacy Committee will develop talking points for Partners and assist in

outreach and advocacy opportunities. This committee will support the DCF Project

Manager who will serve as the de facto “spokesperson” for the effort.

2. Program Committee

Responsible for reviewing and evaluating the various options and determining what

programs, organizations, activities, etc. qualify and should be included as part of

the Deschutes Children’s Forest network. The Program Committee will also gather/

coordinate all operational funding requests, prioritize them, and then work closely with

the Fundraising Committee on grants and fundraising opportunities.

3. Sites and Facilities Committee

Responsible for overseeing the various sites and facilities in the Deschutes Children’s Forest

(this includes existing as well as new ones that need to be developed). The Sites and

Facilities Committee plays a very similar role to the Program Committee in that it helps to

develop a “Capital Improvement” Plan that outlines prioritized capital needs and works

closely with the Fundraising Committee on grants and outside fundraising opportunities.

4. Fundraising Committee

The Fundraising Committee has several responsibilities:

•	 work with the new “Friends” group (being established to support Deschutes National

Forest) to determine specific fundraising roles

•	 identify opportunities for grants, sponsorships and other outside funding events and

activities

•	 work with both the Program Committee and the Sites and Facilities Committee to

strategically coordinate/prioritize DCF Partners’ needs for alignment with particular

funding sources

•	 write grants as needed. See Grantwriting section below.

Two DCF Task Forces (Ad Hoc)

Membership - develops formal criteria for becoming a Deschutes Children’s Forest

“Partner” (and Advisory Board member) along with an application form and review

process. Assists with identification and recruitment of new DCF Partners.
30

Research - identifies opportunities for research tied to Deschutes Children’s Forest

programming along the entire continuum. It takes the lead role in developing and

refining evaluation and measurement tools/metrics and working to disseminate findings

to other communities

Grantwriting 

The Fundraising Committee will identify potential sources of grant funding that fall into

the Tier 1 category below:

Tier 1 – new $ Tier 2 – existing 

relationship

Tier 3 – unique relationship

New funding sources where

the best approach is from a

coordinated DCF proposal;

specific components

to be developed by the

Fundraising Committee

Funding sources where

one or more DCF Partners

has already received

funds and there is an

existing relationship. DCF

Partners are encouraged

to developed coordinated

approaches to these

funders whenever possible

Funding sources where

the DCF Partner has a

long-standing and unique

relationship – and – adding

additional partners or

emphasizing the DCF might

be seen as diluting the

product

A small sample of potential funders to be approached include:

Audubon TogetherGreen Innovation Grants Program

Autzen Foundation

Bill and Melinda Gates Foundation

Bill Healy Foundation

Boeing

Collins Foundation

Meyer Memorial Trust

National Fish and Wildlife Foundation

National Science Foundation

Oregon Community Foundation

Pacific Power Foundation

Paul Allen Foundation

PGE Foundation

State Farm Youth Advisory Board National Grant Program

and many others ....
31

The following lists represent both current and proposed Deschutes Children’s Forest

“places” and sites/facilities for a wide variety of activities including formal education

as well as play and exploration. These sites were selected based on traditional

environmental education programs, adequate facilities (i.e. bathrooms, bus parking, etc.)

and unique areas for student exploration. Future sites will be added by the Sites and

Facilities Committee.

Please visit our website for more information: www.deschuteschildrensforest.org

Note: This website is live, but not yet fully implemented/developed.

Deschutes Children’s Forest Places/Sites (see accompanying map)

DESCHUTES CHILDREN’S FOREST PLACES AND SITES

Metolius Preserve

Riverside Campground (Salmon Watch)

Head of the Metolius

Bird Beach (Whychus Creek Stewardship)

Whychus Creek Falls

Camp Polk

Wolftree Discovery Outpost

Caldera

Trout Creek

Cline Butte

Cline Falls

Dry Canyon (Redmond)

Smith Rock State Park

Steelhead Falls

The Island

Rimrock Springs

Redmond Caves

Skyliner’s Lodge (DCF Discovery Center)

Tumalo Creek

Welcome Station

Shevlin Park

The Badlands

Discovery in the Wilderness

High Desert Museum

Ryan Ranch Meadow

Mt. Bachelor

Hosmer Lake

Sparks Lake

Soda Creek

Elk Lake

Todd Lake

Skyline Forest

Benham Falls

Lava Lands Visitor Center

18 Fire

Pine Mountain Observatory

Lava River Cave

Lava Cast Forest

Sunriver Nature Center

Ogden Group Camp

Browns Crossing

Sheep Springs (Kokanee Karnival)

Davis Aspen Restoration

Crescent Creek Field Classroom

Big Marsh

Paulina Visitor Center

Little Deschutes River

La Pine Wetland (south)

La Pine Beaver Ponds (north)

Osprey Point

Crescent Lake
32

Caldera

18 Fire

Camp Polk

Todd Lake

Dry Canyon

Soda Creek NatureHoods

Sparks Lake

Cline Falls

Mt Bachelor

Tumalo Creek

Benham Falls

Sheep Springs

Crescent Lake

LaPine Wetland

Lava River Cave

Welcome Station

Lava Cast Forest

Brown's Crossing

Ogden Group Camp

Ryan Ranch Meadow

Metolius Preserve

High Desert Museum

LaPine Beaver Ponds

Whychus Creek Falls

Riverside Campground

Spotted Frog Surveys

Head of the Metolius

Smith Rock State Park

Little Deschutes River

Paulina Visitor Center

Sunriver Nature Center

Davis Aspen Restoration

Pine Mountain Observatory

Lava Lands Visitor Center

Wolftree Discovery Outpost

Discovery in the Wilderness

Trout Creek

Crescent Creek Field Classroom

Skyliner's Lodge

Bird Beach

Bend

Redmond

Madras

Prineville

LaPine

Alfalfa

Sisters

Culver

Metolius

Millican

Powell Butte

Gilcrist

Crescent

Brothers

Terrebonne

Ashwood

US Hwy 97

State Hw y 31

State Hw y 58

State H w y 2 2

State Hw y 27

State Hw y 242

State Hw y 126

US Hw y 26

US Hwy 20

State Hw y 126

US Hw y 20

US Hwy 20

US Hw y 97

US Hw y 97

US Hw y 26

Children's Forest Sites

Deschutes National Forest

0 3 6 12 Miles

Legend

Children's Forest Sites

Current Sites

Proposed Sites

Children's Forest Regions

Bend / Sunriver Region

Crescent Region

La Pine Region

Redmond Region

Sisters Region

This product is reproduced from geospatial information prepared by the

U.S. Department of Agriculture, Forest Service. The Forest Service cannot assure

the reliability or suitability of this information if used for a purpose other than

which it was created.
33

Potential NatureHood sites - see Priority Initiative #2 for description of a NatureHood

The following are considered the most likely candidates for a “pilot” NatureHood

•	 Near Pine Nursery Park – features Ponderosa ES, three parks with natural areas,

reasonable sidewalk access

•	 Hollinshead/St Charles area – would tie Orchard, Hollinshead, Stover and Moody

Parks to St Charles for recovering patients to have outdoor opportunities. Could also

tie with Ensworth ES and Mountain View HS

•	 Near Pilot Butte State Park – existing trails, large natural areas, three schools

(Marshall HS, Juniper ES, Pilot Butte MS)

Longer term, here are some additional potential NatureHood Sites around Central

Oregon (with appropriate neighborhood school to the right)

Trout Creek	 Sisters MS

Village Green	 Sisters ES

City Park	 Culver Schools

Bean Park	 Jefferson County MS

Juniper Hill	 Jefferson County MS

Friendship Park	 all Madras schools

American Legion Park	 Vern Patrick ES

Baker City Park	 Lynch ES

Umatilla Complex	 Sage ES

Spudbowl Park	 Evergreen ES

Dry Canyon Park	 John Tuck ES

Quince City Park	 Tom McCall ES

Sawyer Park	 REALMS

Hollinshead Park	 General Bend

Rock Ridge Park	 Lava Ridge ES/Sky View MS

Shevlin Park	 General Bend

Overturf Butte	 General Bend

Hollygrape Park	 Elk Meadow ES

High Desert Park	 High Desert MS

Sun Meadow Park	 Jewell ES

Ponderosa Park	 Bear Creek ES

Drake Park	 Amity Creek ES/Highland ES

Big Sky Complex	 Buckingham ES

Lewis & Clark Park	 High Lakes ES
34

By working with existing partners, who already provide environmental

and conservation education services to youth in Central Oregon, the

Deschutes Children’s Forest will hit the ground running with a strong

foundation of program offerings. The challenge will be to coordinate

all these efforts (and expand capacity where appropriate); ensuring

providers are addressing Deschutes Children’s Forest outcomes and

filling a needed role on the continuum.

BPRD = Bend Park and Recreation District HDM = High Desert Museum

COEC = Central Oregon Environmental Center HOC = Heart of Oregon Corps

COIC = Central Oregon Intergovernmental Council ODFW = Oregon Dept of Fish and Wildlife

DNF = Deschutes National Forest UDWC = Upper Deschutes Watershed Council

DYNW = Discover Your NorthWest Wolftree

Program/

Project

Target

Audience

DCF Partner Program/Project Description

1000 Drops Grades

1st - 2nd

UDWC Regionally based hands-on learning program

to guide local students to understand the path

that water takes through the Upper Deschutes

watershed.

Hometown

Waters

Grades

6th - 10th

UDWC Students connect to their home watershed

through place-based activities in watershed

science, mapping, math, and art.

Salmon Watch Grades

8th - 11th

UDWC Students participate in hands-on streamside

learning activities to understand the conditions

necessary to support healthy fish populations

(aligned with ODE standards and 8th grade

learning benchmarks).

Student

Stewardship

Project

Grades

10th - 12th

UDWC Through research, writing, art, science, and

community interviews, students participate in

all aspects of a hands-on stream stewardship

project. Students present their projects

and watershed stories at Students Speak: A

Watershed Summit each spring.

DESCHUTES CHILDREN’S FOREST ENVIRONMENTAL EDUCATION PROGRAMS
35

Volcano in the

Classroom

Grades

4th - 6th

DYNW Classroom presentation on geology and volcanic

history of the Cascades and Newberry Volcano

with the goal of giving local students a better

sense of place and preparing them for a visit to

NNVM.

Lava Lands

Discovery Tours

Grades

4th - 8th

DYNW, DNF Spring and Fall field trips to the main visitor

center for NNVM focused on hands-on

exploration of unique local geological features.

Lava River Cave

Conservation

Tours

Grades

4th - 8th

DYNW, DNF Spring and Fall field trips to a local lava tube

focused on this unique habitat and its use by

native wildlife esp. bats and the threats to these

populations (i.e. White-nose Syndrome).

Project SNOW

(Studying

Nature

Outdoors in

Winter)

Grades

4th - 12th

DYNW, DNF,

Wolftree

Travelling by snowshoe or cross country skis,

students use a field based and experiential

approach in science inquiry to assess nivean

environments; using snow science tools, animal

tracking, and seasonal adaptation studies,

students address ODE benchmarks and standards

for physical, life, and earth sciences.

Youth

Conservation

Corps (YCC)

16-18 year

olds

DNF, DYNW,

COIC, HOC

Summer youth work program in trail maintenance

and forest restoration.

SEED Project ALL DNF Providing a dynamic, age appropriate, hands-on

learning experience in the field and classroom for

South-Central Oregon students. Programs include

tree planting, recycling, restoration projects,

native species monitoring.

Cascade

Streamwatch

Grades

5th - 12th

Wolftree While exploring aquatic environments in

waders, students use a field based and

experiential approach in science inquiry to

asses habitat health; using water quality tests,

macroinvertebrate collection, and riparian

assessment. Students’ satisfaction of ODE

benchmarks and standards include physical, life,

and earth sciences.

Science in the

Forest

Grades

5th - 12th

Wolftree Hiking through a variety of terrains, students use

a field based and experiential approach in science

inquiry to assess terrestrial environments; using

topographic map analysis, forestry tools, biotic

and abiotic identification. Students’ satisfaction of

ODE benchmarks and standards include physical,

life, and earth sciences.
36

Kokanee

Karnival

Grades

4th – 5th

DNF, CO

Flyfishers,

ODFW

A dynamic, hands-on learning experience

to educate and excite students about fish

conservation and healthy watersheds.

Fired Up About

Oregon Forests

Grades

4th – 8th

HDM Explores the role of fire in forests of the

west. Using both historical and contemporary

management approaches, students use hands-on,

inquiry-based activities to learn how ponderosa

pine are fire adapted and how fire is an integral

component of a healthy forest

Fire, Water,

Earth

Grades

8th – 10th

HDM During this unique experience, students learn

how to combine indigenous knowledge and

western science with hands-on, inquiry-based

activities

Discovery

Classes

Grades

K – 8th

HDM Engaging, hands-on, inquiry based learning

experiences in a Museum setting with an

emphasis on the geology, watersheds and wildlife

of the High Desert. Students explore our outdoor

classroom and connect with the region’s natural

history through science projects. Activities are

aligned with ODE standards and benchmarks.

EarthSmart Kids

Community

Connections

Grades

5th – 6th

COEC Through hands on activities and in-class

presentations, students learn about sustainable

actions and how they can affect their community

once a month. The field trip component brings

students to the source of their water, the end of

their waste and provides a sense of connection to

their world through two outdoor school days held

at Skyliner lodge

Creature Kids Grades

1st – 3rd

COEC Through hands-on science observation,

exploration, games, reflection and art activities,

students will learn basic ecological principals

such as interdependence, biodiversity, habitats

and adaptations through different activities

throughout the day. 
37

Outdoor Day Grades

3rd – 5th

COEC Students will learn about the various flora and

fauna of in the ecosystems surrounding the

Skyliner Lodge and our interdependence with

nature. Students explain how species interact

within an ecosystem and describe dependencies

on other species. Activities focus on learning

how to explain the interdependence of plants,

animals, and environment, and how adaptation

influences survival. Students will learn about the

ways to preserve and protect environments

Puppets in the

Park

Ages 3-8 yrs BPRD This free summer program is designed to connect

children and adults to nature through the fun and

laughter of puppets! Held every Thursday from

July 12 - August 30 (from 11:00 am - 12 noon),

this program rotates to a different neighborhood

park each week. Activity time will follow each

week’s performance! Check the BPRD website for

exact schedule.

Arbor Week

Tree Planting

School age BPRD This free tree planting program includes a brief

interpretive talk, supervision of hands-on tree

planting and lots of fun digging in the dirt! 2012

Tree planting takes place: Saturday, March 31,

from 9:00 am – 1:00 pm; Tuesday & Wednesday,

April 3 & 4, from 2:00 – 5:30pm.
38

To round out existing programs and to ensure a full continuum of opportunities for

all children and youth, the following Initiatives and/or Strategies will be launched or

prioritized in the first three years.

3⁄4 Rx: 2Thrive – Nature Tracks

3⁄4 Naturehoods

3⁄4 A Forest For Every Classroom

3⁄4 Environmental Education and Stewardship Programs

3⁄4 Discovery Center (at Skyliners Lodge)

3⁄4 DCF Website

3⁄4 Deschutes Children’s Forest Intern Program

3⁄4 Inclusion Strategy

3⁄4 Teacher Engagement

3⁄4 Resource Co-op

PRIORITY INITIATIVES AND STRATEGIES FOR 2012-14
39

Connecting Youth to the Outdoors to Promote Healthy Living!

Overview

Rx: 2Thrive is a new program developed to connect Central Oregon children and families

with resources in their community that help them thrive - including programs that help

connect children and youth to nature. Families receive actual “prescriptions” for healthy

active living and will have access to health and recreation coaches who help them find

the right community programs or places for their interests, including opportunities to

engage with the Deschutes Children’s Forest. We will work closely with Kids@Heart to

fully develop the Nature Tracks component of Rx: 2Thrive and integrate this program

into the Deschutes Children’s Forest framework.

How The Program Works

At a child’s routine medical visit, their pediatrician or family doctor may write a

prescription based on a healthy eating and active living goal that they develop in

conjunction with the family. In addition, the family can ask for help from an Rx: 2Thrive

“play coach” to find a Deschutes Children’s Forest program or activity that interests

them. The physician may also go over an evidence-based, standardized prevention

message (e.g. 7-5-2-1-0 related to the new food pyramid) to help the child follow a few

simple guidelines to keep his or her mind, heart and body strong. For more information

about this program, please visit www.rx2thrive.org.

Reducing Screen Time

The term “screen time” applies to recreational time spent with just about anything that

glows - televisions, video games, computers, smart phones, tablets, etc. The American

Academy of Pediatrics (AAP) recommends limiting total screen time to no more than two

hours per day for children and discourages any media use at all for infants and young

children less than two years old. The Deschutes Children’s Forest strongly believes that

spending time in nature is a great alternative to screen media. We encourage you to

consider a hike or hide-and-go-seek in a local park or DCF site.

Ensuring Follow-through: Nature Tracks “Passport to Discovery”

One of the challenges already facing the Rx: 2Thrive program is encouraging families

to stick with the program beyond just the first few months. With this in mind, we will

develop and launch a new incentive program for Nature Tracks. Each child who signs

up will be handed a “Passport to Discovery” which will be a way for the child and the

family to track his or her progress by stamping their book each time they take part in a

Deschutes Children’s Forest Program. Once completed, the book can be returned to a

Discover Your Northwest store to receive a gift.

RX: 2THRIVE – NATURE TRACKS
40

Nature in Your Neighborhood

Rationale/Purpose

In spite of living in the midst of an exceptional natural landscape, there are many

children in Central Oregon who never have the opportunity to experience all that the

region offers. Many students live in households that do not emphasize the outdoors,

and our schools don’t take full advantage of utilizing outdoor learning opportunities

since the cost of bussing or students missing other classes are seen as obstacles. 

A new project of the Deschutes Children’s Forest, NatureHoods highlights natural places

within local communities with the goal of helping the community and local schools be

aware of and appreciate their unique setting. 

With the leadership and support of Bend Park and Recreation District, designated

NatureHoods will provide families and schools with safe, accessible contact with

the natural world. Free play and guided exploration opportunities will strengthen

their sense of place, enhance health, growth and development, and foster stronger

connections to natural areas within their communities. 

It is important to draw a distinction between a “park” and a NatureHood. As proposed,

a Naturehood may include a public park (or other open and accessible greenspace) but

what will set this designation apart will be the ability to meet the following criteria:

Primary NatureHood Criteria

1. Accessible – must be walkable, close to home, appropriate for all ages and safe

2. Natural landscaping – must have landscaping/terrain that provides opportunities for

guided and self-guided environmental education programs

3. Formally designated – must be formally designated by the Bend Park and Recreation

District (or related park entity in other communities) – process TBD

Secondary NatureHood Criteria/considerations

1. Near to school(s) – must be within safe walking distance of a school(s) to maximize

use by teachers and their students*

2. Multiple destinations - has at least 2 internal “destinations” that are linked

3. Have a community component(s) that allow for greater engagement – i.e. community

garden, greenhouse, etc.

NATUREHOODS
41

Potential NatureHood interactive activities and programs

•	 Scavenger hunt-type activity

•	 On-line information tour – create apps that allow people to download info

•	 Community garden or greenhouse

•	 Exercise trail (or similar)

•	 Regular presentation/lecture by naturalist

Potential resource and funding needs/expenses

•	 Signs/kiosks – both informational and interactive

•	 Trail development – planning, development and maintenance

•	 On-line research/activities – for planning/research

•	 Outside presenters

* This will encourage use in three ways:

1) Independent Use: as part of the students’ daily lesson plan

2) Formal Program Use: working with a Deschutes Children’s Forest partner 

organization

3) Train-the-Trainer Program Use: testing Deschutes Children’s Forest curriculum 

and associated materials developed through a training program (i.e. Forest For 

Every Classroom)
42

Professional Development Workshop Series for Early Elementary Teachers

Overview

A Forest for Every Classroom (FFEC) is a professional development program for early

elementary educators focused on place-based education. Teachers who participate in

FFEC develop curriculum that fosters student understanding of and appreciation for

the natural world. The teacher-developed curricula will integrate hands-on natural

explorations that address concepts in ecology and sense of place through sensory

exploration. At the heart of the FFEC program is the belief that students who are

immersed in the interdisciplinary study of “place” are more eager to learn and be

involved in the stewardship of their communities and public lands.

Rationale/Purpose: Reaching a Younger Audience

The Deschutes Children’s Forest Partners realized early on in our planning that the

barriers to reaching early elementary students in Central Oregon were directly related

to either limited budgets for school field trips and/or providers not offering enough

programs that were geared to this particular audience. FFEC’s train-the-trainer style of

programming will allow early elementary teachers to have the freedom to incorporate

the curriculum as it best fits their interest and schedule. Place-based education is

the process of using the local community and environment as a starting point to

teach concepts in science, mathematics, social studies and other subjects across the

curriculum. This approach is proven to increase academic achievement while helping

students develop stronger ties to their community, build appreciation for the natural

world, and instill early in their lives a heightened commitment to becoming active

stewards of the land.

Strategy/Outcome: Teacher Workshops at Skyliner Lodge

Following similar models that have been developed in Vermont, New Hampshire and

Montana, DCF will launch the first FFEC professional development program in the

Northwest. Building upon current teacher training opportunities (e.g. the teacher

workshop for ES teachers in the 1000 Drops Program), FFEC will train and empower

teachers to coordinate place-based education activities with their students. A year-long

series of workshops and a summer institute will provide educators with the opportunity

to develop the skills, knowledge, and support they need to create standards-based

curriculum that connects their students to the public lands in Central Oregon. 

Workshops will take place at the Children’s Forest Discovery Center at Skyliner Lodge. 

Along with the training, teachers will leave with the “tools” (i.e. curriculum, materials,

equipment, etc.) to bring the program to their classroom and beyond, encouraging selfguided use of a local NatureHood or other DCF outdoor classroom. 2012 will be spent

planning and developing curriculum and workshops so the program can be formally

launched in 2013.

A FOREST FOR EVERY CLASSROOM
43

Hands-on education and stewardship projects to connect K-12 students to the High 

Desert and Eastern Cascades Ecosystems

Overview

A fundamental component within the

Deschutes Children’s Forest includes

environmental education activities

and place-based stewardship projects. 

These hands-on activities and projects

educate the next generation while

connecting participating youth to the

natural world. Through meaningful

educational experiences along a

nearby creek, at a local park, or within

the national forest, students study

wildlife, forests, and streams as they explore a local watershed or investigate a complex

ecosystem. When students are given an opportunity to apply this knowledge to handson stewardship projects with community partners they are empowered to become

active stewards of the natural environment.

Our interdisciplinary approach to environmental education and stewardship is multifaceted:

•	 Guide students to better understand and care for their environment through handson projects, art, music, writing or science

•	 Empower students to become natural resource leaders

•	 Bring community awareness to student projects in restoration, art, music and science

•	 Engage and educate students and community members through natural history

exhibitions in a Museum setting.

Environmental Education and Stewardship Program

Environmental education and stewardship programs provide students with the

opportunity to participate in hands-on science, history, writing, and creative art activities

in order to become truly informed and engaged in the maintenance and preservation

of their environment. Project ideas are often inquiry-based and student-driven to

address local issues related to the natural world and environmental health. Students

can participate in project- and place-based, service learning endeavors ranging from

scientific investigations to creative arts explorations.

ENVIRONMENTAL EDUCATION AND STEWARDSHIP PROGRAMS
44

Students have opportunities to present their findings and share their creations with

their peers and communities through natural resource and conservation publications,

Watershed Summits, at the High Desert Museum, and other local venues. The student

stewardship program is a comprehensive process that guides students through the

development of their own unique project, meeting both ecological and educational

needs. Each project varies in length, duration and type, but typically includes multi-day

in class and field research and restoration activities.

Education Objectives

Specific objectives within environmental education and student stewardship programs

include:

•	 Increase student engagement in wildlife, forestry, or freshwater research and

restoration projects

•	 Intensify an interdisciplinary approach to applied learning, providing dynamic ways

for students to satisfy educational goals and diploma requirements

•	 Advance student skill development and career related learning in science, technology,

engineering, arts and math (STEAM)

•	 Enhance the engagement of students in all phases of community-based restoration

project planning and implementation;

•	 Unite schools and communities in lasting partnerships that dually satisfy educational

and ecological goals;

•	 Support and facilitate students in sharing their projects through local Watershed

Summits, natural resource publications and exhibits

•	 Inspire students to pursue related college and career interests

•	 Motivate students to act as engaged citizens, caring for and improving their home

communities and freshwater ecosystems.
45

A Placed-Based Conservation Education Facility for Students and Teachers

Overview

Early on, the Deschutes Children’s Forest Partners

determined that the best approach to achieve all the

goals identified in this plan was to create a network

of outdoor “classrooms” under the children’s forest

“umbrella.” However, we still recognize the power (and

efficiency) of a specific centralized location that the

community can identify with and where we can build

capacity to conduct Deschutes Children’s Forest activities. 

With that in mind, we intend to create a fully inclusive learning environment at the

new “Children’s Forest Discovery Center” (CFDC) located on Forest Service land west of

Bend. The location is close to our three partner school districts and features a creek and

Skyliner Lodge (former OMSI science camp site) so it fully lends itself as a landscape and

learning center that is accessible and provides multiple learning experiences. We are

fortunate that High Desert ESD began leasing the lodge from the Forest Service in 2010.

Skyliner Lodge has space indoors for up to 60 students with an appropriate number of

chaperones. There are two indoor bathrooms as well as outhouses on the property. 

The facility has access to an important watershed, an old burn area, hiking, skiing, a

fire pit and an outdoor presentation area. Coordination and reservations are currently

taken through the High Desert ESD, though the DCF may begin assuming many of those

responsibilities.

Rationale/Purpose: Expand Programming to All Youth 

Knowing that many of our existing Children’s Forest sites and facilities are not fully

accessible, we aim to use the creation of the CFDC as a pilot project that will enable us

to learn how best to expand programming to youth with special needs. Strategies to be

considered, but not limited to include (see also Priority Initiative #8 for more information

about our Inclusion Strategy):

•	 Ensuring all targeted sites, facilities, and hiking trails meet applicable federal

accessibility standards under the Architectural Barriers Act of 1968; as well as

providing equal opportunity to the programs in accordance with Section 504 of the

Rehabilitation Act of 1973

•	 Providing storage for equipment or hardware that can enhance access

CHILDREN’S FOREST DISCOVERY CENTER (CFDC)
46

•	 Provide educational materials in alternative formats including developing an app

linked to interpretive signs, kiosks or educational materials

•	 Provide accessible bus drop-off locations

Strategy/Outcome

1)	 Increase programs provided by DCF Partners at CFDC – we have already created a

full menu of programs provided by various Partners that are offered at this location. 

Partners will be critical in helping us determine how this facility can build capacity

to offer these programs to all students and teachers throughout the community.

2)	 Teacher Trainings – We will encourage teacher training programs to be conducted

here (e.g. A Forest for Every Classroom and other Partner teacher trainings). DCF 

Partners will help identify facility needs to conduct these programs year-round.

3)	 Discovery Center Resource Co-op – with the CFDC being our focal point for inclusive

learning, we will develop and house a resource co-op on site. DCF Partners will

help identify equipment and storage needs and will build this shared resource

together to reduce overall costs for providers. Examples of likely items include:

D-nets, microscopes, binoculars, snowshoes, stereoscopes, water labs, field guides,

and waders, etc. (See also Priority Initiative #10 for more information)

4)	 Potential “Outdoor School” Site – Certain funders, High Desert ESD and the Partner

school districts are looking at this site as a potential Outdoor School for Central

Oregon. We will explore this possibility and hope to pilot a program at this site in

the not-too-distant future.
47

The Deschutes Children’s Forest website is designed to be engaging, easy to access, and

highly functional. It will contain a lot of information and be a great resource for different

users (i.e. family, educator, DCF Partner, student, volunteer, donor, etc.) and also use

pictures, videos and a “Hot Box” link to capture people’s attention so they will return

frequently looking for “the next thing.”

As proposed, key elements of the DCF website will include:

3⁄4 List of Deschutes Children’s Forest Partners and Sponsors

3⁄4 List of Deschutes Children’s Forest Committees w/contact info

3⁄4 News section with “latest greatest thing” and an archive for past articles and other

highlights of interest (e.g. “No Child Left Inside,” “Nature Deficit Disorder” etc.)

3⁄4 Deschutes Children’s Forest Strategic Plan

3⁄4 Overview of the ten Deschutes Children’s Forest Priority Initiatives and Strategies

3⁄4 Map of all the Deschutes Children’s Forest locations with “pop-up index cards” that

explain available options and resources at that particular site. This section would be

searchable by checklist – grade topic/standards, type of activities, ADA compatible,

distance from different schools/communities, best season to go, size of group, etc.

3⁄4 Resource for teachers – the DCF website will give teachers the ability to access

information on DCF Programs and Places by geography, grade level and activity

plus the ability to post curriculum, lesson plans, monitoring surveys and any other

materials relevant to educator one-stop shopping

3⁄4 Information about the Resource Coop including how to check out items/equipment

3⁄4 Overview of our philosophy regarding play and the value of unstructured exploration

with links to various parks and programs in the region (Park and Rec, State Parks, etc.)

3⁄4 Article or section giving parents ideas on how they can expand play such as

guide children to natural play spaces and encourage them to interact with their

surroundings

3⁄4 Provide links to local agencies with information on volunteer projects and

opportunities

3⁄4 Explanation of the Deschutes Children’s Forest and its management structure

including our DBA with Discover Your Northwest. Include that we have 501(c)3 status

and donations are tax deductible

3⁄4 Sponsorship opportunities – this will be a section where we would appeal to potential

corporate sponsors – what type of projects they would be supporting and what type

of publicity they would receive in return

3⁄4 Marketing packet – with tools for providers to use to promote DCF

The DCF website is still in the development stage and we are looking for funding (or inkind support) to launch it. Information including pictures is being gathered by teachers

and DCF Partners so the website can be quickly populated once built.

DESCHUTES CHILDREN’S FOREST WEBSITE
48

One of the important goals of the Deschutes Children’s Forest is to

help generate a “pipeline” of young people who will have the interest

and preparation to enter a career related to natural resources,

conservation education, and the great outdoors. While we do not

expect every student who participates in a DCF activity to pursue

this option, we feel it is important to make students aware of career

opportunities and to give them a sense of the work environment.

To do this in the most cost-effective way, Deschutes Children’s Forest

Partners will offer internships to high school and college-aged students. As envisioned,

internships would involve the following:

•	 4-12 week paid internship (rate may vary somewhat between host organizations)

•	 Host organization could be any of the Deschutes Children’s Forest Partner

organizations (i.e. Forest Service, Wolftree, Upper Deschutes Watershed Council, High

Desert Museum, Bend Park & Recreation District, etc.)

•	 Interns would be engaged in activities that promote, improve or further the mission

of the Deschutes Children’s Forest

•	 Candidates would be selected to promote cultural diversity and inclusion

The intent of the Intern Program is to extend the “stepping stones” continuum of the

Deschutes Children’s Forest and help students become fully engaged in the work of

conservation education, watershed restoration so they can teach others about the

challenges facing our forests and public lands.

DESCHUTES CHILDREN’S FOREST INTERN PROGRAM
49

The Deschutes Children’s Forest (DCF) is committed to developing programs and activities

that can be enjoyed by and benefit all students. To help guide this work, DCF Partners are

employing an Inclusion Strategy that considers three general categories of engagement:

1. Exploration and Discovery

2. Project Work and Vocation (including service learning)

3. Learning (Curriculum based programming meeting state standards)

Within all three categories, DCF facilities and programs need to be adapted to allow for

greater access. Strategies to be considered include (but are not limited to):

•	 Ensuring all targeted DCF sites and facilities meet accessibility standards; for single

use trails (i.e. hiking) on federal lands assure they meet the accessibility requirements

of the Architectural Barriers Act of 1968 and look for opportunities to upgrade to the

more rigorous ADA standards

•	 Providing enough room within a restroom or a separate room that would house a

changing table

•	 Access to power for emergency service needs within “changing room”

•	 Storage for equipment or hardware that can enhance access

•	 Develop apps and utilize Braille to make interpretive signs, kiosks or educational

materials more widely available

•	 Modify bus drop-off to accommodate wheelchairs

As part of an effort to test program, facility and access ideas at one destination, the DCF

is developing a specific plan to enhance experiences at Skyliner Lodge and surrounding

grounds for all students - see Deschutes Children’s Forest Discovery Center (DCFDC)

initiative for more specific details. All three categories of engagement could be offered

on the Skyliner Lodge Campus with the ability to test any new program ideas. We

would target starting formal programs in Fall 2012.

General education Deschutes Children’s Forest programming is on-going so the intent

is to look at these programs and explore ways to make them 100% inclusive. Proposed

strategies to enhance DCF programming may include:

• Teacher and Educator Inclusion Training – Special teacher and educator trainings

will be offered that enhance inclusive experiences in the Deschutes Children’s

Forest. These trainings will take place at the DCF Discovery Center to build teacher

confidence in bringing their special needs students to the facility. The focus will be

placed on inclusive programming, ensuring all students can equally experience the

Deschutes Children’s Forest.

INCLUSION STRATEGY
50

• There’s an App for That – to achieve the Deschutes Children’s Forest mission of

reaching all youth in Central Oregon, we need to develop learning connections for

youth with differing abilities. Children with different sensory, mobility, auditory, and

vision abilities are finding iPads to be an amazing link to learning. We will develop

a DCF Discovery Center app as a pilot, utilizing student created materials, creativity

and intuition. The app will feature information about the ecosystem surrounding the

Discovery Center, including how to identify birds, bugs, trees, and fish. The app will

offer an interactive tool as a watershed guide and will incorporate both visual and

auditory experiences.

• Expand current Bend Park & Recreation Therapeutic Recreation programming - to

include Exploration and Discovery, Project Work and Vocation and tie it to Deschutes

Children’s Forest activities; include increasing transportation to students from 2 days

to 3 days per week.

• Greenhouses to Greenscapes – Central Oregon students will raise native plants

and vegetables at campus greenhouses and nurseries as an educational venue for

learning a trade and understanding about native plant restoration, seeds, soils,

composting, plant biology and human nutrition. Life Skills students will participate

in native plant restoration projects located on the Deschutes Children’s Forest with

a focus on upcoming restoration projects. Students will develop a business plan

to promote a “seed-to-table” healthy foods program within the schools and local

restaurants. As part of this program, students, community members, Forest Service

specialists, and faculty will refurbish a 1,500 ft2 greenhouse (in Sisters), including

allowing access for disabled students. Bend-La Pine and Redmond School Districts

already have greenhouses ready to participate in this program.

• Expand CTE programs – these valuable Career and Technical Education programs,

such as the La Pine Forestry Program, can be expanded to host off-campus

“exchange” students (within District). Other CTE programs can be incorporated into

DCF programming to create new products or outcomes (i.e. stand exam, biological

monitoring, interpretive signs, etc.)

• Develop a docent program - at Lava Lands Visitor Center, Sunriver Nature Center, or

High Desert Museum using assistive technology and other means for students to

utilize interpretive services

• Design and market individual vocational education opportunities - with Forest Service

or integrate into youth conservation corps program

• Enhance relationship with Oregon Adaptive Sports and other related programs

- develop relationship with Trail of Dreams to become part of Project SNOW

program at Mt. Bachelor; and explore other opportunities outside of Mt. Bachelor

programming.

• Re-constitute peer-to-peer mentorship programs - in elementary and middle schools

for DCF programming
51

DCF Partners recognize that in order to reach all students, we must effectively engage

with our teachers. The role of local schools/teachers is critical since they have a unique

opportunity to influence how children view and interact with the out-of-doors. Many

teachers can attest to the powerful inquiry-based learning that takes place outside the

classroom when students make connections between abstract concepts and physical

reality. As such, Deschutes Children’s Forest programs and activities will be available

to all teachers K-12 with high quality programming provided by local nonprofits and

tied to specific science strands. The DCF will be pursuing grants so funds and resources

are available for field trips, classroom presentations, special projects, professional

development and equipment. A website is also being developed that will allow teachers

to access information on DCF Programs and Places by geography, grade level and activity.

In Spring 2012, Bend–La Pine, Redmond and Sisters School Districts partnered with High

Desert ESD to sponsor three “Educator Summits” to develop a strategy for making all

teachers aware of the Deschutes Children’s Forest and sharing opportunities for their

students to learn out-of-doors. Each school district sent a team of 4-7 reps, including

specially selected teacher leaders, SPED staff and administrators. These educators

learned about the goals of the Deschutes Children’s Forest, the programs provided

by DCF Partners (both in the classroom and outdoors), the success of Sisters School

District’s IEE (Integrated Environmental Education) Program, the value of service learning

projects, and had an opportunity to identify critical standards that need to be addressed

at every grade level. They also developed a targeted outreach strategy about how best

to share all this information with their peers in their respective communities.

•	 Some initial ideas that the Deschutes Children’s Forest would like to pursue include:

•	 Ensure that DCF programs are “added value” and not added work for teachers

•	 Ensure that DCF programming meets State Standards and Benchmarks and is in

alignment with the Oregon Environmental Literacy Plan

•	 Offer internships for teachers to develop specific curriculum and programs for the

Deschutes Children’s Forest

•	 Partner with school districts to develop DCF trainings that count towards credits

for re-certification; develop (w/Bend-La Pine) or continue (w/Sisters and Redmond)

agreements that ensure teachers will receive PDU’s for attendance at DCF trainings

•	 Work with Oregon State University or other accredited universities to offer graduate

level credit for DCF trainings

•	 Develop a Teacher Scholarship Fund to cover teacher expenses for attendance and

tuition for graduate level credits for DCF trainings

•	 Host Teacher in the Woods internships in partnership with the Forest Service

TEACHER ENGAGEMENT
52

Recognizing that the lack of outdoor gear, equipment, supplies and other resources may

limit (or even preclude) a valuable teaching experience, the Deschutes Children’s Forest

would like to pool resources and materials across Central Oregon in centralized locations

for teachers and educators to use as part of DCF programming. 

The DCF Resource Co-op would be developed through the following steps:

•	 Take an inventory of Partner resources and materials available for use in a co-op

model (this can range from waders and life jackets and snow shoes to hand-held

monitors that measure water quality)

•	 Conduct an inventory of current and proposed DCF programming and determine

specific resource gaps

•	 Pool resources in centralized physical locations based on regional programming needs

(it is likely that 2-3 Resource Co-op stations would be needed)

•	 Identify potential funding sources and write grants as needed to help augment the

resources of DCF Partners and provide funds to help replace or repair items that are

lost or damaged as a result of normal wear and tear

•	 Forest Service or other partners could offer Resource Co-op storage space and would

provide a point of contact for checking out resources

•	 Develop a web-based reservation system for equipment and materials that will be

accessed through the DCF website

•	 The Deschutes Children’s Forest Coordinator would be the overall manager of the

Resource Co-ops

RESOURCE CO-OP
53

Children – defined as infant through roughly 8 years of age

Conservation Education - helps people of all ages understand and appreciate our

natural resources and how to conserve those resources for future generations. Through

structured educational experiences and activities targeted to varying age groups and

populations, conservation education enables people to realize how natural resources

and ecosystems affect each other and how resources can be used wisely.

Environmental Education - refers to organized efforts to teach about how natural

environments function and, particularly, how human beings can manage their behavior

and ecosystems in order to live sustainably. In practice, “Environmental education” is

usually used interchangeably with “sustainability education.” The state and national

conversation is more focused on environmental/sustainability education than on

conservation education.

Environmental Literacy - encompasses the following dispositions and skills: (a)

ecological knowledge; (b) verbal commitment; (c) actual commitment, or environmental

behavior; (d) environmental sensitivity; (e) issue identification and issue analysis skills;

and (f) action planning.

“Nature-deficit disorder” – is a term coined by Richard Louv in his 2005 book Last 

Child in the Woods, which refers to the alleged trend that children are spending less

time outdoors, resulting in a wide range of problems. Louv claims that causes for the

phenomenon include parental fears, restricted access to natural areas, and the lure of

the screen. Recent research has drawn a further contrast between the declining number

of National Park visits in the United States and increasing consumption of electronic

media by children. This disorder is not formally recognized in any of the medical

manuals for mental disorders, such as the ICD-10 or the DSM-V.

Stewardship - is “the responsible use (including conservation) of natural resources in a

way that takes full and balanced account of the interests of society, future generations,

and other species, as well as of private needs, and accepts significant answerability to

society” (published by Worrell and Appleby)

Underserved – refers to populations or places that are not typically users or participants

in the respective programs or activities. This can be due to socio-economic, cultural,

geographic and other factors. With respect to the Deschutes Children’s Forest, it is

intended to encompass low-income, minority, female and persons with a disability.

Youth - defined as roughly ages 8 through 18

LIST OF TERMS
54

The following individuals were instrumental in the development of the Strategic Plan

Deschutes Children’s Forest - Staff

Larry Berrin, Branch Director (Deschutes National Forest), Discover Your Northwest

Larry is the Project Manager for the Deschutes Children’s Forest and has been involved in the field of informal

science education for over 20 years. He has worked for a variety of non-profits and government agencies

including holding such positions as Senior Manager of Education for the High Desert Museum, Assistant Director

of the National Environmental Education Development Collaborative, Director of Programs & Exhibits for the

Vermont Institute of Natural Science, and Vermont State Education Director for the National Audubon Society

where he was the recipient of the 2001 Audubon ACE award for Excellence in Team Achievement.

Deschutes Children’s Forest - Advisory Board

Bruce Abernethy, Grant Writer, Bend-La Pine School District (co-chair)

Bruce is the former mayor of Bend and a graduate of Harvard University where he received his Master’s degree

in Public Policy. He brings valuable skills to the effort including grant writing and extensive strategic planning

experience.

Rebecca Barrett, Science Instructor, Redmond School District

For over 30 years, Rebecca has been a professional educator teaching science and education courses for several

school districts and universities. For her work specializing in outdoor focused stewardship projects she has

been nominated twice for both Oregon State Teacher of the Year and the Presidential Award for Science and

Mathematics Teaching. As an international consultant, she has trained many teachers in all disciplines across the

U.S. and Canada to design engaging curriculum units to meet diverse student needs.

Dr. Mary Brown, Board Certified Pediatrician, Central Oregon Pediatric Associates (COPA)

Dr. Brown is COPA’s longest-tenured physician and one of the clinics original founders. In addition to her practice

in Bend, Mary spends much of her time traveling the country helping to craft pediatric health care policy. She has

served on the board of the American Academy of Pediatrics and is a key advisor to author Richard Louv and his

national Children & Nature Network movement.

Sean Ferrell, Volunteer & Partnerships Program Manager, US Forest Service, Deschutes Nat’l Forest

Sean is USDA Forest Service liaison to the Deschutes Children’s Forest project. He has worked for the US Forest

Service since 1989 as a fisheries biologist, natural resources staff leader and has received many regional, national

and international awards for his work and leadership in conservation education.

Jim Golden, Superintendent, Sisters School District

Jim has been a professional educator for 28 years including being a teacher, special education director, assistant

principal, principal, and superintendent. He is involved with state educational leadership and innovation for

continuous improvement and systemic change.

ACKNOWLEDGEMENTS
55

Sue Jorgenson, Recreation Manager, Bend Park & Recreation District

Sue manages Youth & Adult Outdoor Programs, Therapeutic Recreation Programs, Youth Enrichment, Before

& After School Care and Summer Day Camps for the Bend Park & Recreation District. She has worked for the

district for over 25 years and in that capacity supports various community efforts around assisting vulnerable

populations in Bend. Sue is engaged in multiple community collaborations that are issue based as well, such as

addressing childhood obesity, reconnecting youth to the out of doors and providing positive activities for youth

during non school hours.

Robin Laughlin, Design Manager, Bend Park and Recreation District

Robin is a landscape architect with the Bend Park and Recreation District. Her 24 years of practice have been

balanced between public and private sector work with a variety of projects ranging from wetland restoration to

park design. She is grateful to serve her community through park creation and enjoys creating little bits of wild

space in every neighborhood.

Dale Waddell, Executive Director, Wolftree Inc. (co-chair)

Dale has been a leader in outdoor science education for almost two decades. In 2005, he was awarded both

the White House Conference on Cooperative Conservation Award for outstanding leadership and personal

stewardship in achieving results in cooperative conservation and the Civic Engagement Award for excellence in

partnerships in student learning from Portland State University. 

Dr. Dana Whitelaw, Vice President of Programs, High Desert Museum

Dana holds an M.A. and Ph.D. in Anthropology from the University of Colorado at Boulder, and has more than

ten years of classroom and science-outreach teaching experience. With funding from the National Science

Foundation, she studied wild ring-tailed lemurs in Madagascar, and has widely published her research findings.

Joining the Museum in 2008, Dana manages its collections and exhibits, wildlife, living history, and education

departments.

Kolleen Yake, Education Director, Upper Deschutes Watershed Council 

With a Master’s Degree in Environmental Literature and Eco-critical Theory from Western Washington University,

Kolleen has been coordinating place-based education projects for the Watershed Council since 2002. She utilizes

her writing background to integrate poetry, songwriting, and journalism into conservation education activities for

students along the Deschutes River, Whychus & Tumalo Creeks. 

Additional Advisory Board Members

Paul Andrews, Executive Director of School Improvement, High Desert Education Service District

Dennis Dempsey, Superintendent, High Desert Education Service District

Randy Jones, Owner, Central Oregon Geographic

Kate Wells, Director of Community Outreach and Kids@Heart, St. Charles Health System

Photo Credits

Environmental Education Association of Oregon, High Desert Museum, High Desert Education Service District,

Upper Deschutes Watershed Council, USDA Forest Service.
Deschutes Children’s Forest Advisory Board

The Deschutes Children’s Forest provides a network of 

outdoor places and programs dedicated to moving all 

children along a continuum of learning, exploration, 

and healthy living through engagement with nature.

deschuteschildrensforest.org

The USDA is an equal opportunity provider and employer.