United States Department of Daniel Boone National Forest Agriculture

Forest Service Region 8 Daniel Boone DInterpretation & National Forest B October 2008 Conservation Education Plan

Completed with assistance from the Center for Design & Interpretation The U.S. Department of Agriculture (USDA) prohibits discrimination in all its programs and activities on the basis of race, color, national origin, age, disability, and where applicable, sex, marital status, familial status, parental status, religion, sexual orientation, genetic information, political beliefs, reprisal, or because all or part of an individual’s income is derived from any public assistance program. (Not all prohibited bases apply to all programs.) Persons with disabilities who require alternative means for communication of program information (Braille, large print, audiotape, etc.) should contact USDA’s TARGET Center at (202) 720-2600 (voice and TDD). To file a complaint of discrimination, write to USDA, Director, Office of Civil Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, or call (800) 795-3272 (voice) or (202) 720-6382 (TDD). USDA is an equal opportunity provider and employer.

i Acknowledgments

The Daniel Boone NF Interpretive and Conservation Education Plan was made possible through the dedicated effort of a Core Team of inspired employees:

Kimberly Morgan, Public Affairs Specialist and Core Team Leader Myra Williamson, Recreation Program Manager AMason Miller, Recreation, Engineering, Lands, and Minerals Staff Officer John Kinney, Redbird District Ranger Marie Walker, Public Affairs, Planning, and Administrative Officer

In addition, a Technical Advisory Group provided invaluable review, comment, and counsel throughout the process:

Tim Eling, Red River Gorge Manager, Cumberland RD Hope Crosbie, Interpretive Specialist, Cumberland RD Amy Allen, Outdoor Recreation Planner, London RD Laurie Smith, Forester, Stearns RD Ruby Troxtle, Support Services Assstant, Stearns RD Elizabeth Robinson, Integrated Resource Management Staff, Redbird RD Jessica Santangelo, Director, Gladie Cultural-Environmental Learning Center, Cumberland RD

The Core Team was supported by staff from the Rocky Mountain Region’s Center for Design and Interpretation (CDI):

Alexandra Botello, Interpretive Planner Associate Linda Hecker, Region 2 Interpretive Services Specialist Donna Sullenger, Visual Information Specialist Lois Ziemann, Project Manager and Interpretive Planner Associate

Approved by:

Jerome Perez, Forest Supervisor Date

ii Contents

Acknowledgments...... ii

EXECUTIVE SUMMARY...... 1

SECTION 1 - INTRODUCTION...... 3

Purpose and Need for this Plan...... 3 Definitions...... 4 Interpretation...... 4 Conservation Education...... 4 Information Services...... 5 Learning Outreach Continuum...... 5 National Strategies for I&CE...... 6 Our Mission...... 6 USDA Forest Service Interpretive Services Strategy (2003)...... 6 Daniel Boone National Forest Vision Statement, Key Emphasis Areas, and Broad Strategies...... 7 Daniel Boone Revised Land and Resource Management Plan (2004)...... 8 Figure 1 – Daniel Boone NF I&CE Planning Process...... 10 How the Plan will be Used...... 10

SECTION 2 - AUDIENCE ANALYSIS...... 11

Implications of Audience Analysis...... 11 Table 1 ~ Audience Observations and Implications...... 12 SECTION 3 - SUMMARY OF INTERPRETIVE AND CONSERVATION EDUCATION INVENTORY...... 15

Information and Interpretation Structures ...... 15 Visitor Facilities...... 15 Gladie Cultural Environmental Learning Center...... 15 Morehead Office of the Cumberland Ranger District (Visitor Center)...... 17 Stearns Ranger Station ...... 18 Redbird Ranger Station...... 18 London Ranger Station ...... 18 Interpretive and CE Programs...... 18 Table 3 - 2007 Participation in Forest Programs and Events...... 19 Publications...... 20

SECTION 4 – FOREST I&CE PROGRAM MANAGEMENT....21

GOAL 1 – Everybody Does It!...... 21 GOAL 2 – Make It Relevant...... 22 GOAL 3 – Do It Right...... 23 iii GOAL 4 – Don’t Do It Alone...... 23 GOAL 5 – Look, Show, and Tell...... 24 GOAL 6 – Get ‘Em Thinking...... 24 GOAL 7 – Spend Wisely...... 25

SECTION 5 - INTERPRETIVE OVERVIEW...... 27

Niche Statement...... 27 Forest Profile...... 28 Interpretive Services Desired Outcomes...... 29

SECTION 6 – CONSERVATION EDUCATION OVERVIEW...31

Conservation Education Learner Guidelines...... 31 Table 4 – National and Daniel Boone NF CE Emphasis Areas...... 32 Conservation Education Desired Outcomes...... 34 SECTION 7– ISSUES, OPPORTUNITIES, THEMES, AND STORYLINES...... 35

Issues and Opportunities...... 35 Themes, Subthemes, and Storylines...... 35 The Daniel Boone NF Theme...... 36 Table 5 – Issues, Subthemes, and Storylines...... 36

SECTION 8 – PRIORITIZED RECOMMENDATIONS ...... 45

Prioritization Criteria...... 45 Interpretation ...... 45 Conservation Education ...... 46 How to Use Recommendations to Initiate a Project...... 47 Structures...... 48 Table 6 – Recommendations for New Interpretive Panels, Kiosks, and Exhibits...... 48 Table 7 – Summary of Panel, Kiosk, and Exhibit Recommendations .52 Table 8 – Recommendations for Bulletin Board Improvements...... 52 Publications...... 53 Table 9 – Recommendations for Publications (except ROGS)...... 53 Table 10 - Recommendations for ROGS...... 56 Programs and Events ...... 57 Table 11 – Recommendations for Programs and Events...... 57 Table 12 - Community and Privately-sponsored Events ...... 60 Electronic and Other Media...... 62 Table 13 – Recommendations Electronic and Other Media...... 62 Partnership Projects...... 65 Table 14 – Partnership Projects...... 65 Other Recommendations ...... 67 Table 15 – Other Recommendations...... 67 Interpretive Panel Design Template...... 68

iv SECTION 9 – GLADIE LEARNING CENTER OPERATING GUIDELINES...... 69

Visitor Information Desk...... 69 Recommended Action Items...... 69 Interpretation and Special Events...... 70 Recommended Action Items...... 71

SECTION 10 – COST ESTIMATES ...... 73

Table 16 - Cost Estimates for Structures...... 74 Table 17 - Cost Estimates for Publications...... 75 Table 18 - Cost Estimates for Events, Electronic Media, and Other Services...... 77

SECTION 11 – IMPLEMENTATION ...... 79

Who Does What...... 79 Forest Line Officers...... 79 Forest Recreation Staff Officer and Appropriate Staff...... 79 Public Affairs Staff Officer and Appropriate Staff...... 80 Natural Resources Staff...... 80 Ranger District Staff ...... 81 Other Forest Resource Staff...... 81 Training...... 81 Potential Daniel Boone NF Training Opportunities...... 81 Training Provided Outside of the Forest Service...... 82 Making the Most of Partnerships...... 82

SECTION 12 – MONITORING AND EVALUATION...... 85

External...... 85 Internal...... 86

Appendix A—Audience Analysis Information...... 90 Appendix B—Project Development and Tracking Process...... 100 Appendix C—Interpretive Services and Conservation Education National and Regional Direction...... 102 Appendix D—Bulletin Board Components...... 104 Appendix E—Interpretive Panel Design Templates...... 108 Appendix F—Planning and Presenting Interpretive and CE Programs...... 114 Appendix G—MEERA Generalized Logic Model for Monitoring and Evaluation...... 120 Appendix H—National Interpretive Services Standards...... 124 Appendix I—Costs for Panel Design, Fabrication, and Mounting.126

v Interpretation and Conservation Education Plan

EXECUTIVE SUMMARY

In 2008, the Daniel Boone National Forest undertook the development of a comprehensive Interpretation and Conservation Education (I&CE) Plan to guide the development, funding, and implementation of I&CE programs, media, and services.

The Daniel Boone NF is currently providing a wide variety Eof interpretive media (both personal and non-personal) and conservation education programs to a broad spectrum of audiences. However, there is concern that efforts are not coordinated and integrated, plans are not implemented, and priorities are not Executive Summary identified. Given the limited funding for these programs, it is imperative that the Forest focus on the most cost-effective means.

This plan will be used as the guiding direction for the annual program of work in interpretation and conservation education. The I&CE Plan will be reviewed annually and will serve as the source for project proposals during the appropriate budget cycle.

The Forest Recreation Staff Officer is responsible for implementation of the I&CE Plan, with assistance from the Public Affairs Staff Officer, their respective staff members, and other members of the I&CE Core Team (see Sections 4 and 9).

This I&CE Plan contains the following components:

Audience analysis: A literature review helped determine who currently visits the Daniel Boone NF, why they come, and what their needs and expectations are (see Section 2 and Appendix A).

Inventory of existing interpretive and conservation education programs and services: Data were compiled for existing structures, facilities, programs, and visitation to provide a baseline to help determine our future needs (see Section 3).

Forest-wide I&CE Program Management: Goals and strategies articulated in this section show: I I How I&CE programs will be managed (funding, staffing, training, and coordination); and I I What the Forest will accomplish, (i.e. visitor experiences and outcomes (see Section 4).

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Interpretive and Conservation Education Direction: National, Regional and Forest direction, policy, and standards provide focus on what should be achieved through this plan (see Sections 5 and 6).

Issues, Opportunities, Themes, and Storylines: This section identifies the most important issues to both districts and resource § areas that can be addressed through interpretation and/or This plan will conservation education, as well as the opportunities that may exist be used as the because of the issue. These issues led directly to the development of key messages that should be communicated to the public via themes guiding direction and storylines (see Section 7). for the annual program of work Prioritized Recommendations: Recommendations describe the in interpretation opportunities that will be pursued for structures, programs, media, and services to address the identified issues. Recommendations and conservation are prioritized according to their ability to meet the Forest-wide education. goals and strategies described in Section 4. A component of the § recommendations section includes an “Interpretive Design Template” that will be used as the basis for all new interpretive panels, as a means of increasing consistency and professionalism in signage (see Section 8).

Cost Estimates: Estimates are given for each recommendation that ranked “high” in Section 8. Other cost estimates will need to be generated as the recommendation moves up the prioritization list in the future (see Section 9).

Implementation: The duties of each staff area are outlined, along with training opportunities to aid in professional development of visitor services, good host, interpretation, conservation education, and partnership development skills (see Section 10).

Evaluation and Monitoring: Monitoring and evaluation are critical to measuring the attainment of our goals, strategies, and recommendations (see Section 11). We will measure: I I Our effectiveness in meeting customers' expectations (an external check); and I I Our progress in implementing this I&CE Plan (an internal check).

Natural Arch

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SECTION 1 - INTRODUCTION

Purpose and Need for this Plan

A critical part of the Forest Service mission is to help people understand, appreciate, and use their national forests and make informed decisions that support the conservation of our natural and cultural heritage. Interpretation and Conservation Education (I&CE) are two of the primary vehicles for driving this mission. SI&CE programs help managers achieve management goals and Section 1 ~ Introduction objectives by working with the public to foster understanding of and appreciation for our shared stewardship role. I&CE can build bridges between people and resources.

The Daniel Boone NF is currently providing a wide variety of interpretive media (both personal and non-personal) and conservation education programs to a broad spectrum of audiences. However, there is concern that efforts are not coordinated and integrated, plans are not implemented, priorities are not identified, and funding is not focused on the most cost-effective products and programs. To address these concerns, the Daniel Boone NF Interpretive and Conservation Education Plan will serve the following purposes:

1. Enhance public awareness and appreciation for natural and heritage resources; foster wise use and conservation of these resources; and interpret the Forest Service role in conservation management. 2. Interpret natural resources and significant heritage sites to enhance recreation experiences and foster value for these public resources. I I Educate national forest users about recreation land use ethics. I I Improve communication and interaction with Forest users. I I Focus interpretation and education efforts to meet the highest priority opportunities and audiences on the national forest. 3. Develop a process for prioritizing, developing, and implementing cost-effective and high quality products and services that make the best use of dwindling funds. 4. Establish monitoring and evaluation methods. 5. Meet national objectives for completion of Wilderness Education Plans. 6. Help meet emerging national objectives, such as in response to global climate change and “More Kids in the Woods.” 7. Address the effects of unmanaged recreation, loss of open space, non-native invasive species, hazardous fuels, and other management challenges through positive and targeted messages.

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Definitions

Interpretation Interpretation is a communication process that forges emotional and intellectual connections between the interests of the audience and the meanings inherent in the resource. (National Association of Interpretation)

Interpretation is 33 A teaching technique 33 A service provided to visitors that entertains and provides meanings 33 A management tool that can be used to increase visitors’ appreciation for, and sensitivity to, the natural and cultural resources of the area (Forest Service Manual 2390). § “The chief aim of The focus is on understanding and appreciation, although there is interpretation is often an element of entertainment. The audience spans all ages, and the programs are usually conducted on-site. Learning happens during not instruction, leisure time, at the choosing of the participant. but provocation.” ~Freeman Tilden Examples: I I A campfire program that explores the role of bats in our § ecosystem; I I An interpretive panel describing the prehistory of rockshelters and how they can be damaged or destroyed by inappropriate use; and I I A newspaper article that provides a brief history of the Daniel Boone NF – through the eyes of three generations of black bear.

Conservation Education Education programs are distinct from – though closely related to – interpretation programs and information services. Both interpretation and information services provide useful and relevant information about natural resources conservation, but neither provides the structured series of experiences that characterize formal curriculum- based education in K-12 public school systems. Frequently, education programs are targeted for a specific age group and have a captive audience, such as a school group.

Examples: I I A Project Learning Tree school program where 3rd graders build their own camouflaged insect; I I A Boy Scout program and work day that focuses on restoring

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a wetland by removing invasive weeds and planting riparian vegetation; and I I A Smokey Bear program to Head Start enrollees that shares a fire prevention message.

Gladie Learning Center

Information Services Visitor information services aim to provide information, orientation, and awareness of Forest Service programs, activities, and services. Through both personal and non-personal media, the public is made aware of how they can make use of and benefit from national forest lands, facilities, and services.

Examples: I I A campground bulletin board with a map, regulations, and instructions on how to pay the fees; I I A website page that gives information on the Scenic Byways of the forest; and I I A front desk employee who helps a visitor match their desires and expectations to the appropriate facilities and activities on the forest.

Learning Outreach Continuum

Interpretation and Conservation Education programs and services are rarely distinguished from each other in clear-cut terms. Rather, there is a continuum or learning that can occur, mixing and matching elements from both interpretation and education. The diagram below displays this contiuum.

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INTERPRETATION CONSERVATION ED Facilitated, more Interactive, thematic, often Presentation structured, curriculum or entertaining Method outline driven Provoke, motivate, spark Desired Cognitive gains, desired interest in additional attitude and/or behavioral Outcome learning and discovery change Usually NF sites, sometimes community Location Classrooms, outdoor sites locations Students, members NF visitors, sometimes Audience of organized groups, community members sometimes visitors During a dedicated time period during which a During leisure person commits to attend Usually shorter in Time (e.g. a Scout meeting); may durations be one program, or a series (15 min – 3 hrs) of programs with the same audience. Extrinsic, often for a grade Intrinsic (usually for Rewards or a badge or some other enjoyment) reward *Based on continuum perspective presented by Marcella Wells, Wells Resources, Inc., at 2004 National Association for Interpretation Workshop. Synthesized by Kristi Kantola, Alaska Region, 3/05. Modified by Marcella Wells and used with permission, 3/07.

National Strategies for I&CE

Our Mission The mission of the USDA Forest Service is to sustain the health, diversity, and productivity of the nation’s forests and grasslands to meet the needs of present and future generations. This mission includes – among other things - advocating a conservation ethic in promoting the health, productivity, diversity, and beauty of forests and associated lands.

USDA Forest Service Interpretive Services Strategy (2003) Interpretive Services assist in protecting resources, managing capacity, and maintaining local economies through sustainable tourism. As interpretive service providers, “We create intellectual and emotional connections between people and their natural and cultural heritage, thereby instilling respect and appreciation for America’s public lands and fostering their protection and stewardship through time.”

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The strategy calls for better integration among interpretive services, heritage resources, wilderness, conservation education, NatureWatch, § Fire Prevention, law enforcement, and other programs. It also points The FS mission out that interpretive activities, facilities, and structures must be fully includes advocating integrated into business management systems (such as INFRA) to a conservation ethic ensure accountability. in promoting the The Strategy may be accessed at: health, productivity, http://fsweb.wo.fs.fed.us/rhwr/interpretive/interpretive.pdf diversity, and beauty of forests USDA Forest Service Conservation Education Strategic Plan to and associated Advance Environmental Literacy (2007 – 2012) The mission of the Conservation Education Program is to “work with lands. partners to coordinate development and delivery of high-quality, § science-based education about forests, grasslands, and related natural resources to pre-kindergarten through 12th grade students and their educators, in both formal and non-formal settings.”

One of the stated objectives in the strategy is to “Elevate conservation education to a mission-critical management status in the Forest Service.” (Objective 2.1) There are numerous “means and strategies” listed in the strategy. Some of those pertinent to the Daniel Boone NF include the following: I I Ensure that educational programs and materials developed by the Forest Service incorporate the best scientific knowledge; are interdisciplinary and unbiased … and are correlated with the appropriate national, State, and agency guidelines (Strategy 1.1.2); I I Use accessible community outreach, mass media, public programming, Spanish and other language media, the internet, and other new technologies to increase access to Forest Service educational resources by students and educators, including underserved audiences (Strategy 1.2.3); and I I Participate in the development and distribution of partner programs and materials.

The Strategic Plan may be accessed at: http://www.na.fs.fed.us/spfo/ce/

Daniel Boone National Forest Vision Statement, Key Emphasis Areas, and Broad Strategies

Vision Statement - The Daniel Boone NF sets the course as an “Innovative Leader in Resource Management.”

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Key Emphasis Areas Leadership - Our Forest Leadership Team sets priorities that focus on what needs to be accomplished. Program of Work – Employees work together across the Forest completing projects in line with budget and organizational skills. Workforce – We appreciate, respect and reward efficient and enthusiastic employees for their contributions to the agency’s mission and the forest’s vision. External Relationships – We nurture relationships into partnerships and work collaboratively to accomplish resource management work. Internal Relationships – We cultivate strong working relationships up, down and across our organization.

Broad Strategies I I Set specific, achievable goals based on a realistic assessment of what can and cannot be done; I I Align work, budgets and people to accomplish goals; I I Increase collaboration through partnerships; and I I Improve Communication: web-based; District, Forest and Regional Office relations; and internal feedback and contribution from employees.

Daniel Boone Revised Land and Resource Management Plan (2004) Short-term Desired Future Condition The Forest is actively engaged in providing information and environmental education to the public through brochures, electronic media, interpretive signs, and educational programs both on- and off-Forest. Interpretive information about recreational opportunities, the natural setting, and environment is readily accessible. Increased outreach to various public groups enables the Forest to better understand its constituents’ needs and interests (Forest Plan, pages 2-3).

Long-term Desired Future Condition The Forest Service engages the public and other agencies and organizations in cooperative, collaborative efforts that build the public’s trust and support. Interpretive and educational services are provided to a wide spectrum of the public, including Forest visitors, school children, interest groups, and civic organizations. The news media are supplied with information that can be developed into stories explaining the value of Forest resources and the importance of attaining Forest Goals (Forest Plan, pages 2-4).

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Forest-Wide Goals and Objectives GOAL 14: Engage the public and other agencies in cooperative, collaborative efforts that build trust and support in helping to meet Desired Future Conditions.

GOAL 14.1: Build trust and credibility for the Forest’s programs and mission by forging connections between people and their natural and cultural heritage.

GOAL 15: Provide interpretive and educational services to a wide spectrum of the public, including visitors, school children, interest groups, and civic organizations.

GOAL 15.1: Enhance public awareness of, and appreciation for, the § Forest’s natural and heritage resources and their management, to “Set specific, foster their wise use and conservation. achievable goals

GOAL 15.2: Develop and provide a wide range of interpretive media based on a realistic to enhance visitor experiences. assessment of what can and cannot GOAL 15.3: Provide Forest audiences with the foundation of be done.” knowledge and information needed to become informed participants in public lands resource management. (Excerpt from Forest Vision Statement) GOAL 15.4: Encourage cooperation and partnerships with § individuals, non-profit organizations, other agencies, special interest groups, clubs, tribal nations, and others to achieve the Forest’s interpretive and educational mission.

Daniel Boone NF I&CE Planning Process

The process used in the development of this plan, although it appears somewhat linear, was actually iterative with sections being reviewed and modified as new information was gathered and perspectives were clarified (see Figure 1).

Boating on Laurel River Lake

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Figure 1 – Daniel Boone NF I&CE Planning Process

How the Plan will be Used

Each year, a program of work will be developed from this I&CE Plan that summarizes the recommendations for the appropriate budget cycle and annual program of work. As appropriate, recommendations will be reviewed and prioritized in the “Excellence by Design” process. (See Section 4 for more information.)

The plan has no lifespan since it will be reviewed and updated annually. The Forest Recreation Staff, Public Affairs Staff, Natural Resources Staff, and Line Officers are responsible for implementation, with assistance from other members of the I&CE Core Team.

This plan will be integrated into all resource staff areas to ensure consistency of messages and implementation (e.g., Wetlands Restoration, Prescribed Burning, Ride 4 Keeps, Forest Health, etc.).

Components of the plan will also be incorporated into training and annual operating plans for outfitters, concessionaires, and other host partners.

§ 10 § Section 2 ~ Audience § 11 § National Visitor Use Monitoring Project (2002) Project Monitoring Use Visitor National Boone NF (2001) – Daniel Report Realignment Recreation Development Tourism and Eastern Kentucky Southern Association (SEKTDA) and of Relationships A Study Area: Geological Gorge River Red (Baylor and Local Residents among Recreationists Patterns Use 2006) University, Cultural- at Gladie FS Personnel conducted by Survey Learning Center (1989-90) Environmental Environmental (Kentucky Literacy in Kentucky Environmental Literacy Council, 2004) data sources) various (collected from Trends Interpretation and Conservation Education Plan Education and Conservation Interpretation Implications of Audience Analysis of Audience Implications in this I&CE plan does While the audience information included are there analysis of visitor demographics, an exhaustive not provide observations several into implications for the Daniel that can translate Boone NF. SECTION 2 - AUDIENCE ANALYSIS 2 - AUDIENCE SECTION A in Appendix summarized are and reviewed studies were Several These include: Analysis). (Audience • • • • • • • Historic cabin at the Gladie Learning Center cabin at the Gladie Historic Daniel Boone National Forest

Table 1 ~ Audience Observations and Implications

OBSERVATION IMPLICATION While the ethnicity of national forest I&CE programs and materials need to be visitors mirrors that of the population presented in a manner that is accessible in the Daniel Boone NF market area, and provides opportunities for beginners the gender distribution is skewed heavily requiring skills in their comfort level. toward males, especially in Wilderness. At the forest level, the top visitor activities include viewing wildlife and natural features, hiking/walking, and fishing. In I&CE should target locations and the Southern Region, top activities include compelling stories where nature viewing walking, attending family gatherings, and hiking are components. For example, visiting nature centers, driving for pleasure, short, accessible nature trails with and viewing natural scenery. Fastest interpretive panels will be well used now growing activities include (among others) and into the future. Linking short trails hiking and backpacking. Older Americans together along a scenic drive may be are showing an increasing participation an opportunity for telling longer, more in driving for pleasure, walking, family complex storylines. gatherings, picnicking, visiting nature centers, and viewing/photographing nature. The top primary reasons for visiting the Having large groups of people together Daniel Boone NF are motorized water in one place at the same time (such travel, fishing, hunting, hiking, and other as at fishing derbies) provides a good non-motorized activities. Dispersed use opportunity for low cost messaging, and activities do not provide the Forest Service may also provide opportunities for self- with opportunities for direct contact with guided interpretation. visitors. Visitor satisfaction with information and interpretive media indicates an overall For new and updated printed materials, satisfaction, which is commensurate with especially ROGS and trail maps, quality the importance they place on these items assurance needs to focus on accuracy of the and services. However, Daniel Boone NF information. There needs to be improved staff still receives complaints regarding directional signing on the ground. publication contents and insufficient directional signing, especially on trails. More than ever, there is a need to ensure a strong and clearly communicated The Daniel Boone NF has a lower partnership with SEKTDA to ensure that projected growth in its market area than Daniel Boone NF visitation objectives are that of Region 8 as a whole. However, considered in regional tourism planning. SEKTDA shows that the tourism industry The Forest needs to promote the concept is playing a larger role in local economies, of mutual benefits and illustrate how with an increase from 2003-2006 of 18- carefully considered and targeted tourism 24% (depending on area). marketing (with an emphasis on forest user etiquette and stewardship) will ultimately promote SEKTDA goals as well.

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OBSERVATION IMPLICATION Because of the relatively young age of As a generalization, a typical Red River Gorge visitors, message delivery needs to Gorge visitor is a young male from the be technologically sophisticated rather greater Cincinnati area who stays three days than traditional. Items such as pod casts during the summer to hike and camp. He and downloadable messages/maps that are feels that litter, tree damage, and arch site targeted at market area universities may be vandalism are problems. The local residents appropriate. Litter, resource damage, and agree with those impact issues but also human waste could be addressed through think plant and animal damage, improper this manner, although partying may be disposal of human waste, and partying are better addressed through “Operation problems as well. Overhang” law enforcement activities. Focus message delivery at travel origination Red River Gorge Visitors get 74.1% of locations (e.g. universities, outdoor gear their information about the Gorge from stores) rather than at the destination (e.g. family or friends. trailheads). Although Kentuckians may understand Focus I&CE on the relationships between the scientific facts behind environmental people and natural resources at the issues, they do not see a cause and effect individual and local level. Use techniques relationship between those facts with their such as the “Authority of the Resource” (by own actions and behaviors. (“It’s the other George Wallace) to keep message personal guy that is causing the impact, not me!”) and relevant. Saturate the market area – especially local communities – with the “Ride 4 Keeps” Increased and illegal OHV use is one of message. Target all user levels and all OHV the biggest changes to occur on the Daniel partners. Take advantage of opportunities Boone NF in recent years. This is also the to partner with local riding clubs and group that takes the most time and money national efforts (NOVACC) and get to manage. the word out that a decrease in negative impacts also decreases the chances of paying a fine or losing riding privileges. Diminished etiquette among users (e.g. The Forest may be over-informing visitors litter, noise), decreased outdoor skills (e.g. with “Do/Don’t Do” messages on forest map reading, proper use of trails), and etiquette. Bulletin boards, pamphlets, and increased conflicts among user groups other written materials should not try to (especially between horseback riders and tell it all, but rather key in very succinctly mountain bikers, and among OHV riders) on the most important behaviors. Need to engage local communities in Many people that live near and use the learning new behaviors that minimize forest are from economically challenged impacts to forest resources. Take advantage regions of Kentucky. of opportunities to focus on CE efforts in local schools.

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Notes

§ 14 § Section 3 ~ Inventory § 15 § Have a greater appreciation for the Red River Gorge. River for the Red appreciation a greater Have their impact on both the to reduce why and how Understand and their home environment. Gorge River Red River their trip in the Red the ability to safely execute Have equipment, an understanding of proper through Gorge backcountry conditions. ethics and environmental the importance partnerships. of cooperative Understand I I I I I I I I Interpretation and Conservation Education Plan Education and Conservation Interpretation Visitor Facilities Center Learning Environmental Cultural Gladie its doors in 2004, LC) opened Gladie Learning Center (Gladie The LC sits on an 8.2 Gladie The a visitor information trailer. replacing 19th century site, which also hosts a historic late acre cabin used LC serves as a Gladie The resource. primarily as an interpretive and the Gorge primary River about the Red hub for information Wilderness. Clifty everything from and wide-ranging, covering diverse are Exhibits recreational to visitor safety and resources flora/fauna and historical for sales items, available LC has an area opportunities.Gladie The active. although it is not currently LC states that after Gladie Plan for the Interpretive The 2005-2006 the visitor should: experiences at Gladie, and passive both active Information and Interpretation Structures Structures and Interpretation Information summary a brief from of I&CE sites This section provides in the kept current are the districts. Details by completed inventories database. Infrastructure Forest’s Boone on the Daniel boards of the bulletin two-thirds Approximately panels are While interpretive 8 standards. NF do not meet Region in about 30% of these signs are generally in better physical condition, regarding information detailed More replacement. or removal of need Boone the Daniel panels on kiosks, and interpretive bulletin boards, and Recommendations, 8: Prioritized NF can be found in Section Components Board D: Bulletin Appendix SECTION 3 - SUMMARY OF INTERPRETIVE OF INTERPRETIVE 3 - SUMMARY SECTION EDUCATION AND CONSERVATION INVENTORY Daniel Boone National Forest

I I Have a better understanding of the Forest Service mission and its multiple uses. I I Create an emotional connection between the visitor and the Red River Gorge.

The “2007 End of the Year Report” shows that over 30,000 people visited the Gladie LC. A large percentage of these visitors come for use of the restrooms and to get maps and recreation information.

An additional 8,200 people were contacted by staff outside of the Gladie LC through programs and events on the Cumberland RD (Koomer Ridge, Twin Knobs, and Zilpo). These included hikes, campfire programs, festivals, school groups, and Boy/Girl Scout presentations. Forest Service programs and events are listed annually on the forest website, and information is posted at the Gladie LC and at the campgrounds; however, except for very large events, no advertising is done other than occasional radio spots and flyers posted at 15-20 local businesses (Campton to Clay City).

The Gladie LC staffing for 2007 included two full-time Forest Service staff and 12 people who contributed over 4,200 hours.

In FY08, the Cumberland Ranger District moved several employees from the Stanton Office to the Gladie LC. The Gladie LC hours of operation were extended and a new Center Director was hired to oversee the facility and the I&CE activities conducted at that site.

Gladie Cultural-Environmental Learning Center

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Morehead Office of the Cumberland Ranger District (Visitor Center) The visitor service area of this office is in good condition overall, and has a PAOT capacity of 20. The interpretive exhibits in the visitor area were installed in 1993 and address the theme of “Land Use Through Time.” Exhibit topics include geology, flora/fauna, use by early Kentuckians, and resource abuse leading to the establishment of the national forest system.

The “Morehead Ranger District Interpretive Guide (1996)” stated the following objectives for meeting agency interpretive goals: I I Orient the visitor and community to the recreation opportunities of the District. I I Increase visitor and community knowledge of natural history and ecological interrelationships. I I Increase visitor and community knowledge of the human use of the Licking River Valley through time Inside the Morehead Visitor Center I I Create an understanding and appreciation of how the Morehead RD manages its natural resources and the complexity of balancing management. I I Make visitors and the community aware of the Forest Service mission, “Caring for the Land and Serving People.” I I Increase visitor and community awareness of who the Forest Service is and our management policies. I I Increase awareness that individual actions make a difference on the environment, either negative or positive. I I Formulate partnerships, sponsors, and cooperators that will help the Forest Service better carry out its mission.

Current staffing relies on a year-round Resource Clerk/Visitor Receptionist who is assisted in the summer with volunteers. According to the District Ranger, volunteers were once used to supplement the Forest Service frontline visitor contact point. Today, the Forest Service must rely on volunteers as the primary frontline visitor contact point. This creates new problems for the agency, e.g. coordinating volunteer schedules and providing adequate training.

In addition to the exhibits, the office houses a small theater (capacity of 45) where movies can be shown or programs held. The district staff reports that it gets very little use, most likely because the video is so out-of-date. There is currently no interpretive sales outlet at this office; the Eastern National Forest Interpretive Association (ENFIA) used to be active here with $10,000-$14,000 in annual sales, but sales were discontinued due to the lack of FS staff to manage the outlet.

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The office and visitor center were once the base for the “Forest Resource Learning Program,” a hands-on resource education program for teachers and students. The facility is now used sporadically as resources and priorities allow.

Table 2 – Morehead VC Visitation Records for 2003-2007 indicate a YEAR VISITORS downward trend in visitation, due at least 2003 14,422 in part to reduced staff and hours (i.e. 2004 14,518 the Visitor Center not being open during 2005 13,307 as many weekends). The heaviest visitor traffic occurs mid-May through August, 2006 8,219 when over 100 people may visit in a day. 2007 10,659 Conversely, there are some days in mid- winter when less than 10 people arrive. Stearns Ranger Station The office has interpretive displays including taxidermy of black bear and raptors, a fish tank with native fish, and an outdoor native plant garden. The office provides brochures, general information, and map sales and serves as a location for a SEKTDA information gazebo.

Redbird Ranger Station The office has an interpretive display case in the foyer of the office and information brochures in the reception area. Staff conducts tours of the historic Redbird Ranger Station upon request. Redbird Ranger Station

London Ranger Station

The office has a brochure rack in the reception area. The support services supervisor and assistant, with the help of other district employees as needed, provide a variety of information and map sales to walk-in visitors during office hours. A small brochure rack built into the information board by the visitor parking lot serves after- hours visitors.

Interpretive and CE Programs

Campground programs are hosted at Koomer Ridge, Holly Bay, Twin Knobs, and Zilpo. About half are interpretive and the other half entertainment (such as folk music). Each Friday night during the summer, a Forest Service intern conducts a boat tour of Laurel River Lake from Holly Bay.

§ 18 § Interpretation and Conservation Education Plan

Concessionaires operate some campgrounds on the Daniel Boone NF. All annual operating plans can and should be negotiated to include interpretive services. Currently, on the Cumberland and London districts, the Forest Service conducts the interpretive programs and receives fees from the concessionaire for this service.

Concessionaire permits expire December 31, 2009, which is an excellent opportunity to clarify key messages and expand upon I&CE requirements with future permittees.

Table 3 - 2007 Participation in Forest Programs and Events NUMBER OF PEOPLE Reoccurring I&CE Permittees Gatherings4 Scouts Rec Events3 Gladie LC Programs1 1,068 Gladie LC Events2 550 Gladie LC School Groups 999 Archaeology Weekend 1,627 Koomer Ridge CG 469 Holly Bay CG 250 Twin Knobs CG 1,300 Zilpo CG 385 Cumberland RD (not 240 (Old including those listed 672 Time 216 249 above) Photos) London RD (not 12,175 including those listed 774 (rafting 895 above) outfitters) Stearns RD 103 456 Redbird RD 200 Supervisor’s Office (Includes figures for Head Start & Woodsy Owl 600 Program, but NOT fire prevention CE numbers)

TOTALS 5,780 1,1795 12, 415 1,567 249 1 Includes programs such as Bluebird Box Workshop, Arbor Day, Wildflower Walk, Osborn Firefinder, Old Time Crafts, and the Log Brands of the RRG. 2 Includes the National Quilters Show, Clothesline of Quilts, and Sierra Club 40th Anniversary. 3 Primarily fishing derbies and tournaments benefit races, Moonbow Hike and Laurel Lake Cleanup. 4 Primarily family reunions, church picnics, and weddings

** On average, another 1,200 people per year participate in other non-reoccurring events.

§ 19 § Daniel Boone National Forest

Other nearby events include: I I Rocktoberfest - An event sponsored by the Red River Gorge Climbers Coalition and conducted each year in the Gorge, which spills extensively onto the Daniel Boone NF; I I Herpetology Weekend – Sponsored by Natural Bridge State Resort Park; includes field trips onto the Daniel Boone NF; I I Lily Mae Ledford Event – Sponsored by Natural Bridge State Resort Park; a musical tribute to a local legend; I I Arch Weekend - Sponsored by Natural Bridge State Resort Park; a guided road trip to various stone arches in the area; I I McCreary County Fair – Includes Forest Service participation; I I Reforest the Bluegrass, Fayette County; I I “TOUR of the Red River Gorge” Bicycling Event; I I Trail Restoration Projects in support of National Trails Day; I I Wildcat Battlefield Reenactment, Laurel County; I I Cruise the Redbird; Climber in the Red River Gorge I I Hazard’s Annual Black Gold Event; I I Wood Expo; I I Kentucky State Fair; I I Arbor Day, Fayette County; I I OHV Trade Show, Jefferson County ; I I Wildflower Weekend (Forest Service and Natural Bridge State Park); and I I McCreary Co. Hiking Weekend (Forest Service and McCreary County)

Publications

The Daniel Boone NF maintains approximately 46 Recreation Opportunity Guides (ROGS) with fee inserts. Approximately half of these are in need of revision. Other publications include the following: I I Tater Knob Fire Tower I I White Sulphur OHV Trailhead I I Cave Run Lake I I Red River Gorge Geological Area I I Pioneer Weapons WMA I I Wildcat Battlefield I I Laurel River Lake I I Natural Arch I I Sheltowee Trace NRT I I Redbird Crest Trail I I History of the Redbird Purchase Unit (in progress) I I Boone Trace I I OHV I I Beaver Creek Wilderness Area

§ 20 § Section 4 ~ Management § 21 § How the Daniel Boone NF manages I&CE programs with I&CE programs Boone NF manages the Daniel How and training, and coordination; to funding, staffing, regards to accomplish with the I&CE programs hopes What the forest and outcomes. to visitor experiences with regards I I Strategy sites or facilities that involve proposals All project 1.1.1: Design” by in the “Excellence and prioritized reviewed are in approved be must signs interpretive or trail interpretive process; (RSMP). Plan Management Site Recreation the Forest Strategy interpretive that involve proposals 1.1.2: All project or conservation the development education media must follow Forms Tracking “Project outlined in the appropriate process B). (see Appendix (2006)” for signs and information products I I Interpretation and Conservation Education Plan Education and Conservation Interpretation GOAL 1 – Everybody Does It! Does 1 – Everybody GOAL understand their Team Leadership of the Forest Members and conservation for interpretation education responsibilities fund, implement, prioritize, to identify, cooperatively and work and facilities. All structures, these programs, maintain, and evaluate to effectively that it is their job know Boone NF employees Daniel public. key messages to the communicate forest Strategy 1.1 that summarizes this plan for I&CE from of work a program Develop cycle. budget for the appropriate proposals project Strategy 1.2 Affairs staff to and Public I&CE closely with Recreation Coordinate key that current and to ensure the delivery and consistency, improve and incorporated. shared messages are Strategy 1.3 to ensure staff areas in resource and update existing programs Review and consistency with themes full integration into this Strategy The goals and strategies were developed based not only on national based not only on national developed were The goals and strategies analysis but on the audience polices and direction, and Forest 2) and the summary and (Section programs of existing I&CE the reviewed and updated following were 3). They media (Section 7). identification of issues and opportunities (Section SECTION 4 – FOREST I&CE PROGRAM PROGRAM I&CE 4 – FOREST SECTION MANAGEMENT strategies address: management goals and program I&CE Forest Daniel Boone National Forest

and key messages (e.g., Wetlands Restoration, Prescribed Burning, Recreation Fees, Ride 4 Keeps, Forest Health, etc.). Ensure that all district staff are aware of approved and funded projects.

Strategy 1.4 This I&CE Plan is revisited annually at one of the bi-monthly Recreation Meetings, with a Public Affairs staff and a Forest I&CE Team member in attendance. The I&CE plan should also be on an FLT agenda at least once a year to review accomplishments and update them on out-year plans.

Strategy 1.5 Incorporate Forest themes and key resource management messages into training opportunities for those implementing the recreation program of work, which includes frontliners, seasonal employees, volunteers, outfitter guides, and concessionaires. Public Affairs Staff will assist the District Rangers and Other Resource Assistants (ORA) with the development of key messages. The District ORA are responsible for distributing key messages (i.e. hemlock woolly adelgid, fire danger, prescribed burning, etc.) to concessionaires and others who implement recreation programs.

GOAL 2 – Make It Relevant

I&CE programs respond to issues that have been identified nationally, regionally, through forest programmatic or project level planning, community sensing, and other venues that assess communication needs.

Strategy 2.1 Closely coordinate I&CE with key messages and current communication strategies used by the Public Affairs staff and any other staff area with identified communication needs.

Strategy 2.2 Ensure that I&CE needs are incorporated into annual project planning. Use the “comments” section of the work plan to describe the relationship of the project to this Plan. Conversely, ensure that this Plan is used when project-level planning is done to provide guidance on thematic messages and methods.

Hikers along a cliffline

§ 22 § Interpretation and Conservation Education Plan

GOAL 3 – Do It Right

Ensure professionalism and consistency of all I&CE programs, structures, and facilities.

Strategy 3.1 Train Forest Service staff with primary responsibilities in I&CE (includes frontliners and law enforcement) and provide an on-going Sign damage training plan for these professionals.

Strategy 3.2 For signs, structures, and facilities, follow design standards and guidelines in the Built Environment Image Guide, the Region 8 Information Board direction, and interpretive design templates in this plan (see Appendix E) to promote consistency, appropriateness of scale and materials, and a professional corporate image.

Strategy 3.3 Correlate forest CE materials, programs, and/or content to Kentucky state education standards (the Program of Studies and the Core A sign success at Barren Fork Content) and ensure that area teachers are aware that the Daniel Boone NF CE materials support their curriculum.

GOAL 4 – Don’t Do It Alone

Pursue partnerships that can help the Forest fund, implement, and maintain programs and facilities. Projects and training are closely coordinated with recreation staff and program managers to ensure maintenance needs are covered.

Strategy 4.1 Capitalize on opportunities for shared facilities, programs, and training with other agencies and organizations that area within the long-term funding constraints, goals, and objectives of the forest.

Strategy 4.2 Ensure that partners provide accurate and appropriate information at Forest Service programs and facilities, promoting mutual goals for mutual benefits. Weigh each potential partner project against prioritization criteria in this plan.

Ensure that both partner and agency images and missions are apparent and easily understood. Partners and Forest Service staff are invited to each other’s host training.

§ 23 § Daniel Boone National Forest

Strategy 4.3 Incorporate standards and guidelines for I&CE into concessionaire, outfitter and guide, and permittee agreements. Ensure that Forest themes and key messages are shared and used in their interpretation with guests.

Strategy 4.4 Support local ecotourism, heritage tourism, and community development projects that are in line with this Plan.

Strategy 4.5 Develop an agreement with an Interpretive Association to assist with I&CE sales and programs at Gladie LC and the Morehead Visitor Center. Consider options for partnering with the State Parks and/or concession retail outlets to share sales.

Strategy 4.6 Use public involvement in Forest planning efforts as an opportunity to enhance environmental literacy among our constituents.

GOAL 5 – Look, Show, and Tell

Routinely monitor and evaluate I&CE programs, structures, and facilities. Incorporate results into appropriate databases, budget plans, and staff meetings.

Strategy 5.1 Incorporate I&CE programs, structures, and facilities into the INFRA database. Routinely update and proof for accuracy.

Strategy 5.2 Include monitoring, evaluation, and operations/maintenance costs in all project proposals in the annual program of work, for both the short- and long-term.

Sublimity Bridge Strategy 5.3 Schedule the Forest I&CE plan as a discussion item at the annual winter FLT meeting.

GOAL 6 – Get ‘Em Thinking

Promote critical thinking skills that enable people to recognize the complexity of resource issues and to make environmentally sound choices that promote conservation and stewardship. Facilitate a public understanding of, and appreciation for, the effects that their

§ 24 § Interpretation and Conservation Education Plan individual behavior and choices may have an impact on natural and cultural resources

Strategy 6.1 Keep messages balanced and unbiased to encourage independent thought, provide alternative perspectives, and show the consequences of a given course of action.

Strategy 6.2 Describe the mission of the Forest Service in a manner that is meaningful and engaging, to improve understanding of the agency’s decision-making process.

Strategy 6.3 Present a positive image of the Forest Service through consistent and compelling images and messages. Promote the concept of “Buying Green” in response to global climate change and share ideas/results with the public. I&CE can help users understand the Strategy 6.4 consequences of their choices - like Use themes and storylines in this I&CE Plan to focus messages, the results of creating new trails. ensure consistent delivery, and integrate into multiple resource areas.

Strategy 6.5 Tie themes and storylines to current Forest key messages and to the evolving regional/national agendas (such as the effects of unmanaged recreation, loss of open space, global climate change, invasive species, OHV travel, etc.).

Strategy 6.6 Clearly identify Wilderness I&CE issues (even though they may be the same as non-wilderness) and track action items separately to ensure accountability for meeting wilderness education targets.

GOAL 7 – Spend Wisely

Maximize financial efficiency and effectiveness for all I&CE programs, structures, and facilities.

Strategy 7.0 Ensure that priorities are clearly and annually articulated (using the criteria in Section 8 of this Plan). Annually (via the annual program of work) review and update the criteria used to establish priorities.

§ 25 § Daniel Boone National Forest

Strategy 7.1 Meet universal design and accessibility standards and guidelines for I&CE.

Strategy 7.2 Coordinate with other agencies and organizations that provide I&CE, tourism, and recreation information in the region to promote integration of messages and, where possible, one-stop shopping for trip planning information (e.g., provide Forest messages/materials at at outlets where hunting and fishing licenses are sold).

Strategy 7.3 § Ensure that operations and maintenance costs are carefully considered “I only went out for with every project proposal; reduce wherever possible. a walk and finally Strategy 7.4 concluded to stay out Capitalize on volunteers, through such programs as the Student till sundown, for going Conservation Association, to help support the I&CE program. out, I found, I was Ensure that all volunteers in I&CE positions have adequate training. really going in.” ~ John Muir §

§ 26 § Section 5 ~ Interpretation § 27 § The Forest’s sightseeing attractions provide opportunities sightseeing attractions provide Forest’s The natural and cultural and learn about the for visitors to enjoy Natural National Gorge is a Red River The resources. It and Scenic River. Wild and includes a National Landmark easily accessible sightseeing geology-related offers exceptional vistas, seasonal foliage, and trails. Spectacular roads by create a national Red River arches, and the clifflines, natural and scenic escarpment areas remote more attraction. Other additional sightseeing opportunities. lakes provide trails Horse special features. access to the Forest’s provide Trails visitors, and mountain for day and overnight available are offers Forest bikers find a range of terrain challenges. The opportunities for backcountry in hiking and backpacking located OHV trails are areas. and general forest Wilderness distance sustainable. Short it is environmentally at sites where add to the trails to special natural and historical features experience value. recreation. challenging adventure provides Forest The Gorge. River climbing is found in the Red rock World-class I I I I I I Interpretation and Conservation Education Plan Education and Conservation Interpretation The Daniel Boone NF Recreation Business Alignment Strategy Alignment Business Recreation NF Daniel Boone The resources: of the Forest’s statement the following (2002) provides NF is one of the primaryDaniel Boone The and Value: Setting in land for outdoor recreation public of undeveloped providers Plateau Cumberland the follows Forest This 707,000-acre Kentucky. geological offering exceptional Kentucky, eastern escarpment across Gorge Red River renowned The nationally and ecological diversity. vistas, spectacular clifflines, provide and other escarpment areas and rich cultural heritage. experiences, natural bridges, wild river recreation valued are shoreline undeveloped lakes bounded by Forest communities for nearby recreation provides Forest destinations. The tourism economy. and is also an integral partthe area of to rural and urban The natural setting and proximity Experiences: priorities the primaryrecreation populations are influencing factors partners extensively with concessionaires Forest The for each District. recreation or enhance and other organizations to provide opportunities. SECTION 5 - INTERPRETIVE OVERVIEW 5 - INTERPRETIVE SECTION Statement Niche Daniel Boone National Forest

Canoeing, kayaking, and rafting are seasonally popular in Forest rivers. I I Cave Run and Laurel River Lakes, as well as the upper reaches of Lake Cumberland, are the focal point for flat water-related activities. Developed sites for picnicking, family gatherings, water access/play, and camping are important elements of the experience. I I The more rural areas are well suited for dispersed recreation with hunting, fishing, and wildlife viewing being important traditional activities. Forest land near population centers are especially valued as urban escapes.

Forest Profile In addition to the recreation resource niche described above, statements about the significance of other resources are found in the Forest Profile section of the Revised Forest Plan (pages 1-3 to 1-4).

I I More than 80 different kinds of soils are currently mapped on the Forest. I I Three rivers, the Licking, Kentucky, and Cumberland, drain portions of the Forest. Water quality is generally excellent, except in some smaller streams that are impacted by activities on private lands. I I Forested lands support an extremely wide variety of species that thrive in both the under- and over-stories. The Forest is a mosaic of various developmental stages of ecological succession with mostly upland hardwood types. Oak-hickory is the most common forest type. Shortleaf pine-oak forest type was well represented on the southern end of the Daniel Boone NF until a major outbreak of the southern pine beetle, which began in late 1999, destroyed or damaged a majority of shortleaf pines across the Forest. I I The Daniel Boone NF provides habitat for a wide variety of terrestrial and aquatic fauna. Some of these species are relatively rare, including a number that are federally listed as threatened or endangered. I I Most species are relatively abundant, including game populations of white-tailed deer, elk (strictly controlled), wild turkey, gray squirrel, and ruffed grouse. Recent efforts by the Kentucky Department of Fish and Wildlife Resources and other partners have resulted in the establishment in and near the Daniel Boone NF of the largest elk herd (approximately 7,500 head) in the eastern United States. Game fish are plentiful in the large lakes and a number of streams are stocked annually with trout.

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I I The Daniel Boone NF’s five million annual visitors make recreation one of the largest of its multiple uses. Within the national forest there are 18,000 acres of designated Wilderness and 19 miles of Wild and Scenic Rivers. The proclamation area of the Forest is also home to three state parks, and includes joint management with the Corps of Engineers for Cumberland, Laurel, and Cave Run Lakes. The Daniel Boone NF works closely with the Kentucky Department of Fish and Wildlife Resources in the management of wildlife habitat within five Wildlife Management Areas (WMA). The Big South Fork National River and Recreation Area abuts the Forest’s southern boundary. Angler at Laurel River Lake Interpretive Services Desired Outcomes

As a result of participating in a Daniel Boone NF interpretive program, reading an interpretive panel or brochure, or listening to interpretive media, visitors will:

I I Increase their appreciation for national forest resources and their importance to the nation’s health, well-being, and quality of life. I I Increase their understanding of the Forest Service mission. I I Forge an emotional and intellectual connection between themselves and national forest resources. I I Feel a spark of interest in additional learning or discovery. I I Become motivated to be good stewards of public lands, be more likely to follow rules, and demonstrate interest in participating in forest activities and planning efforts.

§ Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not. ~The Lorax §

§ 29 § Daniel Boone National Forest

Notes

Red spotted newt

§ 30 § Section 6 ~ Conservation Ed § 31 § Interpretation and Conservation Education Plan Education and Conservation Interpretation Conservation Education Learner Guidelines Conservation Learner Education Service for Guidelines Conservation Education Learner The “Forest a set of Learner Guidelines (2002) provides and Materials” Programs they can be of how and a description that include CE Objectives implemented. as a tool in the intended for use Guidelines are These Learner Service conservation education of Forest design and presentation the guidelines Incorporating and products. activities, programs, the quality and into conservation will increase programs education Forest Service has of conservationeffectiveness efforts. education The Association for American North the adapted guidelines established by (NAAEE). Education Environmental and national emphasis areas Daniel Boone NF has taken the The our messages and specifically to better target them more tailored key components for implementation. prioritize SECTION 6 – CONSERVATION EDUCATION EDUCATION 6 – CONSERVATION SECTION OVERVIEW supportsProgram the ConservationEducation Service’s Forest The emphasizes students, and adults. The program education of teachers, delivery CE to underserved of populations, and forest urban youth, is housed Service CE program the Forest visitors. Nationally, and Bear (including Smokey Forestry and Private within State Owl). Woodsy Daniel Boone National Forest AND TARGET AUDIENCE TARGET AND Interpretive and CE programs should focus on and CE programs Interpretive to in ecosystem interrelationships, human roles the global effects, but bring cause and show relationship closer to home. affect everydayis part natural environment how Show home for timber, of everyday– clean water, lives wildlife. legitimate uses of the and fishing are Hunting and of public lands, which natural environment and Women base. advocacy helps to increase identified as an under-represented are children for these skills. group to focus on include Leave building programs Skill and Ride for Keeps. Lightly, Tread (LNT), Trace No RD communities and Stearns the Redbird Target for skill building. with CE programs for LNT skills. Gorge River the Red Target participants fishing derby with activities that Target skill, sport,promote and species identification (esp. species). as a statewide trout catch and release brook tournaments – catch and release. Fishing DANIEL BOONE NF EMPHASIS AREA DANIEL BOONE NF EMPHASIS • • • • • • • • NATIONAL EMPHASIS AREA EMPHASIS NATIONAL The Earth comprises renewable and non-renewable natural resources. renewableThe Earthnatural and non-renewable comprises necessary living and nonliving, both of which are for are resources Natural life. by change in cultural, political, and natural climates. affected are Resources function as a dynamic interdependent All components of the environment system. and interrelated has many interacting components, including cultural, The environment ecological, economic, moral, political, social, spiritual, and technological. and economy affects is the basis of our physical lives The environment our emotional well-being. and management encourages a sustainable environment resource Informed economy. for available conservation are practices and alternatives Numerous management. consideration in resource health is linked to the quality of environment. Human it has certainThe ability of the Earth limitations. to supportwe know life as and historic sites can serveregeneration The natural environment as places for of the human spirit. Analyze, synthesize, and evaluate environmental issues. environmental and evaluate synthesize, Analyze, to environmental solving and decision-making skills related problem Use use. issues and resource and critical thinking skills to make conscious personal choices creative Use natural resources. regarding minimum impact skills while interacting with the environment. Use Basic concepts addressed by Forest Service conservation education: Forest by concepts addressed Basic • • • • • • • • • • • Basic skills promoted by Forest Service conservation education include the ability Forest by skills promoted Basic to do the following: • • • • CE OBJECTIVE Awareness and Awareness - CE knowledge the should provide necessaryknowledge the for interpreting phenomena complex that shape the environment. Skills – CE Skills should provide opportunities to gain skills necessary for informed decisions and behavior. Table 4 – National and Daniel BooneAreas and Daniel NF CE Emphasis 4 – National Table

§ 32 § Interpretation and Conservation Education Plan AND TARGET AUDIENCE TARGET AND Have campground concessionaires conduct campfire campfire conduct concessionaires campground Have for natural and that encourage respect programs cultural resources. messages into personal responsibility Incorporate climbing, rock all communications, such as OHV, backcountry camping, and horseback riding. communication tools that honor the Develop history on what is of local families who used to live Boone NF. the Daniel now Boone NF as of the Daniel the value Emphasize for tourism with local the scenic backdrop agencies and organizations, as a means of generating their support for sustainable recreation. skills in all and other green recycling Incorporate elementary conducted by that are school programs FS personnel. businesses, schools, closely with SEKDTA, Work and other partners to modify undesirable behaviors, the and dumping of trash. Note such as vandalism economic impact of such behaviors on negative lessening the desirability of local communities by tourism to an area. costs everyone the message that “Stealing Promote recreation money and time can reduce opportunities for others at those sites.” costs money and the message that “Arson Promote “ and damage to resources. lives DANIEL BOONE NF EMPHASIS AREA DANIEL BOONE NF EMPHASIS • • • • • • • • NATIONAL EMPHASIS AREA EMPHASIS NATIONAL We are responsible for the stewardship and conservation for the stewardship of natural and responsible are We cultural resources. issues transcend cultural, social, economic, and political Environmental a moral and spiritual dimension. issues have boundaries. Environmental and our historyLearning about the environment is a lifelong process. for maintaining the planet’s an important have responsibility Humans and cultural history. biological diversity including human for and informed management of all resources, Respect generations and will benefit future land, and water, air, populations, energy, contribute to our quality of life. can help enhance quality of life, now knowledge and environmental Cultural and into the future. preserving from biological, historical, derived are values and future Current and cultural diversity. vary and are and attitudes about, natural cultural resources toward, Values of lifestyles and livelihoods. diversity enriched by Consider long- and short-term economic costs and benefits of personal quality. actions on environmental natural and supportive and destructive actions toward between Differentiate cultural resources. the effect of personal activities and social policies on natural Evaluate cultural resources. impacts on the negative and prevent action to resolve positive Take environment. human health, sustainability, environmental a lifestyle that promotes Develop and sensitivity to cultural issues. and their effects on, of cultures the diversity Consider and respect conservationcontributions to, resolving issues. within ecosystems and Commit to maintaining natural functions and cycles commit to ensuring biological diversity. Basic values and attitudes encouraged by Forest Service conservation education Forest and attitudes encouraged by values Basic include the following: • • • • • • • • Forest Service conservation education encourages behaviors that do the following: Forest • • • • • • • CE OBJECTIVE Values and attitudes Values – CE should encourage those ethical, economic, and aesthetic values and attitudes that, constituting the basis of individual will behavior, further the sustainability of the environment. Behavior – CE Behavior should also result eventually in signs of changes in behavior, which benefit the and are resources evidenced through changes in resource management practices.

§ 33 § Daniel Boone National Forest

Kentucky Environmental Education Standards

In order to generate support from local school districts for hosting Forest Service CE programs, it is imperative that the programs and activities used be aligned with Kentucky Department of Education standards (Program of Studies and Core Content). Currently, Kentucky does not have a set of state standards that aligns with all of the national environmental education standards promoted by North American Association for Environmental Education (NAAEE). (State education standards change every three years, which makes it difficult for the Kentucky Environmental Education Council to keep alignments current.)

Project Learning Tree (PLT) and Project Wet have done alignments § for Kentucky. They may be found at: “A person is I I PLT: http://www.forestry.ky.gov/programs/education/plt/ environmentally pltcorrelatedactivities/default.htm literate when they I I Project Wet: http://keec.ky.gov/project_wet.htm have the knowledge of environmental processes and issues needed to make These alignments can and should be used when choosing appropriate informed decisions and programs and activities that not only support the Forest’s key participate in civic affairs.” messages but also provide a needed component of a school’s curricula.

(National Environmental Education and Training Foundation and the Conservation Education Desired Outcomes Environmental Literacy Council) As a result of participating in Daniel Boone NF conservation § education programs, our audiences will: 1. Be more aware and understanding of the importance of nature in their daily lives and the role that they play in ensuring their sustainability. 2. Develop an understanding of the interrelationships in natural systems (i.e. “web of life”) and between people and the land, both locally and globally. 3. Become engaged in the decision-making processes around public lands and make informed decisions based on science-based information. 4. Understand how Forest Service management practices respond to local needs, as well as changing national and global priorities. 5. Understand the concept that natural and cultural resources are managed with respect for the past and concerns for the future.

§ 34 § Section 7 ~ Issues, Opportunities, Themes, & Storylines § 35 § Interpretation and Conservation Education Plan Education and Conservation Interpretation Themes, Subthemes, and Storylines Subthemes, and Themes, subthemes, and storylinesThis section contains the themes, to be derived They are used when telling the story Boone NF. of the Daniel statements” “niche or of significance” “statements the Forest’s from qualities of the Daniel the unique natural and intrinsic that capture Service,to the and important Forest to the Boone NF that are What makes Boone NF? the Daniel so special about What’s visitors. Why does it scale? or national on a state, regional, it distinctive these questions to The answers about the area? people to care inspire and set the stage for the resource help describe the significance of the of themes and storylines.development answers It of the story. the moral A theme is the plot to the movie, Daniel Boone NF big deal?” The the What’s what? the question, “So about this national to get across want theme is the main idea that we to all I&CE programs umbrella an over-arching provides It forest. also serve can as a It general nature. and media of a large scale and/or key messages, as a way of Forest of current basis for the development areas. issues and resource uniting them across a logical further the central theme and allow develop Subthemes a point of view into storylines. or a progression They provide carry Storylines of the stories that will be told perspective. the threads They can be used in support media or program. with the interpretive be and issue-specific media. They should also of site-specific programs used in conjunction with key messages and communication strategies to them. is responding the Forest issues and how current to address Issues and Opportunities Issues the focus stories that are of concern and/or emerging areas are Issues time, which change over Issues Boone NF. Daniel of managers on the issues will those messages that address means that the accompanying as well. need to be updated SECTION 7– ISSUES, OPPORTUNITIES, OPPORTUNITIES, 7– ISSUES, SECTION AND STORYLINES THEMES, Daniel Boone National Forest

The Daniel Boone NF Theme

The Daniel Boone National Forest, as an innovative leader in resource management, will meet the needs of present and future generations by sustaining the integrity of its spectacular scenery, exceptional geology, ecological diversity, and rich cultural history.

The following table displays the identified issues and opportunities, along with themes and storylines that will be used to address those issues.

Table 5 – Issues, Subthemes, and Storylines

Issue 1: There is a lack of understanding regarding the presence and mission of the Daniel Boone NF.

Subtheme 1: The Daniel Boone NF was established in 1937, with the addition of the Redbird Ranger District in 1965, as a component of the national forest system. We are in the conservation business, sustaining the resources that people need now and for future generations. The Forest Service manages public lands under the philosophy of conservation, defined by Gifford Pinchot (the first Chief of the Forest Service): “to provide the greatest amount of good for the greatest amount of people in the long run.”

A. Storyline: The Daniel Boone NF consists of more than 707,000 acres of public land intermixed with private land over 21 counties. This intermingling of private and public land creates management challenges and opportunities. The forest has many unique features including Laurel Lake, Cave Run Lake, and the Red River Gorge. B. Storyline: The Daniel Boone NF was established largely by the need to protect watersheds. Today, managers strive to minimize erosion and sedimentation so that watersheds may continue to be used and enjoyed for recreation and as a municipal water source. Responsible land use plays a large role in the protection of these critically important watersheds. C. Storyline: Daniel Boone described these forests as an “Eden…a great forest on which stood myriads of trees, some gay with blossoms, others rich in fruits”. As more people moved to this area, demands for timber and minerals dramatically changed the landscape. In 1937 the Forest Service began to acquire what is now known as the Daniel Boone NF for the purpose of, among other things, restoring and protecting watersheds. D. Storyline: The Daniel Boone NF sets the course as an innovative leader in resource management.

Issue 2: There is a lack of awareness or knowledge about the management tools that are used on the Forest to manage wildlife habitat, maintain a healthy, diverse and productive forest, protect watersheds, and provide recreation opportunities.

Subtheme 2: There are a number of threats to the resources on the Forest – some of which occur naturally, some of which are human-caused. The Daniel Boone NF uses management tools that restore ecological systems, protect resources, and respond to changing environmental conditions and social demands for goods and services in an environmentally sensitive manner.

§ 36 § Interpretation and Conservation Education Plan

A. Storyline: The Daniel Boone NF is committed to providing progressive and professional wildland fire management. In addition, the Daniel Boone NF supports a community-based approach to address the natural role of fire and its benefits to the landscape. To that end, we have partnered with The Nature Conservancy to participate in a Fire Learning Network for the Central Appalachia region. B. Storyline: The Daniel Boone NF uses prescribed fire and mechanical treatments to reduce the risk of wildland fire, improve wildlife habitat and riparian zones, and improve watersheds and range conditions in eastern Kentucky. C. Storyline: Not all that grows green is good. Invasive species, such as kudzu, choke out plants that are native to the area. Forest ecologists are working on ways to reduce the negative impacts of invasive species and encourage native plant vigor. D. Storyline: The Daniel Boone NF, along with significant help from partners, restores wetlands to provide habitat for waterfowl, shorebirds, bats, salamanders, and more. These areas are favored destinations for birdwatchers and photographers. E. Storyline: In 1999 a major outbreak of the southern pine beetle began, which has since destroyed or damaged the majority of yellow pine habitat across the forest. As a result, Kentucky’s population of the red cockaded woodpecker was lost. The restoration of yellow pine on the Daniel Boone NF will be a long-term endeavor but one that is worthwhile as a disappearing ecosystem is revived. F. Storyline: Non-native species, noxious weeds, and disease-causing pathogens can invade our lands and waters, resulting in ecological changes to the Forest. For example, the hemlock woolly adelgid is an emerging issue on the Daniel Boone NF. If hemlocks are lost in this area due to the adelgid (as predicted), ecological changes will occur in species composition, wildlife habitats, and watershed conditions. G. Storyline: The natural resources are managed to improve forest health and promote animal and plant diversity. H. Storyline: Forest management activities sometimes result in commercially valuable products such as timber, oil, gas, and coal.

Issue 3: There is a lack of understanding about the value of the diversity of resources on the Daniel Boone NF.

Subtheme 3: The Daniel Boone NF is a land of ecological, geological, and archaeological diversity whose benefits may or may not be immediately obvious to people. The Forest provides visitors of all ages the opportunity to safely view, photograph, and participate in programs that can raise awareness and deepen the understanding of human connection to ecosystems, landscapes, and history.

A. Storyline: The Daniel Boone NF provides habitat for a wide variety of terrestrial and aquatic flora/fauna. Some of these species are rare, including a number that are federally listed as threatened or endangered. The value of these species lies not in their rareness, but in the niche that they fill in an ecosystem too complex for us to understand. (As Aldo Leopold wrote in 1953, “To keep every cog and wheel is the first precaution of intelligent tinkering.”)

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B. Storyline: Recent efforts by the Kentucky Department of Fish and Wildlife Resources and other partners have resulted in the establishment (in and near the Daniel Boone NF) of the largest elk herd in the eastern United States. C. Storyline: The southern Appalachian region, which includes the Cumberland Plateau, is one of the most biologically diverse areas in the nation. The Cumberland Plateau provides a diverse array of habitat for numerous plant and animal species. D. Storyline: The Daniel Boone NF has many unique biological, cultural, and geological features.

Issue 4: There is a lack of appreciation for the current and potential contributions of the Daniel Boone NF to the local quality of life.

Subtheme 4: The Daniel Boone NF is a land of great benefit to the everyday life of today’s communities and tomorrow’s generations. The Daniel Boone NF encompasses lands that are distinctive within the Southern Region and the nation. Communities and individuals depend on the forest for both personal and economic benefits.

A. Storyline: Benefits to people flow from healthy land. B. Storyline: The Daniel Boone NF is an outdoor recreation area for the region and nation. Forest-related recreation is one of the most valuable benefits offered by the national forest. C. Storyline: The Daniel Boone NF provides coal, oil, gas, quarried rock, flood control (Cave Run Lake), hydroelectric power (Laurel River Lake), firewood, and lumber products to help meet the needs of a growing nation. D. Storyline: Hunting, fishing, and wildlife viewing are largely dependent on the habitat management conducted on the Daniel Boone NF. The wildlife management areas on the forest receive special wildlife emphasis. E. Storyline: The Daniel Boone NF manages resources that are difficult to put a financial value on, such as cultural resources, endangered species, scenery, and air/water quality. F. Storyline: The marketing of non-timber forest products such as ginseng is increasing, and the demand is often greater than the supply. G. Storyline: The Daniel Boone NF offers a large green belt of land that is valued for its wildlife, forest production, aesthetic beauty, healthy watersheds, recreation, and other public benefits. It offers people an escape from urban environments, a place to reconnect with friends and families, and/or find solitude. H. Storyline: The Daniel Boone NF will support national efforts in response to climate change by “protecting the existing carbon sink through forest conservation and increasing carbon sequestration through reforesting degraded land, improving forest health, and supporting sustainable forest management.” I. Storyline: The Daniel Boone NF will support national efforts to reconnect people – especially kids – with nature. Working with partners, the Daniel Boone NF strives to optimize conservation education efforts in a way that helps kids develop a personal relationship with nature.

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Issue 5: There is little understanding of personal stewardship responsibilities.

Subtheme 5: Although the Daniel Boone NF is a land of great benefit, it comes with great responsibilities in order to be sustained into the future.

A. Storyline: Individuals can make a significant impact on the Forest by how they use the resources. That impact can be positive or negative, depending on the choices made. It is vital that recreational visitors understand the consequences of their actions and support good stewardship practices. Programs such as Tread Lightly, Leave No Trace, and Ride 4 Keeps provide the tools necessary to minimize the negative impacts on resources. B. Storyline: Horseback riders can help protect the trails by not riding during wet seasons, not riding in streams, and ensuring that their feed is weed-free. Horseback riders can help protect trails by staying on designated trails in the Red River Gorge. C. Storyline: Native trees and forests are being threatened by invasive insects and diseases. Do not transport firewood to or from other locations. D. Storyline: Proper food storage prevents negative encounters with bears. “A Fed Bear is a Dead Bear.” E. Storyline: It is each individual’s responsibility to know national forest regulations, as well as the measures necessary to stay safe and healthy. F. Storyline: The respect for different recreational use of the Forest is key to continued high- quality recreation opportunities for the widest audience. G. Storyline: Litter and dumping garbage creates problems by increasing the potential for bear- human conflicts; harming wildlife; diminishing the scenery; and polluting forest waterways H. Storyline: Off-highway vehicle users can help protect trails by staying on designated routes and not riding during wet seasons (i.e. Ride 4 Keeps campaign statement). I. Storyline: Failure to follow safe boating procedures and etiquette greatly increases the chances of accidents, and the discharge of houseboat sewage creates health concerns for both people and aquatic wildlife. J. Storyline: The many scenic cliffs and waterfalls in the Forest attract hikers but can be deadly to the unskilled or careless person. Over the years, many people have received serious injury or tumbled to their death. Stay on developed trails and avoid cliff edges.

Issue 6: There is a need to market the Daniel Boone NF in a way that: a) matches user’s expectations with the right setting; b) redistributes use where needed; c) takes advantage of off-peak times; and d) pulls in kids and underserved youth.

Subtheme 6: There is a wealth of different types of recreational opportunities on the Daniel Boone NF to meet the expectations of a diverse audience.

A. Storyline: There are a number of undiscovered corners throughout the forest with abundant opportunities, such as the Redbud Driving Tour, Cruise the Redbird, Barren Fork Heritage Trail, Fitchburg Furnace, Wildcat Mountain, spring and fall foliage driving tour, WMA driving tour, muskie fishing, and elk viewing.

§ 39 § Daniel Boone National Forest

B. Storyline: Most trails on the Forest are multiple-use and provide opportunities for OHV riding, hiking, horseback riding, and mountain biking. C. Storyline: The Daniel Boone NF is a great place to take your friends and family. There are many beautiful places to enjoy a variety of outdoor recreation activities. Your local Forest Service office can help you find what you’re looking for.

Issue 7: There is a lack of awareness of, and appreciation for Daniel Boone NF historic and prehistoric resources. Potential Opportunities: Fitchburg Furnace and Passport in Time projects

Subtheme 7: Cultural resources on the Daniel Boone NF provide a picture of the rich heritage that we all share and enjoy.

A. Storyline: The Barren Fork Heritage Trail tells the history of the coal industry and how it shaped this region. B. Storyline: The Civilian Conservation Corps, as part of the federal government’s 1933 New Deal jobs program, improved the economy of the Great Depression Era. Various facilities and structures built by the CCC remain intact on the Daniel Boone NF enduring as a tribute to the successful legacy of the CCC program. C. Storyline: Prehistoric use of the Forest is evident on each district, most notably in the many rockshelters that occur in the clifflines. The earliest sign of prehistoric agriculture in the eastern U.S. is documented from botanical remains found in rockshelters of the Red River Gorge. D. Storyline: The Daniel Boone NF has historically been a land of many uses. Remnants of homesteads, the Civil War, and CCC are evident across the forest landscape. Iron furnaces, coal mines, oil wells, and logging roads are visual reminders of the Forest’s role in local industries. E. Storyline: The Cherokee and Shawnee tribes recognize the Daniel Boone NF as part of their traditional homeland. These lands contain important resources, traditional use sites, and sacred areas.

Issue 8: The looting of prehistoric resources damages the integrity of archaeological sites and destroys evidence of historic and prehistoric cultures. Potential Opportunities: Establish a volunteer cultural site monitoring program in the Red River Gorge (i.e. Passport in Time)

Subtheme 8: Prehistoric artifacts, such as those found in rockshelters, provide invaluable information to help us understand and learn from our past and to better understand our future.

A. Storyline: All artifacts and cultural resources are protected by state and federal laws. B. Storyline: Camping, climbing, rappelling, fire-building, and digging in rockshelters can impact or even destroy these non-renewable resources. When rockshelter soils are mixed, compacted, or heated by these activities, the historic and prehistoric remains (especially the botanical remains) can be destroyed.

§ 40 § Interpretation and Conservation Education Plan

C. Storyline: Heritage resources provide long-term benefits to the nation by building our knowledge base of history and prehistory. The benefits are highly dependent on the responsible behavior of visitors and residents (to not disturb any petroglyphs, artifacts, or other evidence of our heritage). Once destroyed, the opportunity to learn from these irreplaceable resources is gone forever. D. Storyline: Rockshelters provide protected, dry environments that help preserve prehistoric remains within their context.

Issue 9: Illegal off-highway vehicle (OHV) use creates resource damage, noise, and conflicts with other users. Potential Opportunities: Expand on messages to educate the public where riding is legal vs. illegal.

Subtheme 9: Riding OHVs is a legitimate use of the Daniel Boone NF, as long as riders stay on designated trails and consider Tread Lightly skills.

A. Storyline: Riders can increase respect for their sport and ensure continued access to national forest lands by following Tread Lightly and Ride 4 Keeps principles. B. Storyline: Improper OHV use can lead to erosion and soil compaction, disruption of riparian area, and disturbance to wildlife (especially during breeding and nesting seasons). C. Storyline: All routes are closed to motorized use unless designated open, due to safety and resource damage concerns. D. Storyline: It is your responsibility to know where you can legally ride. Riders can retain their right to ride by staying on designated trails and respecting landowners’ rights.

Issue 10: There is little understanding of the definition of Wilderness, its value, and its place on the Daniel Boone NF. The Clifty Wilderness is impacted by ATV/OHV use on the east side, proliferation of trails, campsites, and rock climbing routes, overcrowding, rockshelter degradation, looting, and illegal cross-country horseback riding.

Subtheme 10: The Daniel Boone NF has two irreplaceable resources, recognized by Congress as “Wilderness.” Both the Clifty and the Beaver Creek Wilderness areas provide “an area where the earth and its community of life are untrammeled by man, where man himself is a visitor who does not remain.” (Excerpt from the 1964 Wilderness Act) There are outstanding opportunities for solitude and primitive types of recreation.

A. Storyline: The Beaver Creek and Clifty Wilderness areas were designated for protection and preservation in their natural condition. They provide opportunities for solitude and primitive, unconfined recreation in a natural environment. The practice of “Leave No Trace” skills will help preserve the special character of wilderness. B. Storyline: Motorized and mechanized equipment are prohibited in Wilderness areas. OHV use is illegal and negatively impacts natural resources and Wilderness solitude. C. Storyline: There are only two designated Wilderness areas in Kentucky; both are located within the boundaries of the Daniel Boone NF.

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D. Storyline: These Wilderness areas provide opportunities for solitude and primitive, unconfined recreation in a natural environment. E. Storyline: The Beaver Creek Wilderness offers cliff overhangs and waterfalls, as well as traces of Kentucky’s coal mining history as evidenced by remnants of stone fences and grave sites. F. Storyline: The Clifty Wilderness offers towering cliffs and steep forested slopes with natural arches, rockshelters, and narrow stream valleys. G. Storyline: Rock climbing routes may impact natural and cultural resources in the Clifty Wilderness. H. Storyline: Camping in rockshelters impacts the natural character of the Wilderness by damaging the integrity of cultural resource sites and destroying evidence of prehistoric cultures. I. Storyline: The looting of cultural resource sites destroys evidence of prehistoric cultures and impacts the natural character of Wilderness. J. Storyline: Illegal cross-country horse use creates erosion and denuded areas that impact the natural character of Wilderness. K. Storyline: A high degree of self reliance is necessary when traveling in Wilderness areas. Cell phone use and emergency services are limited to non-existent. Visitors must have the skills and abilities necessary to safely execute their trip through an understanding of proper planning and adequate equipment.

Issue 11: The Red River Gorge is experiencing significant impacts to its natural and cultural resources, due to a lack of use ethics and overuse. Potential Opportunities: Implement the Limits of Acceptable Change (LAC)

Subtheme 11: The Red River Gorge is a National Natural Landmark. All users are stewards of its water, wildlife, primitive character, spectacular geology, and archaeological resources.

A. Storyline: Litter creates the potential for conflict between bears and humans. Litter diminishes the natural scenery and potentially harms wildlife. B. Storyline: Forest visitors can help protect irreplaceable archaeological resources by camping, hiking, climbing, and building fires in appropriate areas. Camping, climbing, rappelling, fire- building, and digging in rockshelters can impact or destroy these non-renewable resources. When rockshelter soils are mixed, compacted, or heated by these activities, the historic and prehistoric remains (especially the botanical remains) can be destroyed. Once destroyed, this valuable evidence is gone forever. C. Storyline: Nearly 3,000 miles of cliffs winding through the Daniel Boone NF provide habitat for some of Kentucky’s most uncommon species. Walking off designated trails in these areas can be detrimental to some of these species, such as the white-haired goldenrod. D. Storyline: Trees can be damaged by lanterns, ropes, nails, tree chopping, and by tying horses to trees. E. Storyline: Rock climbing routes may impact natural and cultural resources.

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Issue 12: User conflicts are more prevalent in the Red River Gorge. This area has a reputation as a party place. Visitors feel unsafe due to the drugs, alcohol, graffiti, vandalism, and party behavior.

Subtheme 12: The many scenic cliffs and waterfalls in the forest attract hikers but can be deadly to the unskilled or careless person. Red River Gorge users desire a safe and quality recreation experience.

A. Storyline: The Red River Gorge is a remote and rugged area. Drinking and partying has led to serious injury and even death. Different visitors to the Red River Gorge have different expectations; please respect those seeking quiet solitude. B. Storyline: Improper disposal of human waste can spread disease. C. Storyline: Many people have received serious injury or tumbled to their death from falling off cliffs in the Red River Gorge. Stay on developed trails and dry solid ground to help avoid these pitfalls.

Other Issues: 1. Some forest visitors do not feel safe because of illegal activities. Refer to these documents for storylines and/or key messages: • National visitor safety brochure; and • Region 8 initiatives and talking points for visitor safety.

2. More than 90% of wildfires on the Forest are human-caused, which includes escaped campfires, arson, and out-of-control debris burns. Refer to the Fire Prevention Team Plans for key messages and opportunities.

Rock formation on the Daniel Boone NF

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Notes

§ “Do not try to satisfy your vanity by teaching a great many things. Awaken people’s curiosity. It is enough to open minds: do not overload them. Put there just a spark. If there is some good inflammable stuff, it will catch fire.”

~Anatole France §

§ 44 § Section 8 ~ Recommendations § 45 § It is the most cost effective (including long term operations and is the most cost effective It the same options that address maintenance) option of several the same objectives issue and achieve (e.g. Kentucky other providers can be implemented by It PRIDE) Challenge, Wilderness is associated with targets such as the It Preservation Historic and State Act, Enhancement Recreation and agreements. requirements Office impacts occurring at that site resulting from visitor use. from impacts occurring at that site resulting and visible that are features interpreting area, particular recreation tangible at a site. thinking about behavioral choices. with disabilities, by accessible for those opportunities more signs interpretive experience through enhancing their recreational information. and website delivery a large number of people. method that would reach I I I I I I C. The information is vital to the users understanding of or use of a C. The information is vital to the and critical stewardship land promote or products D. The programs recreation make programmatically or products E. The programs associated with a high-use site or are or products programs The F. A. The programs or products address critical health and safety issues. critical address or products A. The programs issues and protection resource address or products B. The programs Interpretation and Conservation Education Plan Education and Conservation Interpretation After rating each recommendation against the criteria above, the against the criteria above, After rating each recommendation a higher priority if: toward was then “weighted” recommendation Interpretation Interpretation will be funded for each district program or least one product At of adequate funding. depending on the availability annually, of is included in the last column or Low Medium A rating of High, must priority recommendation each table in this section. A High rating, the a Medium C. For meet at least one of criteria A, B, or A Low of criteria D, E, or F. must meet at least one recommendation any of the criteria. does not meet priority recommendation Prioritization Criteria Prioritization SECTION 8 – PRIORITIZED 8 – PRIORITIZED SECTION RECOMMENDATIONS respond to the issues opportunities to are recommendations The well as from staff input, as developed were They Section 7. identified in plans. developed previously ideas generated in Daniel Boone National Forest

Conservation Education In 2005, the Daniel Boone NF underwent a major reorganization to reduce operating costs and increase efficiency. As a result, two CE positions on the forest were abolished and our ability to provide CE programs became very limited. As an alternative, a list of partnering agencies that conduct CE programs may be used by employees when requested to provide an educational program. These agencies should be aware that the Daniel Boone NF is available as an outdoor learning environment but that CE program requests may be referred to them for delivery to the public. However, when possible, the Daniel Boone NF should provide CE Picnicking at Hemlock Grove programs that other agencies cannot offer.

Any CE programs conducted by Daniel Boone NF staff should address Forest issues, target the appropriate audiences, and be conducted in the most suitable location or setting (i.e. classroom vs. campground). Depending on the issue or topic for presentation, CE programs and products should be in alignment with the Kentucky Department of Education’s Core Content (see Section 6).

A rating of High, Medium or Low is included in the last column of each table in this section. A High priority recommendation must meet at least one of criteria A or B. For a Medium rating, the recommendation must meet at least one of criteria D or E. A Low priority recommendation does not meet any of the criteria.

In some cases, Kentucky Core Content and age group were considered to determine priority for programs and events.

A. CE programs and products promote the Forest as an outdoor learning environment where both formal and non-formal educators can teach students of all ages about the value, management, and conservation of natural resources. B. CE programs and products focus on recreation land use ethics where behavior modifications are desired for resource protection and visitor safety in the Daniel Boone NF. C. CE programs and products reflect the Daniel Boone NF as a working forest that is important to the local communities. D. CE programs and products focus on educating visitors about fragile/critical Forest resources, such as cultural artifacts and endangered species, and why these resources should be protected.

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How to Use Recommendations to Initiate a Project

Recommendations are opportunities to respond to the issues identified in Section 7. They were developed from staff input, as well as ideas generated in previously developed plans. Projects identified as recommendations in this plan are approved for consideration for funding and implementation. However, some projects may need to complete the Excellence by Design process review before being submitted as a project proposal during the annual work planning process. Please check with the District or Supervisor's Office recreation staff for the latest Excellence by Design review requirements.

This plan represents the priorities for interpretive and conservation education activities on the Forest. Projects should not be implemented or submitted for funding unless they are identified as a recommended action in this I&CE Plan, or extenuating circumstances have created an urgent need. The following steps describe how a project should be initiated:

1. Submit the project (from the prioritized recommendations in this Plan) as a recommended action during the annual review of the interpretive plan. 2. Once the project is included as an approved project in the interpretive plan, it may be submitted during the annual Excellence by Design team call for projects. Paper and electronic products such as brochures, maps and website information do not need to be reviewed by the Excellence by Design team. 3. Submit the project for funding during the annual work planning process or submit a grant proposal. 4. Contact the Supervisor's Office Recreation Program Manager to initiate a project once it has been approved as a funded project in the annual program of work. The Supervisor's Office generally reviews and coordinates production of information and interpretive products to ensure consistency with agency standards and consistency in formats and messages across the forest. Project tracking forms in Appendix B further describe the process for initiating the recommended actions identified in this plan.

§ 47 § Daniel Boone National Forest

Structures

Structures include interpretive panels, kiosks, exhibits, and bulletin boards. Currently, there are approximately 59 interpretive panels on the Daniel Boone NF that are in good condition and planned for retention. Many of these address specific heritage resources. In future years, recommendations that are currently shown as a “low” or “medium” priority should be reassessed for moving up to a “high” priority.

Table 6 – Recommendations for New Interpretive Panels, Kiosks, and Exhibits RD SITE NOTES PRIORITY (See Section 7) Section (See ISSUES ADDRESSED RECOMMENDATION Partner with Forest Health Task Force; Forest Health incorporate recent All SO portable tabletop 1, 2, 3 research; take to Low exhibit events and project meetings 1, 2, Use as a tool for CMB Morehead VC Update exhibits 3, 4, Med community outreach 7, 8, 9 Clear Creek Low profile, 1 CMB Rec. Area (Iron 7 Replace existing High panel Furnace) Devil’s Canyon Low profile, 1 CMB 3, 4 New Low Overlook panel

Grays Branch Low profile, 1 CMB 1, 3 New High Observation Site panel

Tunnel Ridge Low profile, 1 CMB 3 New High Overlook #2 panel Tarr Kiln Low profile, 3 CMB 7 Replaces existing High Parking Lot panels Interpretive sign at CMB Twin Knobs CG Upright, 1 panel 1 Med beach Wilderness 8 panel kiosk 1, 5, Gateway / aka (6 panels are Structure exists; CMB 7, 8, High Osborne Bend permanent, 2 are contents needed 10, 11 TH temporary)

§ 48 § Interpretation and Conservation Education Plan RD SITE NOTES PRIORITY (See Section 7) Section (See ISSUES ADDRESSED RECOMMENDATION Should complement Shallow Flats Low profile, 1 the existing panel; CMB 1, 3 Low Viewing Site panel spotting scope will not be replaced. Swift Creek Low profile, 1 Replaces existing CMB 1 Med Overlook panel panel Low profile, 1 CMB Zilpo CG Beach 1 Interp sign at beach Med panel CMB Rock Bridge Upright, 1 panel 3 Replace Low Low profile, 1 CMB Chimney Top 5 Replace High panel CMB Sky Bridge Upright, 1 panel 11 New Med Fitchburg CMB Upright, 3 Panels 7 New Low Furnace LON Grove Marina Upright, 1 panel 1, 4 Update existing Med Small panel LON Grove CG mounted on 1 New Med bathhouses, 3 Art done but may Hwy 192 RCW Low profile, 3 need revision; LON 1,2,4 Low Signs panels otherwise ready to fabricate Dutch Branch Low profile, 3 Art done; ready to LON 3 Low Overlook panels fabricate. Holly Bay LON Upright, 1 panel 1 New Med Marina Small panels LON Holly Bay CG mounted on 1 New Med bathhouses, 5

caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by Laurel Bridge LON Upright, 1 panel 1 New Med Picnic Site

of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource 3-low profile/ effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue wild rivers /CCC New (to add to 1 LON Bee Rock 2, 7 Med bridge / Lake existing) Cumberland

§ 49 § Daniel Boone National Forest RD SITE NOTES PRIORITY (See Section 7) Section (See ISSUES ADDRESSED RECOMMENDATION 8 panel kiosk (6 panels are LON Office 1 New High permanent, 2 are temporary) Low profile, Plan to do in FY09; 1 5 additional STE Natural Arch 3, 7, 8 panel exists at picnic High interpretive site, 5 new needed. panels 8 panel kiosk (6 panels are STE Natural Arch 1, 3 High permanent, 2 are temporary) 3 Forks of Beaver Cr. Low profile, 1 STE 10 New interpretive sign High (BCW) panel Observation Site Replace existing; focus on cooperative mgt of BCWMA and 3 Forks Loop Upright, 3 plastic 1, 2, STE what landowners can Low Trail trail signs 3, 4 do on their land for wildlife, i.e. vernal ponds Sheltowee Trace Low profile, 1 currently being STE 2, 3 Med - Hwy 27 panel completed Interior, table top STE Traveling exhibit 2, 5, 8 New Med travel exhibit McCreary Co Exhibit, 3 panels STE 2, 3, 5 New Med Museum on reception desk Interior wall signs Redbird Ranger (history); assess 1, 2, New-National RED Low Station panel needs when 4, 6, 7 Historic Register Site project is started.

§ 50 § Interpretation and Conservation Education Plan RD SITE NOTES PRIORITY (See Section 7) Section (See ISSUES ADDRESSED RECOMMENDATION

Exterior panels— walking trail; Redbird Ranger 1, 2, New-National RED assess panel needs Low Station 4, 6, 7 Historic Register Site when project is started.

Exterior panels; assess panel needs when New- Nice place to project is started. do CE programs host Address history Little Double 2, 3, family gatherings, RED of historic trail at Low Creek area 5, 6, 7 or groups. Non- old town site at motorized use allowed Peabody. Used by special use permit. to be home sites, fishing pond, and cemeteries. (Redbird WMA) Peabody and Use existing Existing structures, RED 3, 4 Med Sugar Creek kiosks add key messages THs Cawood Rec RED Upright, 1 panel 7 New, CCC message Med Area and Picnic Gilberts Creek Upright, 1-2 RED 7, 8 New Low CCC Camp panels caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 51 § Daniel Boone National Forest

Table 7 – Summary of Panel, Kiosk, and Exhibit Recommendations INTERPRETIVE EXHIBITS KIOSKS RD SIGNS New Replace New Replace New Replace CMB 10 7 0 1 1 0 LON 19 1 0 0 1 0 STE 8 3 4 0 1 0 RED 6+ 0 0 0 0 1

Total 43+ 11 4 1 3 1

Table 8 – Recommendations for Bulletin Board Improvements DO NOT MEET MEET R8 R8 STANDARDS STANDARDS NEW RD – NEEDS NEW REMOVE – NO ACTION STRUCTURE DESIGN AND NEEDED MESSAGES CMB 45 11 0 6

LON 38 14 3 0 9 STE 11 0 0

RED 2 6 0 0

See Appendix D for bulletin board details.

Bulletin boards should include the following components: I I Site and area maps I I Site-specific safety messages that describe hazards that the public may not be aware of (general safety tips should be provided on websites and brochures instead of on bulletin boards (Subtheme 5)) I I User ethics and stewardship messages (Subtheme 5) I I Tread Lightly/Ride 4 Keeps messages if located at an OHV trailhead (Subtheme 9) I I Wilderness messages if located at a wilderness trailhead (Subtheme 10) I I Red River Gorge messages if located at the Gorge (Subtheme 11 and 12)

All Forest bulletin boards (including concessionaire) should follow the Regional template, or consider carrying the look of interpretive panels (design themes) into bulletin board templates with Regional approval. Specific direction on bulletin board maintenance should be identified in the Concessionaire Annual Operating Plan.

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Publications

If possible, new brochures should be 8.5”x 11” or 11”x 17” to allow for easy printing from the Forest website. Messages to include in brochure revisions as appropriate: I I Daniel Boone NF vision/mission statement I I Food storage in bear country I I Leave No Trace I I Tread Lightly/Ride 4 Keeps I I Don’t Pack in Firewood

Table 9 – Recommendations for Publications (except ROGS) RD SITE NOTES PRIORITY (See Section 7) Section (See DESCRIPTION ISSUES ADDRESSED Update to incorporate all All Forest-wide Boone Trace All subthemes and High storylines on a rotating basis All Forest-wide Visitor map All Med Include with permit 1, 3, All Forest-wide Rack card for all recreation Low 5 events Sheltowee Trace All Brochure 1, 5 In revision High NRT Produce a visitor Sheltowee Trace map(s) to replace the All Visitor Map 1, 5 High NRT ROGS. Consider an electronic version. Forest-wide All Brochure 5, 9 Needs Revising Med OHV Brochure White Sulphur CMB Brochure 5, 9 Needs updating Med OHV Trail

caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by CMB Cave Run Lake Brochure 1, 5 Needs updating High Red River In revision; format

of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource 1, 5,

effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective CMB Gorge Brochure in 11” x 17” (tear off High Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue 8, 11 Geological Area pad)

§ 53 § Daniel Boone National Forest RD SITE NOTES PRIORITY (See Section 7) Section (See DESCRIPTION ISSUES ADDRESSED Currently being updated. Future revisions should Red River 1, 5, CMB Visitor map include detailed High Gorge 8, 11 trail difficulty and experience information. Pioneer CMB Weapons Brochure 3, 5 Needs updating Low WMA Walking trail 3, 7, CMB Gladie LC brochure of Gladie New Low 11 Site. Leave No Trace Should serve as rack card or small 3, 5, a reminder of CMB Gladie LC brochure with RRG 8, 11, High backcountry camping camping rules for 12 rules backcountry Something that Leave No Trace backcountry rangers calling card with 3, 5, can give to visitors or RRG camping CMB Gladie LC 8, 11, leave at unoccupied High rules and space for 12 campsites. Use backcountry ranger waterproof card to write a message. material. Explain why it is important to not camp or build fires Archaeology 7, 8, CMB Gladie LC in rockshelters of the High brochure 11 RRG and why it’s important to leave artifacts. Explain significance of plants such Rare plant guide/ 3, 4, as white-haired CMB Gladie LC brochure for the Low 11 goldenrod and why RRG it’s important not to trample such plants.

§ 54 § Interpretation and Conservation Education Plan RD SITE NOTES PRIORITY (See Section 7) Section (See DESCRIPTION ISSUES ADDRESSED 1, 2, Laurel River LON Brochure 4, 5, Needs updating High Lake 6 Laurel River 1, 2, Create new as a sales LON Lake Visitor Map 4, 5, High item Map 6 1, 3, STE Natural Arch Brochure Needs updating High 7, 8 Beaver Creek Wilderness 5, 7, Reprint locally as STE High Wilderness contact card 8, 10 needed at SO Redbird Crest RED Brochure 5, 9 Needs updating High Trail Eliminate ROGS and do a map and brochure. Consider Redbird Crest electronic map that RED Map 6 High Trail can be downloaded into PDA or GPS units. Will be a sales item. Redbird Ranger RED Brochure 7 In revision High Station caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 55 § Daniel Boone National Forest

Table 10 - Recommendations for ROGS RD SITE ISSUES NOTES PRIORITY (See Section 7 ) Section (See ADDRESSED DESCRIPTION

Tater Knob CMB ROG 7 Change Brochure to ROG Med Firetower With district and SO Info/ RRG Trail ROGs, employees, further discuss CMB orientation, NA ROGS 20+ best way to provide info 5,8,9,11 currently found in ROGS. Info/ Koomer CMB ROG orientation, Needs Revising High Ridge CG 5,11 Beaver Info/ STE Creek ROG orientation In revision High Wilderness 5, 7,10 Info/ Needs Revision - conversion STE Sawyer CG ROG Orientation High to trail ROG 5 Barren Fork STE Heritage ROG Info/7, 8, New High Trail Eliminate ROGS- produce a visitor map(s) and brochure CMB, Info/ Sheltowee instead of ROGS. May LON, ROG’s orientation, High Trail need to continue revisions STE 3,5,6,9 of ROGS until the map is produced.

§ 56 § Interpretation and Conservation Education Plan

Programs and Events

The Daniel Boone NF will attempt to provide at least one community event per District each year.

I I When possible, use already developed “canned” programs such as Project Learning Tree, Project Wet and other educational activity guides. I I Use “Train the Trainer” opportunities to increase coverage. I I Target weekends and key holidays for uniformed FS staff to make contacts at Red River Gorge, RCT, White Sulfur, Caney, and other trailheads as needed.

Table 11 – Recommendations for Programs and Events RD SITE NOTES PRIORITY (See Section 7) Section (See DESCRIPTION ISSUES ADDRESSED

Teachers requesting Various school school programs may Local school programs conducted Low- All 1-11 be referred to other classrooms by DBNF resource Med resource agencies for specialists program delivery LNT; tailor to the KY Head Start PRIDE program; show All Woodsy Owl 5 Med sites litter’s effects on bears and water. Elementary school age, Community CMB Impact Monster 5a especially in the RRG High schools area Target college-age UK, EKU, students with messages LNT “Ranger on 5, 6, CMB MSU, UL, concerning LNT, High Campus” 8, 11 UC and XU Forest management, caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by and other issues Gladie National program,

of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource 7, Med- effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective CMB Learning Passport in Time volunteer archaeology Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue 8,11 High Center event

§ 57 § Daniel Boone National Forest RD SITE NOTES PRIORITY (See Section 7) Section (See DESCRIPTION ISSUES ADDRESSED

Red River Friday evening Conduct in 7, 8, CMB Gorge “Meet the Forest cooperation with Med 11 Trailheads Service” Operation Overhang Set up for volunteers to assist heritage staff Red River Site stewardship 7, 8, and backcountry CMB High Gorge programs 11 rangers with monitoring of cultural sites. Rangers working on Osborne Site weekend to meet 5, 8, CMB High TH and greet people and 10 express issues Rangers working on Martin’s Fork weekend to meet CMB 8,10, High TH and greet people and express issues Rangers working on Caney, White weekend to meet LNT, horse skills and CMB 5 High Sulpher THs and greet people and ethics express issues Tom B. is lead, Wetland Restoration CMB Local schools 2, 3 using a multi-agency High programs partnership. When possible, use Koomer Campground previously developed Ridge, Twin CMB concessionaire/ programs or messages Knobs, Zilpo, All High LON outfitter manual and and incorporate Holly Bay training requirements into Campground operating plans. New, from established Elementary CMB model – elementary school Wilderness Box 10 Med STE schools partner in programs “Train the Trainer” Laurel River 1, 3, LON Boat Tour Low Lake 4

§ 58 § Interpretation and Conservation Education Plan RD SITE NOTES PRIORITY (See Section 7) Section (See DESCRIPTION ISSUES ADDRESSED

Backcountry Ranger Beaver Creek Contacts during STE 5, 10 Hunters and hikers High Wilderness spring and fall hunting seasons Start up again. Archaeology STE Natural Arch 7 Conduct similar to the High Weekend event at Gladie. Prepared program for 1, 2, STE adults for Rotary Club New Med 4 community presentations Annual middle school STE Barren Fork Heritage program 7 program at Barren Med Fork Heritage Tr. Coordinate with FLN and KDF; tie to RED/ Good Fire/Bad Fire Local schools 2, 5 Integrated Resource High STE program Mgt. Strategy Fire Prevention Team Local 1 hour program RED/ Community/ on OHV dispersed 5, 9 New Med STE schools impacts caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 59 § Daniel Boone National Forest

Table 12 - Community and Privately-sponsored Events Note: The following events are those that are sponsored or led by partnering agencies or organizations. The Daniel Boone NF would contribute as a participant, not as the leader.

While some of the community events rank as low priority under the interpretation and conservation education criteria, they may still be considered in the Forest's annual program- of-work as funding allows. In times of budgetary constraint, hosting and participating in community events may need to be limited to one large-scale event per Ranger District. It is recognized, however, that it is important for the agency to take part in the community at-large and to maintain the agency's local relevance. This further contributes to the agency's mission by "providing work, training, and education to the unemployed, underemployed, elderly, youth, and disadvantaged in pursuit of our mission.

RD SITE NOTES PRIORITY (See Section 7) Section (See ISSUES ADDRESSED RECOMMENDATION

SO Lexington Reforest the Bluegrass 1, 2, 3 Low Rotating SO Wood Expo 2 Low locations Participation dependent on SO Louisville, KY State Fair 5, 6, 9 Low budget Rotating SO OHV Trade Show 5, 6, 9 High locations SO Lexington, KY Arbor Day 1, 2, 3 Low Spring and Fall Foliage New - coordinate with All SEKDTA 6 Low Tour; Redbud Tour SEKDTA Gladie Learning Lily Mae Ledford Coordinate with local CMB 7 Low Center festival tourism Gladie Learning Living Archaeology Coordinate with state and CMB 7 High Center Weekend private partners Red River 3, 5, Coordinate with RRG CMB Rocktoberfest Med Gorge 11 Climbers Coalition Red River TOUR of the RRG CMB 6, 11 Low Gorge bicycling event 5, 6, CMB Stanton, KY Corn Festival Low 11

§ 60 § Interpretation and Conservation Education Plan RD SITE NOTES PRIORITY (See Section 7) Section (See ISSUES ADDRESSED RECOMMENDATION CMB Irvine, KY Mushroom Festival 5, 6, 7 Low Hardwood Festival CMB Morehead, KY 5, 6 Low (Morehead) CMB Cave Run Lake Storytelling Festival Med

Red River CMB Herpetology Weekend 3 Low Gorge

Red River Coordinate with Sierra CMB National Trails Day 5, 6 Low Gorge Club and other partners 5, 6, Can utilize partners (RRG CMB On/Off Forest Climbing weekends etc. 7, 10, High Climbing Coalition) 11 5, 6, CMB Campton, KY Swift Silvermine Festival Low 11 In cooperation with Wildcat Battlefield LON London, KY 7 local tourism and private Low Reenactment organizations LON London, KY Chicken Festival 5, 6 Low

STE Yahoo Falls area Wildflower Weekend 3, 5 Coordinate with NPS Low

RED Redbird Cruise the Redbird 6 Low Open house meetings every RED District Office “Meet the Ranger” 1, 2, 4 quarter; radio talk show Med PSA, Q&A, etc.

National Public Lands Coordinate with partners All Forest-wide 5, 6 Low Day on special projects caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 61 § Daniel Boone National Forest

Electronic and Other Media

Table 13 – Recommendations Electronic and Other Media NOTES (Section 7) (Section PRIORITY AUDIENCE DESCRIPTION ISSUES ADDRESSED

Get all subthemes and storylines Rotate stories on home incorporated somewhere on page. Link to Forest Website users forest website. Add essential trip All Health Partners; liberal use Med planning, including rules and of “before and after photos safety information for projects.” New – use existing Wilderness power point on Website users 5,10 examples from wilderness. High website net website For sale video of the forest Website users resources and scenic areas general All New Low on Daniel Boone NF Develop a “Know Before You 5, 6, 8, 9, Website users High Go” section - website 10, 11 Add webpage on historic sites such as CCC, and Casada School Website users especially where you don’t intend 7 New Low to have infrastructure on the ground Page to address the emerging New, more an introduction issues of global climate change page with links to sites that Website users 3, 4 Low and what Daniel Boone NF and have more detailed info on Forest Service are doing these. RRG and Audio CD tour of Red River Scenic Byway 5, 9, 11 Low Gorge Visitors University students and Podcast and downloadable maps 5, 7, 11, Med other internet for Red River Gorge 12 users

§ 62 § Interpretation and Conservation Education Plan NOTES (Section 7) (Section PRIORITY AUDIENCE DESCRIPTION ISSUES ADDRESSED

Develop monthly email A brief newsletter message newsletter to send to RRG; 5, 7, 11, include info about gorge Internet Users Place notice to sign up for High 12 and user ethics key email list at front desk of Gladie message Learning Center Public affairs assign internal review of outside websites on critical issue areas to determine Med- All where incorrect information High is getting out, make efforts to correct inaccuracies. A portion of the Forest website Formal and will be dedicated to CE resources 3, 5, 7, 8, non-formal High and information, including 10 educators “train-the-trainer” resources WMA - Driving Tour (on CMB/ RED CMB) emphasizing historic and 6 Coordinate with SEKDTA Low prehistoric resources, dangers Twin Knobs Amphitheater CMB Programs—present canned PSAs 1-9 New - utilize existing PSAs High before the beginning of movies Need to look at visitation CMB Revise video at Morehead Office Med numbers to justify (or not) Link FS website page to related agency pages such as State Park, Scenic Byway, American Hiking RRG visitors 7, 8, 11 High Trails, Rivers. Encourage popular RRG websites to link to Forest website section on RRG. Web page information on Cold caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by LON Hill HFRA Project, (Cromer 2 Med Ridge) of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 63 § Daniel Boone National Forest NOTES (Section 7) (Section PRIORITY AUDIENCE DESCRIPTION ISSUES ADDRESSED

Elk Viewing, links to SEKTDA sites, add sites on the Redbird RED 2, 3 Med district where viewing elk is likely, Host a photo contest for local community of scenery or RED /STE 3, 4 Med activities on forest (historic photo contest to share of area).

§ “... our most significant challenges and opportunities are to serve as a bridge between traditional visitors and the new faces of America—offering experiences that better appeal to a diversity of values and cultures.”

~Forest Service Deputy Chief Joel Holtrop, 2006 §

§ 64 § Interpretation and Conservation Education Plan

Partnership Projects

Table 14 – Partnership Projects RD NOTES AGENCY PRIORITY (See Section 7) Section (See DESCRIPTION LEAD PARTNER OR LEAD PARTNER ISSUES ADDRESSED

Forest- Use KDFWR All wide Bear 5 Low handout Awareness Link to existing providers’ sites such as NRCS instead of Interactive watershed creating a new program. map for website that Kids will be able to map All Forest-wide 1 Low kids can play with to their watershed and will see cause and effects. be able to see the “bigger picture” with effects downstream and in the Gulf of Mexico. Provide forest trail ATV Safety Provide OHV 5, 6, materials to safety All High Institute brochure 9 institute to distribute at training sessions. Tournaments – focus Coordinate on catch and release fishing derbies Fishing 1, 4, practices All in cooperation High Derbies 3, 5 Derbies- focus on with sponsors and developing fishing skills KDFWR development 511 State tourism Ensure that information for All 511 Program information is 6, 10 Med Wilderness and other correct forest areas caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 65 § Daniel Boone National Forest RD NOTES AGENCY PRIORITY (See Section 7) Section (See DESCRIPTION LEAD PARTNER OR LEAD PARTNER ISSUES ADDRESSED

RRG Scenic Byway – State VC / New - Slade Rest work with state to CMB Upright, 1 panel 6 High Area – partner at existing orientation facility and information Coordinate with NBSRP can help the Natural Bridge Forest Service get out Natural State Park to key messages to visitors CMB Bridge State advertise their LNT 8 High who are visiting the park Resort Park and backcountry and Forest lands in the workshops to Gladie Red River Gorge. Visitors New (work with state Cumberland LON Upright, 1 panel 1 to partner at existing Low Falls facility Coordinate with County officials, Barthell Mining McCreary STE Camp, and Big 7 Med County South Fork Railway to develop coal heritage tour Stearns Fire Wildfire situational STE 2 High Department training Newspaper and radio spots and/or web page on elk viewing; RED 6 Low undiscovered corners of the Daniel Boone NF

§ 66 § Interpretation and Conservation Education Plan

Other Recommendations

Table 15 – Other Recommendations

RECOMMENDATION PRIORITY (See Section 7) Section (See ISSUES ADDRESSED

Develop a communications strategy for working with SEKTDA to ensure that Daniel Boone NF visitation objectives are considered in regional tourism planning. The Daniel Boone NF needs to promote the concept of mutual benefits, and illustrate how carefully considered and targeted tourism marketing 3, 4, 5, High (with an emphasis on forest user etiquette and stewardship) will ultimately 6, 9 promote SEKTDA goals as well. (Efforts should also be directed at Friends of the Big South Fork. McCreary, Scott, Morgan and Fentress counties are promoted jointly.) Review partner and other agency brochures on prescribed fire to determine the 2 Med level of consistency; address accordingly. Review Woodsy Owl materials to determine appropriateness for delivering forest 2 Low health messages. Work with Forest Health Task Force to create more specific storylines for invasive species. (The Daniel Boone NF is the lead agency on the communications sub- 2 High committee.) Drawing from the I&CE subthemes and storylines, develop specific talking points for frontliners on: • Role of fire • Insects and disease • Water quality impacts to T&E species 2, 3, 4, • Role of forest in elk restoration High 6, 11 • Community specific messages regarding the contributions of the Daniel Boone NF to their quality of life • Ginseng collecting • Where and when to go to escape the crowds • Red River Gorge LAC effort

caused by illegal/inappropriate OHV use. 10) Understanding of Wilderness values. 11) Impacts to RRG. 12) User conflicts within the RRG. 12) User to RRG. 11) Impacts values. Wilderness of OHV use. 10) Understanding illegal/inappropriate caused by Draw from regional effort to communicate messages on climate change. 4 Low of resource diversity. 4) Appreciation for the contributions of the DBNF to quality of life. 5)Lack of stewardship responsibilities. 6) Need to use appropriate and to use appropriate 6) Need responsibilities. for the contributions of DBNF to quality life. 5)Lack stewardship 4) Appreciation diversity. of resource effective marketing. 7) Lack of awareness and appreciation for historic/preshistoric resources. 8) Damage caused by looting or archaeological sites. 9) Resource damage Resource sites. 9) by looting or archaeological Damage caused 8) resources. for historic/preshistoric and appreciation 7) Lack of awareness marketing. effective Issue Summary: 1) Understanding about DBNF mission. 2) Lack of awareness/knowledge about resource management tools. 3) Lack of understanding about the value management tools. 3) Lack of understanding about the value about resource about DBNF mission. 2) Lack of awareness/knowledge Summary: 1) Understanding Issue

§ 67 § Daniel Boone National Forest

RECOMMENDATION PRIORITY (See Section 7) Section (See ISSUES ADDRESSED

Outreach to educators to: • Ensure they are aware that the forest is the perfect outdoor classroom for teacher-in-service training for Project Learning Tree, Project Wild, Fire 2 High Works, Woodsy Owl Invasive Weeds Activity Kit , and other curriculum • Share resources and materials • Help them find trainers to conduct “Train the Trainer” sessions. Develop an I&CE Resource Manual for concessionaires and permittees that provides basic forest information and “canned” interpretive programs. (Project Wild provides one example of how a campfire program curriculum might look.) All Med Start small, and add to it yearly. This could be storyline info with additional references and resources.

Brainstorms Work with local schools to use PLT programs. Coordinate with IRMS planning 2 Low process and communications; focus on the need to manage for diversity. Stearns District – field trips with school children 3 Low PIT programs (vary from year to year) 7, 8 Low

Interpretive Panel Design Template

As part of the I&CE Plan, templates have been designed for use in any new interpretive panel design. The design includes a panel header for each of five areas on the Daniel Boone NF: I I Cave Run Lake I I Laurel Lake I I Natural Arch I I Red River Gorge I I General Forest Areas

The templates specify fonts, color palettes, and graphic components. See Appendix F for more details.

§ 68 § Section 9 ~ Gladie Learning Center § 69 § Recreation opportunities on other districts; Recreation sites or trails; designated recreation to recognize How to match opportunities and how designated recreation Existing experience; and desired those opportunities to a user’s users. Gorge River tips for Red Safety I I I I Stock brochures, ROGS, Boone Trace, and other information for Trace, Boone ROGS, brochures, Stock visitation. The list would like to encourage future we sites where Boone NF Recreation the Daniel by of sites should be approved overuse in these areas. to prevent Staff Training for front desk staff and volunteers to ensure they can volunteers to ensure desk staff and for front Training communicate key talking points about: I I I I Interpretation and Conservation Education Plan Education and Conservation Interpretation 2. Visitor Information Desk Visitor Information quality customer service to achieve focus is by providing The Center’s Operating each visitor. experience for and positive an informative is adequate and visitor needs staffing the information desk to ensure Providing staff. is the highest priority for all center addressed are and a clean and functional facility, accurate information, maintaining each of principles is the responsibility Host” demonstrating “Good employee. desk operations is in front The most importantbe addressed issue to great Daniel Boone NF is a C: The 6: Storyline 6: Subtheme Issue many beautiful are and there friends and family, place to take your local Your of experiences. a variety can enjoy you places where for. The looking you’re Service you find what office can help Forest to identify designated how that users understand intent is to ensure the importance users understand opportunities, to ensure recreation sites, and to educate users about non-designated trails and of avoiding to Boone NF in order the Daniel across opportunities of interest activities identified for dispersal). disperse use (for those locations and Items Action Recommended 1. SECTION 9 – GLADIESECTION CENTER LEARNING GUIDELINES OPERATING Learning Center (Gladie Environmental Cultural and Gladie The is the primary River LC) to the Red point of contact for many visitors the issues identified activities should address and All programs Gorge. items and paragraphs outline action The following in this I&CE plan. and information services guide interpretive priorities that will at the LC. Gladie Daniel Boone National Forest

3. Training for front desk staff and volunteers to ensure they understand and can effectively use key talking points to address priorities for interpretation and special events. 4. Annual “Good Host” and customer service training for all front desk and backcountry staff. 5. The Gladie LC Director is responsible for monitoring staff and volunteer interactions with the public to ensure excellent customer service. All staff and volunteers will participate in annual Good Host training and refresher courses. 6. Conduct annual monitoring of visitor use of exhibits to assess the effectiveness of exhibits. Some exhibits may need to be provided on a rotating schedule to maintain visitor interest and focus the message.

Interpretation and Special Events

Interpretive programs and activities should focus on the following I&CE plan issues. The issues are listed in priority order. The priorities are intended to focus resources on those issues that would be most beneficial in implementing LAC management actions.

1. Issue 11: The Red River Gorge is experiencing significant impacts to its natural and cultural resources due to a lack of use ethics and overuse. Emphasis should be placed on educating users that their actions result in impacts and what they can do to reduce the impacts they create. 2. Issue 8: Subtheme 8: Prehistoric artifacts, such as those found in rockshelters, provide invaluable information to help us learn from our past to better understand our future. Emphasis should be placed on helping users understand the importance of protecting prehistoric resources. 3. Issue 3: Storyline D: The Daniel Boone NF has many unique biological, cultural, and geological features. Emphasis should be placed on educating users about the unique geology of the area, cliffline habitat, and cliffline species. 4. Issue 10: There is little understanding of the definition of wilderness, its value, and its place on the Daniel Boone NF. 5. Issue 4: Storyline C: The Daniel Boone NF provides coal, oil, gas, quarried rock, flood control (Cave Run Lake), hydroelectric power (Laurel River Lake), firewood, and lumber products to help meet the needs of a growing nation. 6. Issue 4: Storyline D: Hunting, fishing, and wildlife viewing are largely dependent on the habitat management conducted on the Daniel Boone NF. Wildlife management areas on the Forest receive a special wildlife emphasis.

§ 70 § Interpretation and Conservation Education Plan

7. Issue 4: Storyline E: The Daniel Boone NF manages resources that are difficult to put financial value on, such as cultural resources, endangered species, scenery, and air/water quality. Two key points for addressing this issue is that the Daniel Boone NF is a working forest, and the Red River Gorge is in the Daniel Boone NF.

Special events and festivals should be focused on addressing the priority issues identified above. Support the efforts of partners to provide Archaeology Weekend annually. Other events may be conducted if funding and personnel are available.

Recommended Action Items 1. The Gladie LC Director will work with other Daniel Boone NF staff to identify and develop programs that reflect the conservation education needs of the Forest for approval by the District Ranger. The Center Director will provide an overview of the program at an annual Forest Leadership Team (FLT) meeting. If changes to the program are deemed necessary by the FLT these changes will be incorporated into the following year's program of work. 2. The Gladie LC Director should complete an annual year end report (fiscal year) and Forest Leadership Team (FLT) presentation describing the activities, attendance per event, monitoring results and recommendations.

Inside the Gladie Learning Center

§ 71 § Daniel Boone National Forest

Notes

§ 72 § Section 10 ~ Cost Estimates § 73 § Structures include interpretive panels, kiosks, and bulletin panels, kiosks, include interpretive Structures boards. otherwise based on 1/2" all panel costs are specified, Unless laminate material. high pressure an acrylic material coated Kiosk contents are or polycarbonate with a vinyl adhesive(semi-permanent). frames will be used. “Hopewell-style” and done Plan, based on templates in this I&CE are Designs Service staff (no contract administration Forest in-house by costs added). design. standard forest current kiosks follow New and board by 24" tall; bulletin 36" wide panels are profile Low 48" tall. 36" wide by kiosk contents are For individually. based on doing each project costs are Design contents, or board with similar designs (e.g., bulletin projects by can be achieved similar kiosks) considerable cost savings designing them "en masse." not are specified in INFRA and costs are Maintenance included here. 1. 2. 3. 4. 5. 6. 7. 8. 9. Interpretation and Conservation Education Plan Education and Conservation Interpretation SECTION 10 – COST ESTIMATES ESTIMATES 10 – COST SECTION items for high priority given are in this section shown Cost estimates Other cost estimates plan. Section 8 of this in as identified only, up the moves as the recommendation will need to be generated costs. based on 2008 Estimates are during out-years. prioritization list Notes: Daniel Boone National Forest

Table 16 - Cost Estimates for Structures RD SITE TOTAL (INCLUDES (INCLUDES STRUCTURE STRUCTURE AND LAYOUT FABRICATION DESCRIPTION TEXT, DESIGN, TEXT, INSTALLATION)

Clear Creek CMB Rec Area (Iron 1 low profile panel $2,000 $500 $800 $3,300 Furnace) Grays Branch CMB 1 low profile panel $2,000 $500 $800 $3,300 Observation Site Tunnel Ridge CMB 1 low profile panel $2,000 $500 $800 $3,300 Overlook #2 Tarr Kiln Parking CMB 3 low profile panels $6,000 $1,500 $2,400 $9,900 Lot

Wilderness Panels for existing 8-panel Gateway, aka kiosk; (6 are semi- CMB $8,000 $1,500 $300 $9,800 Osborne Bend permanent; 2 are paper for TH seasonal messages)

CMB Chimney Top 1 low profile panel $2,000 $500 $800 $3,300

Panels for existing 8-panel kiosk; (6 are semi- LON Office $8,000 $1,500 $10,000 $19,500 permanent; 2 are paper for seasonal messages)

STE Natural Arch 6 low profile panels $12,000 $2,800 $4,800 $19,600

Panels for existing 8-panel kiosk; (6 are semi- STE Natural Arch $8,000 $1,500 $300 $9,800 permanent; 2 are paper for seasonal messages)

3 Forks of Beaver STE Creek (BCW) 1 low profile panel $2,000 $500 $800 $3,300 Observation Site 50 bulletin boards with All Various $2,500 $2,000 $900 $5,400 laminated paper posters Total $54,500 $13,300 $22,700 $90,500

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Table 17 - Cost Estimates for Publications

Notes: 1. Costs are based on a combination of GS-9 and 11 staff time for writing, editing, design, layout, and cartography (no administration costs added). 2. Printing costs are based on Government Printing Office averages for similar publications. RD SITE MAP, MAP, ITEM TOTAL PAPER LAYOUT EDITING COLOR & COLOR PRINTING QUANTITY DESIGN, & WRITING & Forest- Boone All 15,000 same as current $1,500 $1,750 $3,400 $6,650 wide Trace Sheltowee 2-color, 16”x18” All Trace brochure 10,000 folded to 4”x9”, $1,500 $2,500 $2,800 $6,800 NRT heavy text full color, Sheltowee visitor 16’x22” folded to All Trace 20,000 $4,000 $8,500 $12,000 $24,500 map 4”x 9”, heavy text NRT water resistant 2 color, 16” x 27” Cave Run CMB brochure 10,000 folded to 4”x9”, $1,500 $2,500 $3,200 $7,200 Lake heavy text 11”x17”; no folding; bound on 11”x17” Red River the narrow edge CMB tear off 15,000 $2,000 $4,000 $3,500 $9,500 Gorge at top in a tear-off brochure binding, matte text full color, Red River visitor 24”x36” folded to CMB 20,000 $500 $8,500 $15,000 $24,000 Gorge map 4”x9”, heavy text water resistant Laurel 2 color, 16” x 27” LON River brochure 10,000 folded to 4”x9”, $1,500 $2,500 $3,200 $7,200 Lake heavy text full color, Laurel visitor 16’x22” folded to LON River 20,000 $4,000 $8,500 $12,000 $24,500 map 4”x 9”, heavy text Lake water resistant 2 color, 16” x 27” Natural STE brochure 10,000 folded to 4”x9”, $1,500 $2,500 $3,200 $7,200 Arch heavy text Redbird 2-color, 16”x18” RED Crest brochure 10,000 folded to 4”x9”, $1,500 $2,500 $2,800 $6,800 Trail heavy text

§ 75 § Daniel Boone National Forest RD SITE ITEM TOTAL PAPER EDITING COLOR & COLOR PRINTING & LAYOUT QUANTITY WRITING & MAP, DESIGN, MAP,

full color, Redbird visitor 16’x22” folded to RED Crest 20,000 $4,000 $8,500 $12,000 $24,500 map 4”x 9”, heavy text Trail water resistant As All Various ROGS Photocopies $2,000 n/a n/a $2,000 needed

TOTAL $25,500 $52,250 $73,100 $150,850

Twin Knobs Beach

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Table 18 - Cost Estimates for Events, Electronic Media, and Other Services

Notes: 1. Salary includes preparation and follow-up work, plus the event itself. 2. Expenses include program materials, props, and travel/per diem costs. 3. Daily planning rates used: GS-5=$200; GS-7=$275; GS-9=$350; GS-11=$400 RD SITE STAFF TOTAL SALARY EXPENSES EVENT, SERVICE, SERVICE, EVENT, OR OTHER ITEM OR OTHER Sponsored Events Gladie and 1 GS-7 and 1 CMB Impact Monster $2,150 $150 $2,300 Koomer Ridge GS-9 for 6 events Market area 2 GS-9 staff for CMB “Ranger on Campus” $12,600 $3,250 $15,850 universities 6 1-day events Koomer Ridge, Twin 1 GS-9 and Concessionaire interp/ CMB Knobs, Zilpo, 1 GS-11 for a $4,900 $250 $5,150 CE manual & training and Holly Bay 1-day training CG 2 GS-5 staff for CMB Osborne TH Rangers on site $9,600 $100 $9,700 12 weekends Martin’s Fork 2 GS-5 staff for CMB Rangers on site $9,600 $100 $9,700 TH 12 weekends Caney, White 2 GS-5 staff for CMB Rangers on site $9,600 $100 $9,700 Sulphur TH 12 weekends GS-11 for 8 CMB Local schools Wetlands Restoration $3,200 $100 $3,300 days Laurel River Laurel River Lake Clean- Cost based on LON $3,000 Lake up historical average Moonbow Cost based on LON Moonbow Hike $3,000 Trail historical average Beaver Creek 2 GS-5 staff for STE Hunting season contacts $4,800 $100 $4,900 Wilderness 6 weekends Cost based on STE Natural Arch Archaeology Weekend $7,000 $7,000 historical average RED/ 1 GS 5 and 1 Local schools Good Fire/Bad Fire $1,600 $250 $1,850 STE GS-7 for 3 events Local RED/ schools and 1 GS-6 for 3 OHV Program $1,000 $200 $1,200 STE community events centers

§ 77 § Daniel Boone National Forest RD SITE STAFF TOTAL EVENT, EVENT, SALARY EXPENSES SERVICE, OR SERVICE, OTHER ITEM OTHER Participatory Events 1 GS-11 and Rotating SO OHV Trade Show 1 GS-12 for 1 $1,000 $1,000 locations event Red River Living Archaeology Multiple CMB $2,500 $2,500 Gorge Event employees 1 GS-7 and On and off- CMB Climbing weekends 1 GS-9 for 3 $1,850 $1,850 forest weekends Electronic and Other Media 1 GS-11 for 2 All Website Wilderness PowerPoint $800 $800 days “Know Before You Go” 1 GS-11 for 2 All Website $800 $800 page days Electronic newsletter to 1 GS-9 for 3 All Internet $1,050 $1,050 RRG visitors days Twin Knobs 1 GS-7 for 2 All PSAs prior to programs $550 $550 Amphitheatre days Other SEKDTA Comm. 1 GS-11 for 3 All n/a $1,200 $1,200 Strategy days Forest Health Task Force 1 GS-11 for 1 All n/a key messages for invasive $400 $400 day species Key talking points to 1 GS-11 for 1 All n/a $400 $400 frontliners day 1 GS-11 for 3 All Local schools Teacher outreach $1,200 $1,200 days

TOTAL $77,800 $4,600 $88,400

§ 78 § Section 11 ~ Implementation § 79 § Support the Daniel Boone NF I&CE Plan, through allocation through Boone NF I&CE Plan, the Daniel Support of funding, staffing, training opportunities, and other resources; themes and messages the integration of interpretive Promote areas; into all program staff and partners and that embrace and rewards Recognize the issues addressing by I&CE program the Forest strengthen outlined in this plan; guidelines and that design and accessibility standards Ensure met are and forest meet agency requirements that projects Ensure Design); By and Excellence policy (e.g. ESA, NEPA, consistency of messaging, design, and Forest-wide Support delivery; priorities; and I&CE Plan current Set opportunities skills have for developing that employees Ensure in I&CE. the implementation of this plan; Oversee for interpretive Team Leadership as liaison to the Forest Act services; into the the incorporation of the I&CE Plan Oversee process; Design” by “Excellence is reported annually; progress is reviewed that this Plan Ensure Team; Leadership to the Forest and CE services information for interpretative is Ensure database and provides into the Infrastructure entered properly meaningful input into the budget allocation process; I I I I I I I I I I I I I I I I I I I I I I I I I I Interpretation and Conservation Education Plan Education and Conservation Interpretation Forest Recreation Staff Officer and Appropriate Staff Appropriate Officer and Staff Recreation Forest Who Does What Who Does Line Officers Forest Supervisor and District Rangers) Forest Deputy Supervisor, (Forest SECTION 11 – IMPLEMENTATION 11 – IMPLEMENTATION SECTION and supported Boone NF has developed Daniel strong The Forest and conservation The education programs. interpretive with interpretive LC the Gladie at Director has a Center currently Specialist Interpretive One responsibilities. implementation program support I&CE employees Forest Other at the same location. works with viable program to maintain a order In as a collateral duty. to think more it is important for the Forest budget trends, current to focus resources. where strategically about Daniel Boone National Forest

I I Support Forest-wide consistency of messaging, design, and delivery; I I Review project proposals for compliance with design and accessibility standards; I I Promote the integration of interpretive themes and messages into program areas; I I Coordinate funding of I&CE plan implementation; I I Provide interpretive technical support for other resource areas and districts; I I Coordinate with regional office on interpretation program needs; I I Coordinate interpretive messages with public affairs staff to promote consistent public communications; and I I Oversee monitoring and evaluation interpretive services programs to ensure objectives are met.

Public Affairs Staff Officer and Appropriate Staff I I Use current issues as opportunities to use subthemes and storylines from this I&CE Plan; ensures that I&CE messages are closely coordinated with forest key messages and current communication strategies; I I Promote the integration of interpretive themes and messages into all program areas; I I Act as liaison to the Forest Leadership Team in information, and conservation education program services; I I Support Forest-wide consistency of messaging, design, and delivery; I I Maintain Forest-level web pages; I I Send information/links to internal audience to know what information is available on Forest website; conducts a training session with frontliners; I I Coordinate funding of conservation education program services; I I Coordinate conservation education messages with recreation staff to staff to promote consistent public communications; and I I Oversee monitoring and evaluation of conservation education programs to ensure objectives are met.

Natural Resources Staff I I Ensure accuracy of information for website and products; I I Consult with recreation staff when developing interpretive products; I I Ensure that visitor programs and products, such as Watchable

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Wildlife programs, comply with Excellence by Design requirements; and I I Coordinate fire prevention conservation education activities

Ranger District Staff (This includes information specialists (frontliners), district program managers, district ranger, and other staff, such as seasonals.) I I Are familiar with this I&CE Plan and understands current I&CE priorities; I I Promote the integration of interpretive themes and messages Auxier Ridge into all program areas; I I Support Forest-wide consistency of messaging, design, and delivery; I I Recognize and reward staff and partners that embrace and strengthen the Forest I&CE program by addressing the issues outlined in this plan; I I Maintain district level web pages; I I Prepare work plans and coordinate resources for annual implementation of I&CE priorities; I I Inform Forest program recreation staff of accomplishments and future needs for upward reporting and annual review of the I&CE Plan; Half Moon I I Ensure that all interpretation and conservation education activities are entered into the NICE database. I I Consults with public affairs when developing public information products; and I I Frontliners are aware of key recreation opportunities across the Forest and can communicate this information to the public.

Other Forest Resource Staff I I Become familiar with this I&CE Plan and understand the I&CE priorities; I I Promote the integration of interpretive themes and messages into program areas; and I I Support the development and implementation of quality interpretive services within the staff area.

Training

Potential Daniel Boone NF Training Opportunities I I Host district workshops/classroom setting to review the Daniel Boone NF I&CE Plan and explain key concepts; I I Provide Good Host training opportunities (in-house or

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through partners such as SEKTDA) to frontliners and concessionaires; I I Host “brown bag lunch” lecture series on relevant topics from the I&CE Plan; I I Participate in annual training of frontliners, seasonals, hosts; share the I&CE Resource Manual; I I Share tips with frontliners how to incorporate I&CE themes and storylines into their conversations with customers; I I Schedule “Day in the Field with a Resource Specialist” for frontliners and new seasonal staff, to get familiar with the forest (on your district and Forest-wide); I I Swap a district frontliner for a day or two; I I Establish a basic I&CE library on the Forest with resource materials that can be checked out by employees for self study; I I Certification for LNT Master Educators and/or Train the Trainer for forest staff; and I I Reference booklet or card with key messages for hosts, concessionaires, etc. to use.

Training Provided Outside of the Forest Service I I National Association of Interpretation (NAI), annual symposium: Certifications for Interpretive Guide, Interpretive Host, Interpretive Planning, and others are also offered through NAI (www.interpnet.com/); I I North American Association of Environmental Educators (NAAEE) hosts conferences annually and offers professional certifications (www.naaee.org); I I Local education institutions such as the University of Kentucky have many opportunities to enhance staff capabilities. The College of Agriculture has many departments, including the Department of Community and Leadership Development. Web based correspondence courses may also be offered (www.ca.uky.edu); and I I Use instruction materials developed by the Kentucky Environmental Education Council, as appropriate (http://keec. ky.gov).

Making the Most of Partnerships

A key to sustaining a successful I&CE program is to develop key partnerships. The most important element in developing key partnerships is matching the right partners to the right projects. Projects are more likely to be successful when both the Forest Service and the partner have a common goal or learning objective.

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Other tips include the following: I I Understand the needs of your partners. Match projects where both the Daniel Boone NF I&CE goals and partner goals are both met; I I Maximize use of volunteer program by appointing a Volunteer Coordinator; I I Ensure projects can be maintained and/or sustained; I I Determine when a uniformed Forest Service employee will have the greatest impact on the audience, such as holiday weekends and schedule staff on those days; I I Recognize and reward partners that embrace and strengthen the forest I&CE program. Spend time thinking about what type of recognition/reward is the most motivating for each partner; I I Pick a few projects (small or large) that can be completed in a year and celebrate these successes. This will attract more partners; and I I Recruit Daniel Boone NF retirees (or from other partner agencies such as KDFW) that may have knowledge of the Forest history; have shown skill and interest in telling the stories of the Forest.

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Notes

§ 84 § Section 12 ~ Monitoring & Evaluation § 85 § Our effectiveness in meeting customers' expectations (an external customers' expectations (an in meeting effectiveness Our check); and (an internal this I&CE Plan in implementing progress Our check). our the case of the safety and security messages/measures In be: staff, materials could inputs for brochures/informational funding, time, materials. products. informational materials, could be: brochures, Outputs tryingGorge people using the reach is: we are The audience to old, number of data on how can take for hiking and camping (we etc). people reached, to do/accomplish with our looking we What are Outcomes: knowledge could be: increase Short-term brochures/materials? change attitudes; Long-term: Intermediate: and awareness; the number of could include: decrease change behaviors. Impacts targeting with our information) we are etc (whatever fires, rescues, Interpretation and Conservation Education Plan Education and Conservation Interpretation Gauging the effectiveness in meeting customers’ expectations is in meeting customers’ the effectiveness Gauging satisfaction in of a person’s measure At best, it is a subjective difficult. can use: tools we are there setting. However, a leisure External SECTION 12 – MONITORING AND AND 12 – MONITORING SECTION EVALUATION to measuring the attainment of critical are and evaluation Monitoring should measure: We and recommendations. our goals, strategies, 1. 2. it is important and evaluation, to conducting any monitoring to Prior tryingwe are first articulate meet with a particular to what objectives or conservation or media. structure, program, education interpretive make with our I&CE effort? we intending to That is, what change are and a monitoring to use in developing resource An excellent Evaluation Education Environmental plan is MEERA (My evaluation This model helps Assistant; http://meera.snre.umich.edu/). Resource inputs, outputs, and outcomes. implementers to think in terms of example: For G: details about this logic model may be found in Appendix More and Evaluation.” for Monitoring Logic Model “MEERA Generalized Daniel Boone National Forest

National Visitor Use Monitoring (NVUM) - Conducted on a five-year cycle using national protocols, this survey measures user preferences and customer satisfaction.

Comment Cards – These can be beneficial, if distributed to, and recovered from, very wide audiences.

Observational Techniques – The best way to do this is to be an unobtrusive “fly on the wall” to watch visitors – their behavior, their interaction with exhibits, the questions they ask staff, the photos they take. Even when people are not around, you can still observe their use patterns by noting impacts along the trails, litter left behind, handprints on an exhibit, or other signs of visitor use.

College/University Surveys and Studies – Often, evaluation and monitoring can be conducted by area universities with fields of study in Forest Recreation and/or Interpretation. Check with department chairpersons for opportunities to trade a survey opportunity for college credit.

Feedback Forms – Develop and provide public feedback forms for I&CE programs and presentations that are conducted by Daniel Boone NF personnel.

Internal

The District Rangers and Staff Officers should monitor conservation education programs to ensure that objectives are being addressed.

The Daniel Boone NF I&CE Annual Program of Work – Tracking the accomplishments summarized in each year’s program of work will be the best way to gauge our success. Goal 1, Strategy 1.4 of this plan states: “This I&CE Plan is revisited annually at one of the bi- monthly Recreation Meetings, with a Public Affairs staff and a Forest I&CE Team member in attendance. The I&CE Plan should also be on an FLT agenda at least once a year to review accomplishments and update them on out-year plans.”

National Interpretive Service Standards – These standards (formerly referred to as Meaningful Measures) can be applied to all interpretation and conservation education programs and projects. They measure three categories of tasks: 1. Communication effectiveness; 2. Responsiveness; and

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3. Safety and security.

The tasks necessary to achieve the standards will vary depending on the nature of the program or project in question. See Appendix H for these standards and for monitoring specifics.

§ Everybody Does It! Make It Relevant Do It Right Don’t Do It Alone Look, Show, and Tell Get ‘Em Thinking Spend Wisely

(I&CE Program Management Goals - Section 4) §

§ 87 §