x>EPA
United States
Environmental Protection
Agency
Office of Water, Office of Wetlands,
Oceans, and Watersheds
(4501F)
Top 10
Watershed Lessons
Learned
EPA840-F-97-001
October 1997
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Developed In Partnership With
Over 1OO Watershed Practitioners
And Their Supporters, Including:
Adams County Conservation District, Pennsylvania
Adopt-A-Watershed, California
American Rivers, Washington, B.C.
Anacostia Watershed Society, Washington, D.C.
Brazos River Authority, Texas
California Coastal Conservancy
California Regional Water Quality Control Board - San Diego
Cedar River Watershed, Washington State
Center for Watershed Protection, Maryland
Cheat River Watershed, West Virginia
Crystal Lake Watershed, Michigan
East Bay Municipal Utility District, California
Farm-A-Syst, Wisconsin
Global Rivers Environmental Education Network, Michigan
International City County Management Association,
Washington, D.C.
Know Your Watershed, Indiana
lake Pontchartrain Foundation, Louisiana
Lower South Platte River Natural Resource District,
Nebraska
Maryland Department of Natural Resources
Maryland Office of Planning
Massachusetts Watershed Coalition
McKenzie Watershed, Oregon
Montana State University
Napa County Resource Conservation District, California
Nashua River watershed, Massachusetts
National Association of Conservation Districts
National Association of Counties, Washington, D.C.
National Center for Heritage Development, Maryland
National Conference of State Legislatures, Colorado
National Council of Fanner Cooperatives
National Environmental Education and Training Foundation,
Washington, D.C.
National Fish and Wildlife Foundation, Washington, D.C.
Natural Resource Conservation Service
Ohio State University Cooperative Extension Service
Oklahoma Conservation Commission
Puget Sound Water Quality Action Team, Washington State
River Network, Washington, D.C. and Portland, Oregon
San Jose Watershed, California
Santa Ynez Watershed, California
Save Our Streams - Izaak Walton League
State Conservation, Water Quality and
Natural Resource Agencies
Tampa Bay National Estuary Program, Florida
Tennessee Valley Authority
Tensas River Watershed, Louisiana
Terrene Institute, Virginia
Universily of Colorado Natural Resources Law Center
University of Connecticut Cooperative Extension Service
University of Nebraska Cooperative Extension Service
University of Wisconsin Cooperative Extension Service
Urban Land Institute, Washington, D.C.
Upper Arkansas Watershed Council, Colorado
U.S. EPA Regions 1,2,3, 5,6,7,8,9
West Virginia Division of Environmental Protection
...and many others
Project Coordinator: Ben Picks,
U.S. EPA Office of Wetlands, Oceans, and Watersheds
401 M Street, S.W.4501F
Washington, D.C. 20460
202-260-8652,202-260-2529(fax)
ficks.ben@epamail.epa.gov
Editor: Leighton Price,
Independent Consultant, Annapolis, MD
Design: Global Exchange, Inc.
Bethesda, MD
For additional copies of this document, please call the
National Center for Environmental Publications and Information,
1-800-490-9198.
This document has been subject to the Agency's review, and it has been
approved for publication as an EPA document Mention of trade names or commerd
products does not constitute endorsement or recommendation for uso.
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=, 4S> sa f ri ^ si
COIVIIVIENTS
Developed with Partners Across the Nation
"A. very helpful document and i
tcind of EI=W r>ubliG£3l:ion that wouBd b
t ihi6l|3-ful -for us.""
— Fran Rtuloff, Sustainable Regions Coordinator, Maine State Planning Office
- ~T~liisi
useful
and
—Douglas Kenney, University of Colorado - Boulder, Natural Resources Law Center
for-
—BobAdler, University of Utah College of Law, Salt Lake City, Utah
"Fsuill of inform^-tion."
— //// Dairies, Adopt-A-Stream Project, Elk Creek Watershed, Montana
"A. good t-^sour-c;^ for initiating
woi-lc_ I ^m F>l^nning on
om^ of trie project
whom I have not met y«^t.
— Tom Conry, Brazos River Authority, Texas
*'C3ood information- GSood r^f^rr^l^.
—Robert Levite, Nashua RiverWatershed Association Land Protection Director
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O N
ISI
Iirtrodnotion •—••—- - -— - •—- —•—..——--•- —.-- .—.— ...„,„,„,.,„«„« ,-,..,_, „„.„„_,„„„.._«,..,„., ,.~.~«...„.„ ..„._„,„ jg-g
Lesson One: The Best Plans Have Clear Visions, Goals, and Action Items - H
Chesapeake Bay H Illinois River, Oklahoma—II Tampa Bay National Estuary Program £3
Lesson TWO: Good Leaders are Committed andEmpoiver Others - — El
Napa County Resource Conservation District, California'—^
Adams County Conservation District, Pennsylvania—EH Massachusetts—H
Lesson Three: Having a Coordinator at the Watershed Level is Desirable EH
Tensas River Watershed, Louisiana -—EB Stony Brook Watershed, Massachusetts ED
Lesson Four: Environmental, Economic, and Social Values are Compatible H3
NashuaRiver Watershed, Massachusetts—53 Bkckstone River National Heritage Corridor--U
Lesson Five: Plans Only Succeed if Implemented — H
Center for Watershed Protection, Maiyland~~M Cedar River Watershed, Washington—E3
McKenzie Watershed Council, Oregon- M
Lesson Six: Partnerships Equal Power - - - - HI
Cheat River Watershed, West Virginia—E9 Pish Creeh Watershed, Indiana and Ohio 1!
Know Your Watershed, Indiana— E3
Lesson Seven: Good Tools Are Available - - --- — H
Project NEMO, University of'Connecticut- 13 NationalSave Our Streams, Maryland Ef]
Lesson Eight: Measure, Communicate, and Account for Progress EH
Tennessee Valley Authority EH Brazos River Authority, Texas- E2]
Lesson Nine: Education and Involvement Drive Action — - HI
Lake Pontchartrain Basin Foundation, Louisiana EH Anacostia Watershed Society, Maryland--^
Students Taking Action in Detroit (GREEN) —!U Tiburon Golf Course, Omaha, Nebraska—E3
Lesson Ten: Build on Small Successes - - — H2
Mono Bay, California E9 lower Paint Creek Association, West Virginia—M
Santa Ynez Watershed, California—EH Upper Arkansas Watershed Council, Colorado- M
Appendix 1: Tips from Practitioners — H
Know Your Watershed—•— California Coastal Conservancy a Swift River Principles •
Dennis Hall, Darby Creek Watershed—•
Appendix z-. Questions and Answers Guide to Lessons H
Appendix 3: Watershed-Related Periodicals — H
Appendix 4: Indices -••- - —- - H
Terms and Organizations •— Individuals—-*- Guides and Resources•—»— Internet Sites
Appendix 5: Advisor E-Mail List 11
Appendix 6: Feedback Form - - El
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For the past six or so years, EPA, in
partnership with many others, has been
pursuing a watershed approach* to protect-
ing our lakes, rivers, wetlands, estuaries,
and streams. For a federal agency with a
strong regulatory tradition, this is a new way
of doing business. Taking on the role of
community helper and partner has been a
challenge. As with any change of this
magnitude, there has been a lot of trial and
error, and important lessons have been
learned by us, and our many partners, that
are worth sharing. Oftentimes, these lessons
have been shared informally through
networking at conferences, by phone, or
over the internet. This series of Watershed
Lessons Learned is an attempt to identify the
top lessons and present them in one place.
The target audience for this publication
is what I call "watershed practitioners and
those who support them." By this, I mean
anyone who is trying to make watershed
work happen or support it, including
concerned citizens, scientists, government
employees (on the local, state and federal
levels), corporate sponsors, nonprofit
groups, among others. The publication of
these lessons is timely given our celebration
of 25 years of progress associated with the
Clean Water Act. This publication addresses
the next generation of protection: working
by watersheds.
We believe this document meets two
real needs. First, it will help readers learn
what works and what does not based on
Nonpoint source pollution is a major problem in watersheds across the United States. SPLASH is an interactive
tool that educates people about what steps they can take to address this problem. Credit: Proi'itlnl by Diana Allen
past experience. Second, it will assist
people in reaching important resources and
contacts that exist across the nation that can
help them. The need for such information
was pointed out in the conclusion of a
presentation made by Robert Nuzum,
Manager of Natural Resources, at East Bay
Municipal Utility District in Oakland, CA.
After •working on a
watershed plan for four years,
he said that if he had to do it
over again, he would spend
more time educating partici-
pants on "what works" and
"what doesn't" prior to
beginning his watershed
planning effort.
As for how this product was developed,
a focus group comprised of 20 members
of the target audience was assembled.
This included representatives from River
Network, Know Your Watershed, Center
for Watershed Protection, Maryland Office
of Planning, EPA Regional Offices, among
others. This group reacted to the idea,
refined it, and developed the "top 10"
watershed lessons learned. That list was
circulated and improved with the insights of
approximately 100 watershed coordinators
and their supporters across the nation.
These practitioners helped to identify the
best examples to illustrate each lesson and
the resources that have worked for them.
Such testimony is very powerful.
In terms of using this piece, each lesson
is stand-alone and contains a short descrip-
tion of the lesson, a few examples to
illustrate it (with a contact where more
Top 10 Watershed Lessons Learned
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N T
informaLkm can be obtained) and a list of
key contacts and resources associated with
the lesson. In addition, we have Included In
the appendix Indices to help guide you - the
reader - through the Information. This
includes answers to commonly asked
questions - the ones that we heard over and
over again as we developed this piece.
So, if you aro pressed
for tlmo, wo suggest you
begin thoro.
In addition, this document is up on
our fully1 searchable web site at httpy/www.
epa,g0v/owow/iessons if you prefer to see
and explore information that way.
EPA wishes to thank the many reviewers
and contributors to this piece. Their contri-
butions were invaluable. It was very reward-
ing to have the opportunity to connect with
so many experienced practitioners and to
learn from them. In addition, the feedback
on the first draft was quite positive, so we
fed strongly that we are meeting a true need,
and that is exciting. If you have feedback,
please use die form provided in the back.
—Bat Picks,
US, KPA VtMetslxd Outreach Coordinator
* Many EPA documents are available that define
what we moan by "watershed approach." See
Watershed Approach Framework, EPA
840-S-96-001, httpiVwww.opa.gov/OWOW/
watorshod/framowork.litml or Watershed
Protection: A Statewide Approach EPA 841-
R-S&OW, httpi'Avww.epagov/OWOW/waterBhed/
stato/ Call 1-800-490-9198 fora free copy.
• Key Contacts and Resources
"LESSON LEARNED" RESOURCES
(Also See Appendix 1)
• Top Ten Hint List from Know Your
Watershed is a very popular hint list for
watershed coordinators and is based
on extensive interviews with watershed
coordinators across the nation.
Conservation Technology Information
Center, 1220 Potter Drive, Room 170,
West Lafayette, IN 47906, 765-494-9555,
765-494-5969 (fax), kyw@ctic.purdue.edu,
http://ctic.purdue.edu/KYW/KYW.html
(See Appendix 1).
Lessons Learned: A Casebook for
Successful Urban River Projects,
June 1997, American Rivers, Victor
McMahan, Director, Urban Rivers Program,
1025 Vermont Avenue, N.W., Suite 720,
Washington, D.C. 20005, 202-547-6900,
202-347-9240 (fax), amrivers@amrivers.org,
http://www.amrivers.org/ Documents
lessons learned by urban river project
groups across the country and offers
advice for others. Includes contact
information for each project.
Innovations In Coastal Protection:
Searching for Uncommon Solutions to
Common Problems, EPA 842-F-94-002,
Call 1-800-490-9198 to order, http://www.
epa.gov/OWOW/coastal/cookbook/,
features innovative public outreach and
education, management, and scientific
approaches to protecting coastal
resources and their watersheds.
Indexed by author, keyword, and state.
Nonpoint Source Pollution
Information/Education Programs:
National Conference Proceedings,
October 22-24,1996, includes over 30
papers many of which include lessons
learned. Copies of proceedings can be
obtained from Illinois Environmental
Protection Agency, Division of Water
Pollution Control - Planning Section,
P.O. Box 19276, Springfield, Illinois
62794-9276, 271-782-3362,
217-785-1225 (fax).
1 Watershed Management - What Works
and What Doesn't, presentation by
Robert Nuzum based on his 24 years of
experience in watershed management.
Robert Nuzum, Manager Natural
Resources, East Bay Municipal Utility
District, 375 Eleventh Street, Oakland,
CA 94607-4240, 510-287-0407,
nuzum@ebmud.com.
1 Merrimack River Initiative, Watershed
Connections: Lessons Learned in
Subwatersheds, January 1996, 24+ page
document. Contact Carolyn Jenkins, New
England Interstate Water Pollution Control
Commission, 255 Ballardvale Street, 2nd
floor, Wilmington, MA 01887, 508-658-0500.
NATIONAL WATERSHED RESOURCES
Watershed '96 Conference Proceedings,
national conference where hundreds of
papers were presented all of which are
on-line and searchable, http://www.
epa.gov/OWOW/watershed/Proceed/,
many lessons learned are shared.
America's River Renaissance: Innovative
Approaches to River Protection - Nine
Success Stories. A report by River
Network, September, 1996. P.O. Box 8787,
Portland, OR, 97207, 503-241-3506 (phone).
REGIONAL WATERSHED RESOURCES
Restoring Our Watersheds: An
Assessment of River Stewardship in
New England and New York, Appalachian
Mountain Club, Peter Donahue, 5 Joy
Street, Boston, MA, 02108, 617-523-0636,
617-367-8878 (fax).
The Watershed Sourcebook: Watershed-
Based Solutions to Natural Resource
Problems, University of Colorado School
of Law, Natural Resources Law Center,
Campus Box 401, Boulder, Colorado,
80309-0401, Doug Kenney, (303) 492-1288,
(303) 492-1297 (fax), Douglas.Kenney®
Colorado.EDU, concise case studies of
76 watershed initiatives in the western
United States. Center is also examining
the state and federal roles in supporting
watershed groups.
Top 10 Watershed Lessons Learned
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-.">V §1 >*£££* ;S
GLANC
The Best Plans Have
Clear Visions, Qoals,
and Action Items.
Powerful visions make
plans come alive a'nd can
stimulate action.
Environmental,
Economic, and Social
Goals ate Compatible.
^Watershed approaches are a way
P to make the concept of Ssustain-
*^ ability a reality on the ground.
"
Good Leaders
are Committed and
; Empower Others.
"' Watershed approaches take
7 time and require dynamic leaders
f with strong interpersonal skills.
partnerships Equal PQMJer.
~ "".".I", .-y' - /v %,-„ SW ..
*** Raifher thah^putting^tSp'flsts,
^Vvatershed groups^are shaft'ihg
hands with all stakeholdejg^
rincludiing industry,,to remedy the
/y rnajor problems.
i^- • ^"' ' '^
I—' -.» , '• " .•' • / f"
^Measure, Communicate,
^and Account Jor Progress.
- Delivering meaningful informatjQn_
i^"" -/' •' ^*~*. ' T- ~ "-'
I' to the public and key decisjpn
f mal
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rr-
The Best Plans Have Clear Visions,
Goals, and Action Items
Visions can rally individuals to take
action and to focus their efforts on specific
goals. The best visions are graphic in their
descriptions and relate to human experience.
Bernie Fowler, for example, former Maryland
state senator and a leading voice on environ-
mental issues, brought instant attention to
the problem of sediment in the Patuxent River
when he stood chest high in the river and
declared: "I want to be able to see my feet."
At the very least, visions must be scientifi-
cally accurate — represent the facts — and
be understandable to the general public.
So how does a watershed group come
up with powerful visions? Experience
suggests that before a group can develop
visions and goals, there must be a clear and
widely recognized problem statement. This
statement helps to establish a common
understanding of the conditions that warrant
a watershed protection effort. The term
"problem" does not mean that a water body
has to be actually damaged before action
can be taken. Just the threat of damage in a
pristine watershed may prompt a group to
take action.
Clear visions help watershed groups
understand, relate to, and support protec-
tion and restoration efforts. And, when
framed well, they can also help the general
public, elected officials, business, the press,
and community leaders understand.
In addition to visions, groups usually
develop goals, objectives, and action items.
The difference among them is as follows.
i;
A. Visions - general statements
"of where the effort wants to go
and what it will accomplish over
a given time span (usually 5 to
. 10+ years). Visions should be
i comprehensive enough to
1I Lcjapture the thrust of the efforts
overall mission.
B. Goals - less general than
visions, describe what is needed
| to obtain vision, refer to
f components of overall effort,
sometimes quantifiable.
C. Objectives - elaboration of
goals, describe types of manage-
ment or activities and are
quantifiable where possible.*
D. Action Items - explain who is
going to do what, where, and
when; they generally articulate
how to implement the objectives
and should be quantified if
possible; benchmarks of
existing conditions and/or
indicators should be developed
for action items.
'Note: Objectives are optional. Some watershed groups
may find that additional level of detail confusing.
These four elements are folded into an
implementation plan. It is desirable to obtain
commitments to as many of them as possible.
Many watershed groups go through a
facilitated workshop process in which they
develop their statements. A facilitator, as a
neutral party, can help people reach consensus
and avoid getting bogged down in arguing
among interests. It is important not to quibble
over whether a particular statement becomes
a goal or an objective. What is important is
to get issues on the table. Designating
them can come later. The below examples
illustrate some lessons learned in
different regions across the nation.
Chesapeake Bay Watershed
The 4O Percent Nutrient
Reduction Goal Was
Perceived as Fair
sum off
results
in a 4O percent
nutrient
reduction for
each fc>£ay
t ri buta ry.
In the 1970's, it became increasingly
obvious that the Chesapeake Bay was
degraded. Bay grasses had died back to a
fraction of their historical coverage, large
parts of the bay were devoid of oxygen, the
water was murky, and some species of fish
and shellfish had dramatically declined. An
extensive series of scientific studies was
undertaken to determine the causes of the
problem. By the early 1980's, a scientific
consensus emerged that nutrients — both
Top 10 Watershed Lessons Learned
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•e*t«ra
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fish passages, and miles of riparian forest.
The community is still working on address-
ing goals associated with growth manage-
ment, local government involvement, and
freshwater streams,
For more information:
contact Rich Hall, Maryland Office of Planning,
410-767-4560, 410-225-4480 (fax),
Rich@mail.mop.md.gov or Lauren Wenzel,
Maryland Department of Natural Resources,
LWENZEL@dnr.state.md.us, 410-974-2784,
410-974-2833 (fax).
The State of Oklahoma
Where Visions Must be
Embraced by Locals
The locals
•were more
interested in
water •foi-
th
was more
interested in
Siood water
For the Illinois River in Oklahoma, the
Oklahoma State Conservation Commission
(Soil and Water Conservation Agency), "the
Commission," which has the legislative
authority for nonpoint source issues, came
up with a vision that was not embraced at
the local level. At the beginning of then-
efforts in the Peacheater Creek Watershed
demonstration project, the State went to the
were growing up. Together, they discovered
that the stream had been deep and had
contained a lot of fish. This contrasted
with its present state: wide and shallow with
few fish. After establishing the difference,
the community was able to isolate the
reason for the change: removal of riparian
Agricultural nonpoint source pollution has impacted stream banks along stretches such as this
one in Oklahoma. Credit: Provided by John Hassett, Oklahoma Conservation Commission.
local community and described for them the
impression they had of water quality problems
in the creek: nutrients, cattle in the stream,
and animal waste. They found, however,
that when they went out to view the stream
with the landowners, the stream appeared
clear; only the reservoir way downstream
showed the effects of excessive nutrient
loads. The locals were more interested
in water for livestock, while the state was
more interested in good water quality.
The Commission was able to engage
local landowners only when they questioned
what the stream was like when the landowners
vegetation, cattle in the stream, and stream
bank erosion.
The Commission learned lessons that it
will apply in future efforts in the Peacheater
Creek Watershed and when it undertakes
another watershed project:
• First, they will identify local people who care
to lead a watershed restoration project. If none
can be found, then their energy is better spent
in watersheds where there is local interest.
• Second, they will ask the landowners to identify
the problems (the first step in developing a vision).
The State will limit its role to offering techni-
cal, education, and financial assistance.
• Third, the State will not take on the role of
facilitator/moderator at the meetings.
Top 10 Watershed Lessons Learned
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*rVsB-*3r- rr~
1L -3& 55 £3 O •""• SS
iu •& si i-:, 3'3 •&• d
• Finally, the State will be careful not to
overwhelm citizans with large numbers of
bureaucrats. At one night meeting, the State
outnumbered landowners 2:1. Needless to
say, there was a sense that taxpayer money
was going to waste.
For more Information:
contact, John A. Hassell, Director,
Water Quality Programs, Oklahoma
Conservation Commission, 413 NW 12th St.,
Oklahoma City, OK 73103-3706,
405-979-2204,405-979-2212 (fax),
jhatscttQoccwq,stato.ok.us
Lesson from the Tampa Bay
National Estuary Program
Citizens Rotate to Sea
Grasses
Charting the Course, the National
Estuary Program's (N'EP) Comprehensive
Conservation and Management Plan for
Tampa Bay, stresses measurable, resource-
based goals mat are realistic and achievable.
A key goal of the plan is to cap nitrogen
loadings al current levels (1992 to 1994
average) to enable the continued recovery of
sea grasses, which are important nursery
and feeding areas for fish and other marine
life. Sea grasses have become a driving
force In the bay restoration blueprint
because of their importance to the ecosys-
tem, In addition, most citizens can relate to
this tangible, resource-based goal.
Since the I950's, Tampa Bay has lost
about 15,000 acres of sea grasses due to
The dramatic decline in the amount of sea grass beds from the 1950's to the 1990's is a powerful
rallying force for the need for a concerted approach to protect the Tampa Bay estuary.
Orrf/C Provided by the Tampa Bay National Estuary Pivgram
excess nutrients, which have fueled the
growth of algae and limited the amount of
light reaching underwater grass beds. Water
quality in Tampa Bay has improved signifi-
candy since the 1970's, largely due to
improvements in wastewater treatment
which have reduced the flow of nitrogen to
the bay: Studies by the NEP indicate that an
additional 12,000 acres of sea grass can be
recovered by preventing future increases in
nitrogen loadings. Achieving that goal will
require local communities and industries to
offset their nitrogen loadings by about 17
tons each year to compensate for anticipated
nitrogen increases from growth.
Local governments have agreed to
reduce their future loadings by 6 tons per
year, that portion of the load attributed to
municipal storm water runoff and sewage
treatment plants. The remaining reductions
will be addressed by a Nitrogen Management
Consortium made up of the NEP's local
government and agency partners, working
with local electric utilities and agricultural
and phosphate shipping interests. Instead
of allocating specific reductions to each
party, the Consortium is working to identify
individual or group projects that would achieve
the reductions. This innovative approach
will help identify the most cost-effective and
environmentally beneficial projects.
For more information:
contact Holly Greening, National Estuary
Program, 813-893-2765, 813-893-2767 (fax).
Top 10 Watershed Lessons Learned
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1-Key Contacts and Resources
£^ „
GUIDES FOR PLANNING AND VISIONING
Building a Local Watershed Partnership
and Putting Together a Watershed Plan,
Know Your Watershed. Describes step-by-
step process for developing consensus
around the purpose statement, measurable
goals and objectives, and action items.
Conservation Technology Information
Center, 1220 Potter Drive, Room 170,
West Lafayette, IN 47906, 765-494-9555,
765-494-5969 (fax), kyw@ctic.purdue.edu,
http://ctic.purdue.edu/KYW/KYW.html
Casco Bay Plan, Chapter 11: Developing
the Casco Bay Plan describes the process
used to set priorities and develop the plan.
Regarded by many as a successful process
that made use of focus groups and newspa-
per inserts. Contact: Katherine Groves,
Casco Bay Estuary Project, 246 Deering
Avenue, Portland, ME, 04102, 207-780-4820,
207-780-4913 (fax), kgroves@usm.maine.edu
Sourcebook for Watershed Education,
provides details on creating or enhancing
programmatic support for watershed
education and problem solving. It includes
information on developing program vision
and goals, obtaining community support and
participation, program review and assess-
ment, and sharing your story with others.
Global Rivers Environmental Education
Network, 206 South Fifth Avenue, Suite 150,
Ann Arbor, Ml 48104, http://www.econet.apc.
org/green/ 313-761 -8142
Riverwork Book: A Step-By-Step
Guide for Citizens and Communities
Developing River Planning and
Conservation Efforts, U.S. Department of
Interior/National Park Service, P.O. Box
37127, Room 3606, Washington, D.C. 20013-
7127, 202-565-1200, 96 pages. Produced in
1988 (may be updating but still useful).
Contacts: Chariy Stockman or Jennifer Pitt.
Community Visioning, video, 2 hours,
1994, $94.95; APA members $89.95.
Planners Book Service, 122 S. Michigan
Ave., Suite 1600, Chicago, IL 60603,
312-786-6344, 312-431-9985 (fax), web
address: http://www.planning.org/
books/bookstor.html
EXAMPLES OF GOALS AND VISIONS
Water Works: Your Neighbors Share
Ideas on Working in Partnership for
Clean Water, Tennessee Valley Authority,
March 1997. Useful guide. Stories of
Daryl Lawon and Shirely Blackwell discuss
vision and goals. Kathleen O'Brien, editor,
423-632-8502, 423-632-3188 (fax).
Reducing Agricultural Pesticide Use in
Sweden, Journal of Soil and Water
Conservation, November-December 1990,
Volume 45, Number 6, describes Sweden's
goal to cut pesticide use on farms by 50
percent. Contact: Anne Weinberg, US EPA,
401 M St., S.W. 4503F, Washington, D.C.
20460, 202-260-7107 weinberg.anne®
epamail.epa.gov
The Visioning Process and Its Role in
Consensus-Building, Richard Volk,
Program Director, Corpus Christ! Bay
National Estuary Program, Corpus Christi,
TX, paper delivered at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/volk.html
EPA Region 3 Chesapeake Bay Program
Website, http://www.epa.gov/r3chespk/,
EPA BAY PROGRAM WEBSITE
Patuxent River Tributary Strategy,
http://www.gacc.com/dnr/Bay/patuxent.html
1995-2020 Vision for the Nashua River
Watershed, Nashua River Watershed
Association, 592 Main Street, Groton, MA
01450, December 1995, 508-448-0299,
508-448-0941 (fax). Nice example of a
locally-developed watershed plan with
three clear goals and discrete action items.
Diverse Partners with One Vision: The
Bear Creek Watershed Restoration Plan
Carol C. Chandler, Biologist, L. Michelle
Beasley, Economist, USDA, Natural
Resources Conservation Service, Gallatin,
TN paper delivered at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/chandler.html
Moving the Watershed Planning
Process from Quagmire to Success,
B. Fritts Golden, Vice President & Senior
Environmental Planner, CH2M HILL,
Oakland, CA, John W. Rogers, Senior
Vice President & Senior Environmental
Planner, CH2M HILL, Philadelphia, PA,
paper delivered at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/golden.html
Maryland's Tributary Strategies:
Statewide Nutrient Reduction Through
a Watershed Approach, Lauren Wenzel,
Roger Banting, and Danielle Lucid, Maryland
Department of Natural Resources, Annapolis,
MD, paper presented at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/wenzel.html
NATIONAL PERSPECTIVE
Water Quality Goals and Indicators -
Draft February 15, 1996, Elizabeth
Fellows, Mary Belefski, Sarah Lehmann, US
EPA, Washington, D.C., Andy Robertson,
NOAA, Washington, D.C. paper delivered at
Watershed '96, http://www.epa.gov/OWOW/
watershed/Proceed/fellows.html
The Keystone National Policy Dialogue
on Ecosystem Management, Final
Report, October 1996, result of a dialogue
among 50 high ranking representatives from
various levels of government, the private
sector and important stakeholder interests.
Lists the key aspects of making ecosystem
protection happen. Includes Regional
examples. Keystone Center, CO, P.O. Box
8606, Keystone, CO 80435-7998,
970-468-5822.
Top 10 Watershed Lessons Learned
-------
-------
.-
fe
Good Leaders are Committed
and Empower Others
Leadership is a critical factor in making
the watershed approach work. Watersheds
can be large or small, urban or rural,
degraded or pristine. They can have
resources of local or national importance,
and they can have little or great development
pressure on them. Government may be
trusted and relied upon or distrusted and
feared. Likewise, the leader that emerges in
any given watershed varies. He or she can
be a farmer or rancher, coal miner,
nonprofit organization member, local
council person, or a government person
from the state, tribal or federal level. Or,
leadership can come in the form of a group
or entity, such as a local board, State agency,
or the Federal government. Essentially,
leaders are individuals or groups who care
about the watershed and its future.
As for common characteristics of
successful watershed leaders, they tend to
reflect the values of the community and to
know what works there. They generally
are good communicators, have the ability
to bring about change and set things in
motion, and are committed to making their
(or a group's) vision a reality. They also
tend to know how to engage, respect, and
empower others and are able to find new
or leverage existing resources.
Because leadership is so important,
many seek to encourage and nurture it.
Some states offer grants to budding
watershed associations. Several nonprofits
maintain lists of watershed leaders who are
willing to talk to others about their success.
Other groups offer training and leadership
workshops.
Napa County
Conservation District
How You Get There is Flexible
t Leader-
is One Whose
Followers Say:
Did I*
- Lao-tzu
Dennis Bowker, Resource Conservationist
for the Napa County Resource Conservation
District (RCD), has worked with several
groups in the Napa River Watershed
community to address environmental and
economic concerns.
These groups have been instrumental in
working together to develop and implement
a management plan for the watershed called
the Napa River Watershed Owner's Manual.
Dennis' experience in Napa, as well as with
other watershed groups around the country,
has reinforced the value of leadership
emerging from and driven by the ideas of a
community, rather than from any one
individual. This view is quite different from
the traditional one in which an expert
figures out what is needed and then leads
the troops. Ideas, developed and embraced
by the community are not personality
dependent and do not collapse with the
departure of an individual. Different people
are active at different times and use these
community-driven goals to motivate, but the
mutual overall effort remains paramount.
Dennis has found in working with
community groups that focusing on improv-
ing environmental conditions and develop-
ing inclusive common goals, rather than on
implementing policies and regulations has
been vital to the implementation of manage-
ment activities and the success of community-
based efforts. This reinforces the community
role. While subtle, it is an important differ-
ence that can lead to more effective partner-
ships. Individuals can work on the environ-
ment and can promote the development of
common strategies without demanding
common values. In fact, involving people
with different values in working on a
common strategy to implement those values
reinforces the benefits of considering
different perspectives and value systems
from the beginning.
Examples in the Napa Watershed that
demonstrate the value of this approach
include:
• The Conservation Regulations
Community Task Force prepared an
ordinance that requires an erosion
control and water protection plan for
Top 10 Watershed Lessons Learned
-------
r*.
all development on slopes exceeding
(Ivo percent. This was in response to
an erosion Incident that caused a large
amount of sediment to enter a local
city water supply. The ordinance does
not require Implementation of a
specific set of best management
practices, but instead simply requires
that the project prevent erosion and
protect water quality, with professional
review of the plans before permit
Issuance. The participation of the entire
community In the watershed manage-
ment effort Is further demonstrated by
the passage in 1996 of a county-wide
parcel tax earmarked exclusively for
watershed management.
The Napa Community Coalition
for a Rood Plain Management
Plan arose to take a major role in
redefining an often-rejected plan by the
Corps of Engineers first proposed over
30 years ago. The Community Coalition
stepped forward to take leadership of
the project, and turned it from a Corps
of Engineers Project to a Napa Community
Project with Corps participation as
a partner. Tho Community assumed
leadership of the effort In order to
clearly state tholr desire for a living
river with ecologically sound methods
to address flooding, and participated
aggressively in the design of a new
program that better addresses
community Interests in accomplishing
flood threat reduction, while maintain-
ing close partnership with the Corps
of Engineers.
Tho Napa Sustainable Wine
Growing Group Is working to
establish voluntary farm management
guidelines to ensure that world quality
wine will still be made commercially in
the Napa Valley 200 years from now.
A diverse group of commercial grape
growers, agency employees, and
university representatives are donating
their time to develop a training and
assistance program to promote
environmentally sound long term farm
management that will support
community environmental and public
health interests while also developing
profitable farm operations.
So where did this philosophy or
approach come from? Dennis says this
approach is a shift from hierarchical
management to more horizontal, network-
based management, used in evolutionary
biology and in business. The approach
increases the emphasis on desired outcomes
and measured results in terms of environ-
mental improvement, rather than on adherence
compuserve.com. See Key Contacts and
Resources in this lesson for more information
on his stewardship guide.
Adams County, PA
Conservation District
Where Uooals Guide the
Action-expected savings in
total nitrogen, alone, amount
to over 1 5O,OOO pounds
Brian Sneeringer of the Adams County Conservation District explains the benefits
of a recently Installed manure storage facility to the Conservation District Board.
Photo Gotirtesy of Larry Marttck, Adams County Conservation District.
to rules or to methods chosen to reach
those outcomes. In watershed management,
the focus becomes the watershed resource,
not the policy meant to protect the resource.
The purpose of the effort - environmental
improvement - is paramount; how you get
there is fluid and flexible.
For more information:
contact Dennis Bowker, Napa County
Resource Conservation District, 707-252-4188,
707-252-4219 (fax) 102223.2012®
The Adams County Conservation District
has acted as one of 37 "local arms" for the
State of Pennsylvania, Department of
Environmental Protection (DEP) which is
trying to reduce nitrogen loads in the
Chesapeake Bay watershed by empowering
local communities. Largely due to the
Conservation District's leadership, more
than 60 Adams County farmers now partici-
pate in a program which pays up to 80
Top 10 Watershed Lessons Learned
-------
Aerial view of the Charles River Watershed in Massachusetts where wetlands provide natural flood control functions.
Credit: Courtesy of the U.S.Anny Corps of Engineers Slide Collection.
percent of the costs (not to exceed
$30,000) of installing best management
practices (BMPs) for controlling nutrient
problems from erosion, barnyard runoff,
and excess manure.
A secret to the District's success is that it
has sought and followed the advice of its
board which is comprised of people from
the area. The board members are the
community leaders who understand how the
District might be able to get community
landowners to participate. The District has
used twilight meetings, farm open houses,
news releases, and public speaking engage-
ments to reach farmers. Thus far, they have
allocated over $1 million for the installation
of BMPs by Adams County farmers, and the
results have been more than gratifying—
expected savings in total nitrogen, alone, amount
to over 150,000 pounds over the life of the
program. Funding for the program comes
largely from EPA and the Pennsylvania DEP.
In terms of lessons learned, Larry
Martick of the District explains that he has
learned that landowners care about local
water quality conservation, and, to the extent
he talks about that, it helps to sell the program.
For more information:
contact Larry Martick, Adams County
Conservation District, 717-334-0636,
717-334-5999 (fax),
adams.conservation@al.dep.state.pa.45
Massachusetts
Where Community Teams
Make the Decisions
In Massachusetts, there have been leaders
on many different levels. For example, Trudy
Coxe, Secretary, Massachusetts executive
Office of Environmental Affairs, at the State
level, has been instrumental in ushering in
fundamental changes in the way the State
manages its water resources, aligning it
around watersheds. She says that "govern-
ment's job is to serve the watershed." And
she means it. Ed Himlan, who had been a
leader in an individual watershed, is now
with the statewide coalition of watershed
organizations. This coalition is working in ,
concert with state and federal agencies to
forge partnerships among government,
business, civic, and environmental interests
to enable sustainable watershed communi-
ties. Through this approach, decisions by
informed individuals, organizations, and
communities guide the application of local,
state, and federal resources for ecosystem
protection and management projects.
Watershed Community Councils, designed
as multi-interest, multi-stakeholder forums,
are being established to serve a leadership
role. They will provide a local voice for
management of the watershed through
consensus-based decision-making and
priority setting.
Top 10 Watershed Lessons Learned
-------
gs-strs-Sfca
3» UP- *TI S3
a-" n.
d
Tliis local-state integration is a key to
the future success of management by
watersheds, and it takes leadership to make
it occur. Massachusetts is far along in the
effort. A recent assessment by the Park
Service and the Appalaclu'an Mountain Club
of New York and the New England States
compared die number of groups dedicated
primarily to river and watershed conserva-
tion. Not surprisingly Massachusetts had
the largest number. Citizen watershed
associations have formed in almost all of
Massachusetts* 28 major watershed basins,
and more than 500 citizen groups are active
in the Commonwealth, counting lake and
pond groups, water monitoring projects,
land trusts, sportsmen groups, and others.
For more Information:
contact Ed Hinilan, Massachusetts Watershed
Coalition, 508-534-0379, 508-534-1329 (fax)
or the Massachusetts Executive Office of
Environmental Affairs, Massachusetts
Watershed Initiative, 617-727-9800, x 227.
t Key Contncts and Resources
YOUTH LEAD£B_GU!DES AND TRAINING
• Give Water A Hand, handbook on how to
be a good leader and what makes water
protection work. Helpful tool for watershed
coordinators. University of Wisconsin, 216
Agriculture Hall, 1450 Unden Drive, Madison,
Wl 53708, (608} 262-2031 fax. erc@uwex.edu,
1-800-WATER20, http://www.uwex.edu/erc,
Elaine Andrews, 608-282-0142.
• Watershed Leadership Institute, a
program that Adopt-A-Watorshed has
developed to train local leaders on their
curriculum. They have found that local
loaders are critical to making watershed
education happen in schools and act not
only as leaders but as ambassadors,
consultants and facilitators. P.O. Box 1850,
Hayfork, CA 96041-1850, 916-628-5334,
916-628-4212 (fax), www.tcoe.trinity.k12.ca.
us/aaw/adopt.html.
LOCAL LEADERSHIP
Land Stewardship Watershed Plan
Development: Cooperative Voluntary
Natural Resource Protection,
Enhancement and Management,
Dennis Bowker, NAPA County Resource
Conservation District, 1303 Jefferson Street,
Suite 500B, NAPA, California, 94559,
707-252-4188, 707-252-4219 (fax),
102223.2012@compuserv.com
Observations for Fostering Grass Roots
Leadership in Your Watershed Program
short piece developed by Dennis Hall -
(see Appendix 1). Operation Future
Association (OFA), Big Darby Creek, County
Extension Agent, Ohio State University
Extension, Columbus, OH, 937-644-3162,
hall.16@osu.edu. OFA takes farmers,
developers and others on canoe trips that
serve to inspire and nurture leadership.
Started small, but it is now a flourishing
nonprofit with 100+ members.
STATE AND REGIONAL
NETWORKING MODELS
West Virginia Leadership Workshops.
West Virginia Division of Environmental
Protection has held workshops where leaders
of inclusive, consensus-based watershed
associations gather to exchange information
and inspire and challenge each other. In
addition, the State has a new small grants
program to nurture budding associations. In
the first cycle, 19 $5,000 grants were awarded.
Contact: George Constantz, West Virginia
DEP, 304-856-3911, 304-856-3889 (fax).
Watershed Progress: Massachusetts'
Approach, US EPA Publication EPA840-
F-96-004, describes how the watershed
approach is making a difference in
Massachusetts, call 800-490-9198 for a copy.
Chesapeake Bay Communities: Making
the Connection, A Catalog of Local
Initiatives to Protect and Restore the
Chesapeake Bay Watershed. US EPA
Chesapeake Bay Program, EPA 903-R-95-
108, April 1996. Describes local efforts to
protect the Chesapeake Bay. 1 -800-
YOURBAYand press "1."
NATIONAL NETWORKING LISTS
River Network Watershed National
Leaders List - key network point for
watershed leaders http://www.teleport.com
/~rivernet/rivernet/leader2.htm
National Watershed Network makes it
easy for coordinators to network with each
other, kyw@ctic.purdue.edu, http://ctic.purdue.
edu/KYW/KYW.html. In addition, they have a
guide called Leading and Communicating
that discusses the traits of effective leaders.
NATIONAL AND STATE LEADERSHIP
Watershed Approach Framework,
EPA 840-S-96-001, http://www.epa.gov/
OWOW/watershed/framework.html,
describes what EPA means by the
watershed approach. Watershed
Protection: A Statewide Approach,
describes the benefits of a rotating
watershed approach, EPA841-R-95-004,
http://www.epa.gov/OWOW/watershed/
state/ Call 1-800-490-9198 for a free copy.
Developing Leadership, Spring 1996,
article on leadership by Abby Markowitz,
Volunteer Monitor, http://www.epa.gov/
volunteer/spring96/proman16.html or
contact Eleanor Ely, Editor, The Volunteer
Monitor, 1318 Masonic Avenue, San
Francisco, CA 94117 for a copy. Please
send a self-addressed stamped envelope.
Watershed Management: Toward Local
Initiative in Solving Water Problems and
Watershed Legislation: What Works and
Why, useful brochures analyzing the role of
State legislatures in watershed protection.
National Conference of State Legislatures,
1560 Broadway, Suite 700, Denver, CO,
80202, 303-830-2200, larry.morandi®
ncsl.org. Larry Morandi.
Octobw 1997
Top 10 Watershed Lessons Learned
-------
Having a Coordinator at
the Watershed Level is Desirable
The watershed approach to protecting
our lakes and streams and other water
bodies involves many stakeholders and,
as a result, requires a lot of coordination.
A good coordinator is key to a successful
watershed protection effort.
Having a coordinator based within the
watershed is important because it provides
a focal point for the watershed effort and
helps to ensure that someone is paying
attention to moving group activities along.
The coordinator's role varies depending on
the needs of the watershed, but generally it
includes maintaining contact with members
of the watershed group; performing liaison
with interested parties beyond the group;
celebrating success; calling, facilitating,
and summarizing meetings; helping to
secure funding and training; and ensuring
that watershed plans are developed,
implemented, and effective in achieving
the desired outcomes.
A coordinator may be a volunteer or a
part-time or full-time paid staff person. He
or she may be housed in government offices,
a non-profit organization, or out of
someone's basement. In general, they
should be from a group that is trusted and
that has the power to make a difference.
The ideal coordinator is one who can
commit to spending enough time to really
make a difference. Part-time and volunteer
coordinators have been able to accomplish
a lot for watersheds, as have individuals
located outside the watershed. As for funds,
securing financial resources to support a
staff person is not always easy; fortunately,
many groups have been creative in establish-
ing multiple funding sources to support
watershed coordinators.
Tensas River Watershed
Genefits from Having a
"Homegrown" Coordinator
The Tensas River Watershed, Louisiana,
has benefited from the attention of Mike
Adcock, born and raised in the area. His
position has been funded through the U.S.
EPA wetlands and nonpoint source
programs, USDA Conservation District
program, and the Nature Conservancy. The
McKnight and National Fish and Wildlife
Foundations have also provided funds.
Mike has been working in the Tensas
River watershed for over four years. The
major issue in the watershed is the severe
loss of wetlands. Originally, 90 percent of
the watershed was bottomland hardwood
wetlands. Over 80 percent of these wetlands
have been lost, resulting in flooding and in
sediment and nutrient runoff to the river.
Since most of the remaining wetlands
are on privately owned farms, landowner
involvement is critical to restoring the water
quality in the watershed. Being present in
the community has helped Mike build trust
with the farming community. This has
involved a lot of one-on-one interaction.
Mike began by identifying farmers in the
watershed who were willing to demonstrate
the economic benefits of wetlands restora-
tion and conservation tillage practices.
For example, one farmer restored 640
acres of bottomland hardwood wetlands,
then arranged for other farmers to visit his
farm and see the benefits for themselves.
Farmers listen to one another, which is
demonstrated by the fact that the demand
for enrollment in the Wetlands Reserve
Program far exceeded the supply of funds in
this watershed.
Duclc
Love It.
Mike Adcock emphasizes with farmers
that the measures are voluntary, and he sees
his role as a supportive one. Many farmers,
he says, are interested in the economic
benefits associated with good management
practices, including such things as precision
farming and water quality control structures.
Water control structures not only allow for
seasonal flooding of farm land, thereby
providing increased time for sediments to
settle out, but they have the added benefit of
providing good habitat for waterfowl. Duck
hunters love it, as do the farmers who
receive the revenue.
For more information:
contact Mike Adcock, NE Delta BCD,
4274 Front Street, Winnsboro, LA 71295,
318-435-7328.
Top 10 Watershed Lessons Learned
-------
Stony Brook Watershed,
Massachusetts
Whore It Was Hard to
Sustain the Effort with Just
Volunteers
monitoring necessary to assess the status
of the watershed's resources, but it is
on hold until the Association can get the
ball rolling again.
For more information:
contact Virginia Scarlet, 508-263-5710
Contacts and Resources
Ginny Scarlet, member of the Stony-
Brook Watershed Association in the
Merrimack River Watershed, attests to the
fact that it is difficult to sustain efforts
without a dedicated coordinator. The group
Iiad funds to support a part-time coordina-
tor to help develop a watershed "report
card." Vflien the funds ran out, volunteers
had to jump in and finish the final report.
After its completion, the group lost
momentum to a large degree. Ginny says
that the)' would like to be able to update the
watershed report card and continue the
Volunteer monitors sample water quality in the
Stony Brook Watershed, (above)
Volunteers remove trash from Impacted
stream in the Stony Brook Watershed, (below)
SottrcK Ginny Scarlet, Stony Brook WatersbetlAssoctatfon.
FUNDING SOURCES
Watershed Protection: Catalog of
Federal Programs, describes federal
programs that provide funding or technical
assistance for watershed projects,
EPA-841-B-93-002, available from ERA'S
publication clearinghouse, 1-800-490-9198.
EPA staff contact, Joan Warren,
202-260-7796 (updating).
EPA Clean Water Act Section 319
Grants Guidance, grant support through
states to support nonpoint source control,
www.epa.gov/OWOW/NPS/guide.html or
contact EPA Nonpoint Source Branch, US
EPA, 401 M Street, S.W., 4503F, Washington,
D.C. 20460,202-260-7100.
EPA Wetlands Grant Guidance, grant
support to locals and states to protect
wetlands. Contact Lori Williams, USEPA,
Wetlands Division, 401 M Street, S.W.,
4502F, Washington, DC 20460, 202-260-
5084. http://www.epa.gov/OWOW/
wetlands/98grant.html
National Fish and Wildlife Foundation,
1120 Connecticut Ave., NW, Suite 900,
Washington, DC 20036, 202-857-0166, 202-
857-0162 (fax), www.nfwf.org. Contact:
Kathleen Pickering. Since 1990, this group
has invested more than $1 million in federal
matching funds toward formal and informal
watershed education programs for youth,
teachers, and other community members.
COMMUNITY SUPPORT TOOL
Sourcebook for Watershed Education
provides details on creating or enhancing
programmatic support for watershed
education and problem solving. It includes
information on developing program vision
and goals, obtaining community support and
participation, program review and assess-
ment, and sharing your story with others.
Developed by Global Rivers Environmental
Education Network, 206 South Fifth Avenue,
Suite 150, Ann Arbor, Ml 48104,
www.econet.apc.org/green/ (313) 761 -8142.
Top 10 Watershed Lessons Learned
-------
ss «-* /.-A. -_•
' -1. -v S?--~ '~
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Environmental, Economic, and
Social Values are Compatible
At the national conference Watershed
'96 held in Baltimore, Jonathan Lash, from
the President's Council on Sustainable
development, reported on his team's survey
of communities across the nation and
approaches they were taking to achieve
sustainability. In many instances, his group
and social values as complementary and
interdependent and working to sustain
all three over time (typically more than
one generation).
Too often in the past, environmental
and economic and social issues have
polarized people, making it impossible
6th Grade students celebrate after a successful clean-up along Monoosnoc Brook and the North
Nashua River. Credit:Mrs.\Vironen
found watershed management was the
approach they were taking. In his remarks,
John recognized the watershed work going
on across the nation and encouraged more
as a means to achieving sustainability. While
definitions of "sustainability" differ, it generally
means viewing economic, environmental,
to achieve a common vision of sustainability.
For the watershed approach to become a
reality, there must be widespread recognition
in the community that people and nature can
coexist within the watershed. This can pave
the way for partnerships of diverse interests
to form around a sustainable vision.
Nashua River Watershed,
Massachusetts
Can Sustainability Be
Achieved Through
Management?
The Nashua River Watershed Association
(NRWA), in its long-range plan, 1995 to
2020 Vision for the Nashua River Watershed,
gives high priority to the need to "support
resource-based economic activities, includ-
ing sustainable farming, forestry and eco-
tourism." Residents of the watershed
recognize that protecting open space will
provide positive economic returns. Through
environmental education, resource-based
community planning, and advocacy for
resource stewardship, the NRWA attempts to
achieve greater sustainability through
cooperative management.
Some farming practices can have severe
impacts on water quality by causing erosion,
sedimentation, and fertilizer and pesticide
runoff. Taking a sustainable approach, the
NRWA suggests, means encouraging farmers
to use integrated pest management and cost
effective organic farming. An important goal
of the plan is to seek the enlargement of
greenway buffers along wetlands and other
water bodies. To achieve this end, the
NRWA's 2020 Plan calls for a mix of new
incentives to farmers and additional support
from the State agricultural department, local
conservation districts, and extension services.
Top 10 Watershed Lessons Learned
-------
Local stakeholders at a kick-off
meeting to develop the Nashua River
2020 Watershed Plan.
Credit: Nashua River Watershed Association.
According to the NRVift, die key to
sustainable forests is the involvement of
forest professionals: connecting those
Individuals who know how to manage
Utilize those
who Icnow how
to
fot-ost:s to
©duosrto those
who do not:.
forests to help educate landowners who
\vanl to learn. Currently, some property
owners do not understand measures they
could take to preserve high quality trees.
Consultations with professional foresters
will help fix that.
The NRW1\ also calls for die cooperation
of local Chambers of Commerce, cultural
groups, recreational enterprises, and other
travel-related businesses to work together to
foster "cco-tourism" in the Nashua River
Watershed. Possible lour themes designed
to attract visitors to the region include visits
to "pkk-your-own" apple orchards, farm
stands, concerts, artisan studios, restau-
rants, and festivals. The tours would be
small, utilizing vans rather than buses.
The NKffA developed the 2020 Plan with
extensive community input. Consensus
was achieved around an overarching vision
for the watershed that was so compelling
the NRWA adopted it as its own mission
statement in 1996: "a healthy ecosystem
with clean water and open spaces for human
and wildlife communities, where people
work together to sustain mutual economic
and environmental well-being." Throughout
all its work, the NRWA recognizes that
economic, social, and environmental needs
are compatible.
For more information: contact
Robert Levite, 508-448-0299, 508-448-0941
(fax), nrwa@ma.ultranet.com
Blackstone River National
Heritage Corridor
Water Quality is the Key to
Community Development
The Blackstone River located in
Massachusetts and Rhode Island is rich in
historic and natural resources. The
Blackstone Valley is noted as the "birth
place of the American Industrial
Revolution." In 1790, Samuel Slater
established in the valley the first successful
water-powered textile mill in America. As a
result of diis new technology, mills and
industry flourished - dramatically transform-
ing the American landscape. While industri-
alization of the Valley produced economic
prosperity, there were adverse side effects.
Over a century of industrial use has taken its
toll on the Blackstone River, which had
served as a disposal site for pollutants
incidental to the textile, leather making,
woodworking, and metal working industries.
The result was an extremely polluted river,
and as industry migrated south, the
pollution issues remained.
In 1986, the region's significance as an
important part of America's cultural heritage
was recognized when Congress established
the Blackstone River Valley National Heritage
Corridor Commission. The Commission
consists of federal, state, and local represen-
tatives, as well as private citizens. The
Commission's ability to leverage a relatively
small federal investment with state and
private funds has made it a model for
conservation and economic development.
Although the Commission owns no land, it is
responsible for preserving and interpreting
the significant stories and landscape features
of the Blackstone Corridor.
The Commission invests in activities
such as community and land use planning,
heritage tourism, downtown revitalization,
river restoration, recreation development
along the river, interpretation, and environ-
mental education. Many mill villages and
communities throughout the river valley
have realized the importance of working
together. Many of the old mills have been
retrofitted for a new century, supporting
incubator businesses, residential businesses,
residential housing, and retail oudets. Mill
October 1997 ffll Top 10 Watershed Lessons Learned
-------
villages recognize the importance of
maintaining their historic character while
developing sustainable economies. And the
river itself is now looked upon as an asset
again. The Blackstone River Valley Explorer,
a river classroom vessel has carried over
70,000 people on the river for tours and
educational field trips.
water quantity and flows, and wetland
restoration and creation. The Commission
understands the need to work at both a
grand scale (that will take years and need
major investments) as well as at the
grassroots level. Most importantly, the
river has once again become a focal for
communities and businesses.
tally sensitive infrastructure program and
projects, case studies on urbanizing
suburbs, model ordinances and plans, and
environmentally friendly transportation plans.
Call 1-800-490-9198 for a copy.
Sustainable Watershed Management
at the Rapidly Growing Urban Fringe,
T. H. Cahill, J. McGuire, W. R. Horner,
Cahill Associates, West Chester, PA,
Dr. R. E. Heister, Executive Director, Green
Valleys Association, Birchrunville, PA,
Majestic great blue heron enjoys the
improved water quality of the Blackstone River.
Credit John H.McShane, US. EPA
Communities throughout the Heritage
Corridor recognize that a clean river is
critical to revitalization. In a major restora-
tion effort, Federal and state agencies are
working with communities and organiza-
tions to improve the environment along the
riverway. Current planning efforts by the
Commission, the U.S. Army Corps, EPA, and
others will address issues related to environ-
mental restoration needs: waste water
treatment, toxic sedimentation, historic
dams, reintroduction of anadromous fish,
For more information:
contact Michael Creasey, National Park
Service, Blackstone River Valley, National
Heritage Corridor Commission, One Depot
Square, Woonsocket, RI, 02895, 401-762-0250,
michael_creasey@nps.gov or A. Elizabeth
Watson, 301-262-5064, 301-805-8959 (fax),
watsonaew@aol.com
r Key Contacts and Resources
GREEN DEVELOPMENT AND PLANNING
Green Development: Literature
Summary and Benefits Associated with
Alternative Development Approaches,
US EPA, EPA 841-B-97-001, September
1996. Contact: Jessica Cogan, 202-260-
7154. Includes information on environmen-
paper delivered at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/cahill.html
LOCAL EXAMPLES OF AND
GUIDES FOR SUSTAINABILITY
Chesapeake Bay Communities:
Making the Connection, A Catalog
of Local Initiatives to Protect and
Restore the Chesapeake Bay
Watershed. US EPA Chesapeake Bay
Program, EPA 903-R-95-108, April 1996,
1 -800-YOUR-BAY. Describes local efforts
to protect the Chesapeake Bay, many of
which have sustainable development
components, including Northampton
County, VA's Coastal Program Special
Area Management Plan for Sustainable
Development, Sustainable Technologies
Industrial Park, Prince William County, VA
Top 10 Watershed Lessons Learned
-------
f*B
ci
Watershed Management Program.
Saving America's Countryside: A Guide
to Rural Conservation, Samuel N. Stokes,
A. Elizabeth Watson, and Shelley S. Mastran.
Baltimore: Johns Hopkins University Press,
1997 (first published in 1989). Order by
caWnfl 1-800-537-JHUP (329,95 plus
shipping and handling}. Popular citizen's
guide to rural resource planning and
development issues with extensive bibliog-
raphy. Uses case studies and covers
economic development, rural issues, citizen
organizing, resource inventories, planning
bastes, state and federal programs, and
community education. Water quality, rivers,
and watersheds are covered throughout and
integrated with other planning issues.
Watershed Progress: New York City
Watershed Agreement, EPA S40-F-96-
005, describes New York's approach to
sustainable development to protect drinking
water white saving money. Available for free
by calling 1-800-490-9193 or on the web at
ht!p:/Avww,epa,gov/OWOW/watershed/ny/
nycityfi,htrol
Sustalnabllity through Restoration:
Experiences of the White Mountain
Apache Tribe, Jonathan Long, Watershed
Planner, White Mountain Apache Tribe, White
River, AZ, paper given at Watershed '96.
htlp^Avwv.epa.gov/OWOWAvatershed/
Proceed/long,html
The NAPA River Watershed Owner's
Manual: A Framework for Integrated
Resource Management, 1994.
NAPA County Resource Conservation
District. Contact: Dennis Bowker,
1303 Jefferson Street, Suite 500B,
NAPA, California, 94559, 707-252-4188,
707-252-4219 (fax), 102223,2012©
compuserv.com
Return to the Future: Watershed
Plnnnlng-Tho Quest for a New
Paradigm, Eugene Z. Stakhiv Policy and
Special Studies Division, U.S. Army Corps
of Engineers, Institute for Water Resources,
Alexandria, VA, paper delivered at
Watershed '96. http://www.epa.gov/OWOW/
watorshod/Procood/stakhiv.html
ECOLOGICAL ECONOMICS
Taking Nature Into Account, a nationally-
publicized study that concluded the value of
natural systems was nearly twice that of the
combined value of the World's GDP ($33
vs. 18 trillion). Conducted by International
Society for Ecological Economics, P.O. Box
1589, Solomons, MD 20608, 410-326-0794,
Robert Constanza and Douglas Hinrichs,
hinrichs@cbl.cees.edu, http://
kabir.umd.edu/ISEE/ISEEhome.html
MARKET INCENTIVES
Appendix D: Examples of Market-Based
Incentives, The Keystone National Policy
Dialogue on Ecosystem Management,
Final Report October 1996, P.O. Box 8606,
Keystone, CO, 970-468-5822. Includes
description of Assurances, Conservation
Banking, Forest Certification, Forest Legacy
and Stewardship Programs, Public Benefits
Rating System, Property Tax Stabilization
in Growth Areas, Instream Flow Rights,
Commercial and Recreational Use of
Species, and Effluent Trading in Watersheds,
Grass Banking, Air Quality Incentives, Local
Wetlands Mitigation Banks, and Individual
Transferable Quotas.
Forming a Partnership to Preserve
Resources - The Virginia Beach
Agricultural Reserve Program Mary M.
Heinricht, Coordinator Southeastern
Association for Virginia's Environment,
Virginia Beach, VA, paper delivered at
Watershed '96. http://www.epa.gov/OWOW/
watershed/Proceed/heinrich.html. They
succeeded in having the City Council adopt
an easement program in 55 percent of the
upland area of the watershed. Mary
Heinricht, SAVE, P.O. Box 6733, Virginia
Beach, VA, 23456, 757-460-0750.
NATIONAL EFFORTS
Watersheds and Cultural Landscapes:
Sustainable Development through
Heritage Areas, A. Elizabeth Watson,
Chair, National Coalition for Heritage Areas,
Washington, DC, paper delivered at
Watershed '96. http://www.epa.gov/OWOW/
watershed/Proceed/watson.html, Heritage
and Conservation Consultant, 5103 Grain
Highway, Bowie, MD 20715, 301-262-5064,
301-805-8959 (fax)
Center of Excellence for Sustainable
Development Web Site, Department of
Energy, http://www.sustainable.doe.gov/
index.html. Cited by the Planner's Web as a
"top sustainability site." The toolkit includes
pages that explain what sustainable
development is, the role of indicators, and
associated publications, software and
educational resources. The toolkit's URL is
http://www.sustainable.doe.gov/reflib.html
Wildlife Habitat Council, has succeeded
in putting on the ground, in partnership with
corporations and others, enhancement
projects on over 400,000 acres in 41 states.
1010 Wayne Avenue, Suite 920, Silver Spring,
MD, 20910, 301-588-8994, 301-588-4629 (fax),
whc@cais.com, http://www.wildlifehc.org/
Index.html Regional offices located In South
Carolina, Michigan, and Kentucky. Robert
Johnson, Vice President. The Cooper River
Corridor Project Community-Based
Planning Initiative is a key example of the
power of partnerships to achieve sustainable
development within a watershed context.
National Watershed Coalition,
9150 W. Jewell Avenue, Suite 102,
Lakewood, CO, 80232-6469, promotes
the use of the watershed concept when
dealing with natural resource issues.
Conservation Partnership Forum, where
conservation-oriented agencies, businesses,
and organizations meet informally to share
information and explore opportunities for
more effective public/private conservation
partnerships. Contact: Don Wells, National
Association of Conservation Districts, 804-
746-0148,804-730-5911 (fax).
Golf and the Environment: Creating a
Sustainable Future, short pamphlet that
describes environmental principles for golf
courses in the United States, The Center for
Resource Management, 1104 East Ashton
Avenue, Suite 210, Salt Lake City, Utah,
84106, provides recommendations for
environmentally sensitive golf courses.
EPA contact: Phil Oshida, 202-260-6045.
Top 10 Watershed Lessons Learned
-------
Plans are essential in that they represent
the consensus achieved among watershed
stakeholders. Typical components of a plan
include: vision, goals, action items, and time
frame (see Watershed Lesson #1). Time
frames for plans typically range from 5
to 20 years. The best plans allow for the
incorporation of new information, reflect the
needs of the watershed, and have the
commitment of the community behind them.
The greatest challenge associated with
watershed planning is to
ensure that the recommen-
dations called for within a
plan are implemented
and that the plan does
not sit on a shelf
gathering dust in
some office.
A key element in
implementing a plan is
charging an individual
or organization with the
responsibility to follow through
and work with key constituencies to
take the actions laid out in the plan
(see Watershed Lesson #3). It is
also important to break things
down to a manageable scale. This
often involves a "nested approach" in
which broad goals are set for large
watersheds but subwatersheds are used
to implement and achieve those goals.
An Analysis of Urban
Watershed Plans
Tom Schueler's Insights
into What Works and What
Doesn't
Tom Schueler, Executive Director,
Center for Watershed Protection, interviewed
a number of watershed practitioners from a
|TNineTools for Watershed Protection
The Center for Watershed Protection recommends
thinking about watersheds on a manageable scale
in order to help make plans implementable.
Credit: Provided by the Center for Watershed Pivtection
wide cross-section of disciplines (planners,
municipal officials, consultants, scientists,
and others) and found that most agree that
the majority of plans developed in the past
have failed to adequately protect their
watersheds. A chief reason is that they were
drawn up on too large a scale — 50 square
miles or more. Too many subwatersheds
and their individual problems had to be
consolidated, and the focus of the plans
became blurred. As the number of
stakeholders proliferated, responsibility for
implementing the plans became diffused. In
short, says Schueler, the planning process
got too big, too complicated to be effective.
A.
municipality
or- county
might have
10 to SO
to menage-
on their analysis of these first-
generation watershed plans, the Center
proposed a dozen elements that every plan
should incorporate. Chief among them, the
plan should be developed around the
subwatershed unit—one having a drainage
area of 2 to 15 square miles. Due to their
size, many subwatersheds are entirely
contained within a single political jurisdic-
tion, which helps to establish a clear regula-
tory authority. A typical municipality or
county might have 10 to 50 subwatersheds
to manage. On a small scale, such as this,
subwatershed mapping, monitoring, and
Top 10 Watershed Lessons Learned
-------
other study tasks can be completed relatively
qufckly (6 to 12 months) and the entire
management plan completed within a year.
The Center also underscored the need
to create an authority, either at the
watershed or subwatershed level, that is
invested with the primary responsibility for
implementing the plan. Perhaps the greatest
reason died for consigning plans to the
bookshelf where they languished in
obscurity was that no one was required to
pull them down and use them as a routine
part of the land development process.
For more Information:
contact Thomas R. Schuolor, 301-589-1890,
301-589-8745 ((ox).
Cedar River, Washington
Local Government Is
Not a Missing Piece
Jem White, project manager for the
Cedar River Basin Plan in Washington State
sind with the King County Water and Land
Resources Division, has been charged with
implementing the plan that was developed
for Cedar River by a variety of interests
Including state, local, and tribal govern-
ments, business and community representa-
tives. Essentially, her goal is to make the
plan's recommendations a reality on the
ground. Part of this includes having it
formally adopted by King County as policy;
the oilier part is getting projects in place.
"Tvvro homes
been
d and
•four- others are
in negotiation
to fc>e
purchased.
As Jean describes it, the plan is quite
ambitious with about $64 million worth of
effort and three priorities: habitat protection
and restoration, flood protection, and water
quality improvement. A list of priority
habitat acquisition sites has been developed
and many sites have already been purchased.
A list of 80 potential habitat restoration
projects has also been developed and
several have been completed. The plan calls
for purchasing and relocating over 100
homes in the most flood prone areas on a
voluntary basis. Two homes have been
purchased and four others are in negotia-
tion to be purchased. To improve water
quality, the plan calls for improved storm
water control in new developments and
emphasizes reducing problems before
they stall
The formation of the Cedar River
Council as a public forum to address Cedar
River issues has raised public awareness,
understanding, and support for the actions
called for in the plan. In addition, the
leadership of Larry Phillips, chair of the
Cedar River Council, has been critical,
especially in helping to obtain funds to
support plan implementation.
Demonstrating success has also been
important. For example, it is very persua-
sive to be able to take residents to one of
the stream restoration sites and show the
progress that has been made.
As for lessons to share, Jean, who has
worked with nonproflts as well as at the
State level, feels that getting the local govern-
ment involved is often a missing piece.
Given the fact that local government controls
land use and has access to funding and
decision-making authority, she believes they
are critical players in making the watershed
approach a reality.
Another thing that has worked well
for King County is their River Basin
Stewards. A Basin Steward acts as a
community contact who answers citizen
questions and requests and organizes
volunteer stewardship events.
For more information:
contact Jean White, Project Manager, Cedar
River Basin Plan, Staff for Cedar River Council,
Surface Water Management Division
206-296-1479, 206-296-0192 (fax),
jean.white@metrokc.gov.
October 1997
Top 10 Watershed Lessons Learned
-------
McKenzie Watershed
Council, Oregon
Action at the
Subwatershed Level
Ovet 200,000 residents of Lane County,
Oregon, depend on the McKenzie River
watershed for their drinking water. They
also use the river for fishing, rafting, and
other recreational activities. Agricultural
and other industrial users rely on the river
to supply them with large amounts of high
quality water for their operations.
Development in the McKenzie Watershed
and other pressures have in recent years
threatened the capacity of the river to
sustain the quality of its water.
A partnership of two local governments
led to the creation of the McKenzie
Watershed Council. Lane County and the
Eugene Water & Electric Board acted as
conveners to organize, seek start-up funds,
and provide early support and direction.
The Council's mission statement reads: "To
foster better stewardship of the McKenzie
River Watershed resources, deal with issues
in advance of resource degradation and
ensure sustainable health, functions, and
uses." The 20-member council was formed
in 1993 and is made up of private citizens,
public interest groups, locally elected
officials, representatives of state government,
as well as representatives of the Bureau of
Land Management, Army Corps of Engineers,
Eugene
McKenzie Watershed, Oregon. Credit MckemieWatei-sbed Council
and the U.S. Forest Service. EPA provided
start-up funds and the NRCS and BPA
(Bonneville Power Administration) have
contributed funds for completing the action
plans and public outreach.
The Council adopted a work program
which focused on four topics: water quality,
fish and wildlife habitat, recreation, and
human habitat. The Council has adopted
Action Plans for all four work program
topics and has begun implementing several
of the prescribed actions, including three
key programs: watershed-wide water quality
monitoring, citizen water quality monitoring,
and restoration and enhancement projects.
Watershed-wide Water
Quality Monitoring Program
With the Eugene Water & Electric Board,
a local utility, taking the lead, the Council
worked with a team of technical advisors to
put into place a coordinated approach to
long-term water quality monitoring. The
Oregon Department of Environmental
Quality conducts the monitoring at seven
stations in the watershed, as well as
providing part of the funding. Other funding
comes from council partners Eugene Water
& Electric Board, Army Corps of Engineers,
Bureau of Land Management, and U.S.
Forest Service. Since its inception in
November of 1995, the monitoring program
has expanded cooperation among the
council, the Oregon Department of environ-
mental Quality, and technical advisors from
both the public and private sectors.
Citizen Monitoring Program
A partnership with RARE (Resource
Assistance to Rural Environments, part of
the President's Americorps Program) has
been critical to the success of the McKenzie
Watershed Council's Citizen Monitoring
Program. This volunteer program engages
students throughout the watershed in the
Top 10 Watershed Lessons Learned
-------
' 5S %">•"„, »"* 5S
_.?- **» *-,% d
evaluation and monitoring of water quality
parameters, iind has been a very effective
outreach tool. Started with a grant from
the state in 1995, the program now involves
over 200 students from six schools
monitoring five sites on a weekly basis.
RARE workers have been involved from the
beginning—from designing die pilot
program to training students and working
with diem on a weekly basis to do the
sampling over the last two years.
Restoration and
Enhancement Projects in
tho Mohawk Watershed
The East Lute Soil and Yi'atcr observa-
tion District, with funding and technical
assistance from the Natural Resources
Conservation Service, targeted the Mohawk
subwalershol, the largest tributary to die
McKenzie, for establishing demonstration
projects and conducting outreach. They
have been assisting the Mohawk Watershed
Planning Group, comprised of local
landowners, in developing and implementing
a plan at a subwatershed level. The Council
serves as an umbrella organization for the
Mohawk group and others like it, providing
broad direction, support, and assistance in
seeking resources for implementation.
The efforts in the Mohawk have resulted
in over two dozen local landowners coming
forward to enhance dieir own stream banks.
The projects have ranged from fencing catde
away from streams to plantings along
riparian areas on golf courses. In addition,
over 9)000 native trees and shrubs have
been planted in partnership with several
programs, including the Youth Corps, the
Jobs-in-the-Woods dislocated timber
workers program, students from five
schools, and innumerable community
volunteers. Students at Mohawk High
School have planted an arboretum, and a
local science teacher and garden club have
adopted a Native Plant Salvage Nursery.
For more information:
John Runyon, Watershed Coordinator,
McKenzie Watershed Council, P.O. Box 1025,
Corvallis, OR 97333, 541-758-0947, 541-766-
8336 (fax), runyon@poraxis.com; Laurie Power,
Environmental Manager, Eugene Water &
Electric Board, PO Box 10148, Eugene, OR
97440, 541-341-8525, FAX 541-984-4724,
laurie.power@eweb.eugene.or.us; Megan
Smith, RARE Coordinator, DO Community
Planning Workshop, 1209 UO, Eugene, OR
97403, 541-346-3889, FAX 541-346-2040,
smith@darkwing.uoregon.edu; Lorna Baldwin,
Watershed Planner, East Lane Watershed Soil
and Water Conservation District, 541-465-6648,
541-465-6483 (fax), lbaldwin@efn.org
.Key Contacts and Resources
IMPLEMENTING URBAN PLANS
Crafting Better Urban Watershed
Protection Plans, Thomas R. Schueler,
Center for Watershed Protection, 8737
Colesville Road, Suite 300, Silver Spring, MD
20910, 301-589-1890, 301-589-8745 (fax),
http://www.pipeline.com/~mrrunoff/ Nice
analysis of how to keep local watershed
plans from sitting on the shelf. Addresses
impervious surfaces as a key indicator in
watersheds.
FINANCING PLAN IMPLEMENTATION
Beyond SRF: A Workbook for Financing
CCMP Implementation, US EPA, EPA
842-B-96-002, August 1996. Guide designed
to provide innovative financing ideas for
implementation of plans under the National
Estuary Program. 1 -800-490-9198. Ideas are
transferrable beyond the NEP program.
EPA Clean Water Act Section 319
Grants Guidance, grant support through
states to support nonpoint source control,
www.epa.gov/OWOW/NPS/guide.html or
contact EPA Nonpoint Source Branch, US
EPA, 401 M Street, S.W., 4503F, Washington,
D.C. 20460,202-260-7100.
EXAMPLE PLAN
McKenzie Watershed Council, Action
Plan for Recreation and Human Habitat
and Summary and Highlights of
Accomplishments, March 1997, John
Runyon, Coordinator, McKenzie Watershed
Council, 541-758-0947, 541-766-8336 (fax)
Plan outlines vision, goals, and priority
action items.
GUIDANCE FOR STIMULATING SUPPORT
Sourcebook for Watershed Education
provides details on creating or enhancing
programmatic support for watershed
education and problem solving. It includes
information on developing program vision
and goals, obtaining community support and
participation, program review and assess-
ment, and sharing your story with others.
Developed by Global Rivers Environmental
Education Network, 206 South Fifth Avenue,
Suite 150, Ann Arbor, Ml 48104,
www.econet.apc.org/green/ 313-761 -8142.
Top 10 Watershed Lessons Learned
-------
-.Is sS" s.. o '"t
Partnerships Equal Power
"Far different from the
adversarial emphasis of
traditional environmentalism,
the focus of the watershed
approach is to work cooper-
atively to build healthy
watershed communities."
—JoyHubei; River Voices, Pall/Winter, 1995
Give
Watershed work is about partnerships.
Essential ingredients for effective partner-
ships include: focusing on common
interests, respecting each participant's view
point, thanking each other, being willing to
learn about others' needs and positions, and
building trust. The important thing is to pull
together a partnership that is of manageable
size, creates synergy, and represents the key
interests in the watershed.
No one entity can solve all the issues in
any given watershed. Watershed partner-
ships come in all shapes and sizes, with
each partner having a different interest.
Some partnerships are loosely structured,
while others are quite formal. Some groups
are open, while others are closed —
meaning they do not allow anyone else to
join. Regardless of how they are structured,
making partnerships work is challenging
and takes commitment. Common issues that
partnerships face include selecting a leader,
ensuring that all the right people are
involved, and moving beyond any hostility
that may exist among members. If a group
is able to develop esprit de corps, they can
be quite effective. To get past the "forming
and storming stages," some groups have set
ground rules under which individuals can
complain for only a certain amount of time,
after which they must move on. Some
groups have decided to say that issues that
are too divisive are not to be discussed.
Partners can include anyone who has
an interest in the watershed. This ranges
from conservation groups, local elected
officials, chambers of commerce, environ-
mental education organizations, local
military bases, farm groups, students, senior
citizen and religious organizations, financial
groups, credit unions, and land developers,
among others. The important thing is to
include all the key interest groups so that
you can tap into their strengths, increase
your credibility, reduce duplication of effort,
and make optimal use of limited funds.
In terms of lessons learned, experienced
watershed practitioners say that one-on-one
contact is most effective in eliciting support.
Further, building partnerships takes time and
commitment, and once built they need to be
nurtured. However, their benefits are clear
as they can lead to wider acceptance and
quicker implementation of projects.
Cheat River, West Virginia
Where Partnership Improves
Everyone's Quality of Life
"The 'River of Promise'
is a perfect example
of [a] partnership
approach in action."
—Joe Piotrawski, Associate Director,
Office of Watersheds, US. EPA Region 3
When a major acid mine blowout turned
the Cheat River orange, concerned
stakeholders in the watershed mobilized to
form Friends of the Cheat. Water quality
had been bad for many years, but now it was
much worse and time to address the runoff
from over a century of coal mining. "We
could have focused all of our energy on
confronting the parties responsible for the
degradation, but we recognized that this was
just one part of a much greater issue," says
Dave Bassage, FOG Executive Director.
"Acid mine drainage is a huge problem in
the Cheat, and we knew we would need to
tap into every possible resource to address it."
Friends of the Cheat brought together
over 20 groups to restore the Cheat
watershed by collaborating, sharing
information, and building on each other's
work. The various interests developed and
signed a proclamation called "River of
Promise: A Shared Commitment for the
Top 10 Watershed Lessons Learned
-------
Restoration of the Cheat River, West Virginia."
Signatories included federal and state
agencies, environmental groups, local
government, and a coal company.
The River of Promise Task Force meets
quarterly to monitor progress and coordi-
nate future projects. In 1996, reclamation
projects funded at a total of more than
interests, we have eliminated hurdles and
opened doors. We'd rather shake hands
man raise our fists, and that strategy has
really paid off."
The key to effective partnerships, he
feels, is to get all potential interests in a
room together and work towards consensus,
rather than trying to coordinate from a
White wrttr rafter* eo}oy the "big nasty* rapid on the Cheat River in West Virginia. OmtttVM Rims Photography
(Top of lt.;i pas») Ground breaking ceremony for the Green Run Reclamation Project in the Cheat River
VV.'.'.ci;hod. From toft to right, Bob Uram, Director, Office of Surface Mining; John Garamendi, Deputy
3£C?£t£ry of the Interior; Troy Titetwnalt, Anker Energy; Dave Bassage, Friends of the Cheat;
•Isha Fattli, President, Anker Energy. CmfttPmrfilalbyDatvBassagzFrtemtsqfibeaieat
$6 million were initiated; the state took on
a comprehensive water quality assessment,
the USGS Installed a critical sampling station,
and EPA made available $200,000 for
Friends of the Cheat to implement projects
in the watershed under the direction of the
River of Promise Technical committee.
"We've got a long way to go," says
Bassage, "but water quality has already
Started to improve. By focusing on partner-
ships and including a broad range of
distance. He notes that the spirit of cooper-
ation is now so strong that it is often difficult
to tell which groups individuals represent.
One important lesson, he believes, is the
value of involving local industry in the effort.
This lends much needed credibility to the
partnership, and allows the community as a
whole to see that the effort works and is not
about big government, special issues, and
confrontation. On the contrary, it is
inclusive, broad-based and focused on a
goal (clean water) that benefits everyone
and improves the quality of life.
For more information:
contact Dave Bassage, Friends of the Cheat,
304-379-3141, 304-379-3142 (fax),
dbassage@access.mountain.net
Fish Creek Watershed,
Indiana and Ohio
Can Partners Look Beyond
Their Individual Interests?
The effectiveness of stakeholder partner-
ships is weE illustrated in the work being
done at the Fish Creek Watershed, which
drains 110 square miles of agricultural land
in northeast Indiana and northwest Ohio.
The creek is noted for having the most
diverse assemblage of freshwater mussels in
the Great Lakes Basin: 31 species inhabit the
creek. Of these, three are endangered. Soil
erosion and loss of wetlands and forest land
threaten the system.
Together, partners from a multitude of
public and private organizations have
succeeded in reforesting land along the
creek, fencing livestock, restoring wetlands,
and creating a nature reserve. Lariy
Clemens, of the Nature Conservancy, attrib-
utes the success of the project to the fact
that each partner is able to look beyond his
or her organization's "traditional" interest
and focus on the needs of the watershed.
The partners share a vision that water
Top 10 Watershed Lessons Learned
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Reforestation along the Fish Creek Watershed in Indiana.
quality should be protected in a way that
allows for economic development. Implement-
ing the vision requires a lot of "cold calling"
on the part of the partners to build bridges
with landowners. They also use a local
advisory group to solicit the input of local
citizens in individual projects.
The
anager shared
•this information
with the
partners, who
•then stepped
•forward with the
•funds*.
The reforestation project, which affected
some 265 acres of row crop (corn and soy
beans) fields along the creek, is a tangible
example of how the partnership works. Not
sure of where to begin, the project manager
turned to the local advisory group and asked
for guidance. Knowing the community, the
group strongly recommended that, as a first
step, the Fish Creek Watershed Project should
offer to pay 100 percent of the reforestation
costs. The project manager shared this
information with the partners, who then stepped
forward with the funds. Funding partners
included US Fish and Wildlife Service, Soil
Conservation Service (now Natural Resources
Conservation Service), local soil and water
conservation districts, OH Department of
Natural Resources, IN Department of Natural
Resources, National Turkey Federation, US
EPA, and the Nature Conservancy.
For more information:
contact Larry Clemens, 219-665-9141,
219-665-9141 (fax) or visit the Nature
Conservancy's home page and see the
Indiana subsection, www.tnc.org.
Know Your Watershed
A Key Resource for All
Partnerships
Know Your Watershed, a public-private
partnership operating out of West Lafayette,
Indiana, supports existing watershed partner-
ships and helps in the creation of new ones.
Its goal is to have 2000 watershed partner-
ships in the nation by the year 2000. As of
mid-1997, it had identified over 1000. Know
Your Watershed supports watershed-to-
watershed networking, technology transfer
efforts, and capacity building at the regional,
state, and local levels. Their Starter Kit (see
Lesson #7 under Key Contacts and
Resources) hones in on the keys to making
watershed groups work. Project Manager
Karol Keppy explains, "Lack of funds and lack
of a full-time watershed coordinator are often
excuses. The real problem usually lies deeper.
It centers on fear of conflict, fear of working
with the 'opposition,' or lack of sincere
understanding of all the sides of issues."
Know Your Watershed works with
national and state partners to multiply the
watershed approach message. For example,
partners like Tennessee Valley Authority,
River Network, North American Lake
Management Society, and others joined
together in 1997 to sponsor a Southeast
Regional Watershed workshop in
Chattanooga, TN. Another example is a
Farmer-Led Watershed Initiatives Conference
Top 10 Watershed Lessons Learned
-------
ITS '_
d
sponsored by tlic National Pork Producers
Council, Dupont, Xovaru's, (lie Institute
for Agriculture ;uid Trade Policy and tlie
McKniglH Foundation in Mankato, Minnesota.
Further, in tlie Elk Creek Watershed in
Montana, the Adopt-A-Stream project and
the local conservation district worked with
the Montana-based Know Your Watershed,
an independent slate effort that utilizes
materials created by the national partner-
ship, to hold a workshop at which local
residents decided to establish a watershed
council, A 20-year vision was also developed:
die creek was to be "running full length with
good water" and was to have "numerous
fish" and "happy neighbors." The new
council wanted to correct the severe erosion
problems in the creek that had begun with a
1995 flooding. This new partnership has
been successful in securing a Section 319
grant and State Fishery grants to help support
their pilot restoration project.
For more Information:
contact Know Your Watorshed.765-494-9555,
765-!M-5%9 (fax), kyw@ctfc.purdue.edu or Jill
DavEcs, 14 Old Bull River Road, Noxon, MT
69853, nox2228Smontana.com (e-mail).
Coy Contacts and Resources
.-B&RTNEBStlllLSUCCESS_STQBl&$
Wator Works: Your Neighbors Share
Ideas on Working In Partnership for
Clean Water: 1997, Tennessee Valley
AuilKWty, Wator Management, 400 West
Summit Hill Drive, WT10D, Knoxville, TN,
37902-1409, Kathleen O'Brien, (lead author),
423-632-8502,423-632-3188 (fax),
kobrien@tva.gov, guide describing
Tennessee Valley community leaders'
efforts to form groups and keep their
momentum - journalistic approach with
on-the-ground examples. Provides many
ideas for developing partnerships that work.
Stories of Shirley Turner, Larry Zehnder,
and Lynn Smith in particular.
Watershed Management: Four
Examples, 60 minute video featured at
Watershed '96 conference satellite down
link, $34. Great partnership examples,
especially Henry's Fork, ID. Other case
studies are Greenwich Bay, Rl, Milwaukee
River, Wl, and Edward's Aquifer/Seco Creek,
TX. Produced by Department of Soil and
Atmospheric Sciences, Cornell University
and Cornell Cooperative Extension,
Cornell University Resource Center,
7 Business/Technology Park, Ithaca, NY
14850, Phone: 607-255-2090, Fax: 607-255-
9946, e-mail: Dist_Center@cce.corneil.edu
Mark Twain Water Quality Initiative:
an alliance of farmers, soil and water
conservation districts, government, agri-
business, community officials, educators,
schools, financial institutions, health depart-
ments, private industries, real estate boards,
trade and commodity organizations, and
special-interest groups to safeguard the
water quality of Mark Twain Lake and six
other public water supply reservoirs. This
18,000 acre lake is an important drinking
water source in Northeast Missouri being
threatened by agri-chemicals, nutrients, and
sediment. Contact: Ray C. Archuleta, Water
Quality Project Manager, Mark Twain Water
Quality Initiative, USDA-NRCS Macon, MO
816-385-6359 for additional information.
Coastal America: A Partnership
Paradigm for Protecting and Restoring
Ecosystems and Watersheds, Virginia
Tippie, Director, Gail Updegraff, Deputy
Director, Coastal America, Silver Spring,
MD, paper delivered at Watershed '96,
http://www.epa.gov/OWOW/watershed/
Proceed/tippie.html
Grande Ronde Model Watershed
Program "Partnership for Success,"
Patty Perry, Executive Director Grande
Ronde Model Watershed Program, LaGrande,
OR, paper delivered at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/perry.htmi
• McKenzie Watershed Council's Water
Quality Partnership, (funded by several
Council partners) has been instrumental in
developing and implementing a long-term
water quality monitoring program that will
assist in monitoring the health of the river
over time. Coordinator, John Runyon,
541 -752-0947, P.O. Box 1025, Corvallis,
OR 97333, 541-766-8336 (fax),
runyon@poraxis.com
• Partnerships That Pay Off: TVA's
Watershed Approach, Wayne Poppe,
Acting Manager Renee Hurst, Education
Specialist, Clean Water Initiative, Tennessee
Valley Authority, Knoxville, TN, paper
delivered at Watershed '96. http://www.epa.
gov/OWOW/watershed/Proceed/poppe.html
• National Nonpoint Source Forum,
Larry Selzer, Conservation Fund and Chair
of Forum, remarks at Watershed '96
http://www.epa.gov/OWOW/watershed/selze
r.html Excellent example of broad-based
partnerships involving the public and private
sectors. Tangible result is the National
Watershed Awards. EPA Contact: Carl Myers,
202-260-7040, myers.carl@epamail.epa.gov
• CREEC: A Central Oregon Partnership
Focused on Watershed Education and
Restoration, Dean Graver, Forest Fisheries
Biologist, Ochoco National Forest, Prineville,
OR, David A. Nolte, Bring Back the Natives
Project Coordinator, Trout Unlimited, Redmond,
OR, paper delivered at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/grover.html
• Rathbun Land and Water Alliance,
broad-based alliance, established as a
non-profit, working to protect the drinking
water supply in south central Iowa (rural
community). Contact: Jim Cooper,
515-437-4376.
Top 10 Watershed Lessons Learned
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£-<
ci
China Lake Watershed Restoration
Project Alliance, established in 1994 as
a regional nonprofit corporation to protect
their drinking water and other uses of the
lake. Involves three lake associations,
three towns, a water district and a local
water utility. Contact: Tony St. Peter, Maine
Department of Environmental Protection,
207-287-3901, or Norm Marcotte, 207-287-
7727, www.state.me.us/dep/npst54.htm
Golf and the Environment: Creating a
Sustainable Future, Environmental
Principles for Golf Courses in the United
States, short pamphlet developed by The
Center for Resource Management, 1104 East
Ashton Avenue, Suite 210, Salt Lake City,
Utah, 84106, provides recommendations for
environmentally sensitive golf courses.
EPA contact: Phil Oshida, 202-260-6045.
PARTNERSHIPS WITH CORPORATIONS
AND FARMERS
GENERAL PARTNERSHIP NETWORKING
TOOLS AND MODELS
Wildlife Habitat Council, has succeeded
in putting on the ground, in partnership
with corporations and others, enhancement
projects on over 400,000 acres in 41
states. 1010 Wayne Avenue, Suite 920,
Silver Spring, MD, 20910, 301-588-8994,
301-588-4629 (fax), whc@cais.com,
http://www.wildlifehc.org/index.html
Regional offices located in South Carolina,
Michigan, and Kentucky. Robert Johnson,
Vice President. The Cooper River
Corridor Project Community-Based
Planning Initiative is a key example
of the power of partnerships to achieve
sustainable development within a
watershed context.
The Pork Industry's Environmental
Partnerships, Environmental Services,
National Pork Producers Council, paper
delivered by Jeff Gabriel at Watershed '96.
http://www.epa.gov/OWOW/watershed/
Proceed/gabriel.html
Farm-A-Syst, Gary Jackson, 608-265-2773,
608-265-2775 (fax), paper presented at
Watershed '96, http://www.epa.gov/OWOW/
watershed/Proceed/jackson.html
Watershed Education: Goals and
Strategies for Training, Communication
and Partnerships, short piece summariz-
ing the outcome of a session that the
National Fish and Wildlife Foundation hosted
in 1996 where approximately 60 key
watershed educators gathered. Good
discussion of partnerships., 1120
Connecticut Ave., NW, Suite 900,
Washington, DC 20036, 202-857-0166,
202-857-0162 (fax), www.nfwf.org.
Contact: Kathleen Pickering.
West Virginia Watershed Network
coordinates financial and technical
assistance to local watershed associations,
including newsletters to groups, statewide
networking. Contact: George Constantz,
West Virginia DEP, 304-856-3911,
304-856-3889 (fax).
National Watershed Network,
Know Your Watershed, 765-494-9555,
765-494-5969 (fax), kyw@ctic.purdue.edu,
http://www.ctic.purdue.edu/Watershed/
WatershedOptions.html
Sourcebook for Watershed Education
provides details on creating or enhancing
programmatic support for watershed
education and problem solving. It includes
information on developing program vision
and goals, obtaining community support
and participation, program review and
assessment, and sharing your story with
others. Developed by Global Rivers
Environmental Education Network, 206
South Fifth Avenue, Suite 150, Ann Arbor,
MI 48104, www.econet.apc.org/green/
313-761-8142.
1996-1997 River and Watershed
Conservation Directory, River Network
and the Department of Interior National
Park Service, includes approximately 3,000
organizations whose missions directly
involve river and/or watershed conservation.
River Network, P.O. Box 8787, Portland,
OR, 503-241 -3506, rivernet@igc.apc.org,
503-241-9256 (fax)
Missouri Watershed Information Network,
clearinghouse for watershed information
in Missouri, Jerry Carpenter, University
of Missouri Extension, 573-882-0085,
jerry_d._carpenter@muccmail.missouri.edu,
Chris Bromley, administrative assistant,
Chris_Bromley@muccmail.missouri.edu.
Partnership of state and federal agencies,
non-governmental organizations, natural
resource interest groups, and private
industries.
PARTNERSHIP GUIDES
AND RECOGNITION PROGRAMS
Using Nonprofit Organizations to
Advance Estuary Program Goals,
EPA842B093008, November 1993,
1-800-490-9198. While designed for
estuaries, this document examines how
nonprofit organizations can fulfill the role
of attracting and receiving funds as well
as carrying out implementation and
oversight. This document may be useful
to watershed groups who are considering
working with or setting up a nonprofit.
Contact: Betsy Tarn, EPA, 202-260-6502.
Watershed Partnerships: A Strategic
Guide for Local Conservation Efforts
in the West, 1997, Western Governors'
Association, 600 17th Street, Suite 1705,
South Tower, Denver, CO, 80202-5452,
www.westgov.org, 81 pages, http://www.
westgov.org/wga/publicat/wsweb.htm
National Watershed Awards, annual
award program to recognize innovative
watershed protection by communities,
http://www.terrene.org/cfaward.htm,
http://www.epa.gov/OWOW/watershed/
cfindust.html, http://www.ctic.purdue.
edu/KYW/KWY.html
Top 10 Watershed Lessons Learned
-------
-------
Good Tools Are Available
Good tools are essential to the success
of the watershed approach. Tools are
broadly defined to include geographic
information systems, "how to" guides,
funding sources, regulations (when
appropriate), and monitoring and modeling
programs. The sources of funds and techni-
cal assistance vary widely, from corporate,
government, to nonprofit organizations.
In many watersheds, technical advisors
are critical to the effort as watershed
residents need a sound, scientifically-based
understanding of the resource in order to
make good decisions. Some studies suggest
that one of the biggest challenges for
watershed groups is securing funding. Many
states have special funds to support
watershed groups, but using creativity in
finding other sources is always needed. GIS
maps have been very helpful to watershed
efforts and have served to educate
constituency groups such as town councils
and landowners. Fortunately, many tools
are available to assist watershed groups.
Project NEMO
Impervious Surface Analysis
Can Be Startling
The Nonpoint Education for Municipal
Officials (NEMO) Project of University of
Connecticut Cooperative Extension is
demonstrating the power of using
Geographic Information Systems (GIS) to
advance watershed protection. And, while
NEMO uses GIS and remote sensing (RS) for
limited watershed analysis, NEMO Project
Director Chester Arnold stresses that the
most important — and most often
overlooked — use of these high-tech tools
is for education.
off IMEIVIO
lly
NEMO uses the power of computerized
GIS maps to educate busy local land use
decision makers on the complexities of
the land use/water quality connection.
The maps help to graphically and simply
illustrate the concept of watersheds, the role
of land use in determining water resource
health, the relationship between watershed
boundaries and political jurisdictions, and
the location of key natural resources.
Arnold emphasizes that the maps are not
complicated, and are combined with local
photographs and computer graphics to
make them as simple and understandable as
possible. The idea is catching on —
adaptations of NEMO are springing up
around the country.
One aspect of NEMO that really gets
people's attention is the project's analysis of
impervious surfaces, which is recognized as
a key indicator of watershed health. NEMO
conducts an impervious surface "build-out"
analysis, which compares current levels to
future levels projected from local zoning
regulations. The difference is often startling
to local officials, and can help direct
changes to land use policies and manage-
ment that are more protective of water
resources. In partnership with The Nature
Conservancy, the Environmental Protection
Agency, and the U.S. Fish and Wildlife
Service, the UConn NEMO team has been
working on two pilot watershed projects in
the lower Connecticut River valley. These
projects use additional GIS data layers, like
soils and parcel (property line) information,
to lend more in-depth educational and
analytical assistance to the watershed
communities. For instance, GIS is used to
target high priority large woodlot and
stream side property owners for educational
programs. In addition, maps of priority
conservation areas and areas best suited for
development are being prepared.
For more information:
contact Chester Arnold, 860-345-4511
(complete listing under Key Contacts and
Resources in this lesson)
Top 10 Watershed Lessons Learned
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S.TVS Our Streams volunteers working together to lay a faclno in a trench. Cmlit:Jar West
Save Our Streams,
Izaak Walton League
Stream Restoration Services
for Local Watershed Projects
Somes
or© £»t>Ies to get:
•funding support
can
with sis littles sis
^4500-^1000 of
own monciy.
Through workshops, guides and a
1-800 number, Save Our Streams (SOS),
operating out of Gaithersburg, MD, provides
technical assistance on stream restoration
and volunteer monitoring techniques to local
watershed groups. Training is designed for
all ages. SOS maintains a nationwide
computer database of roughly 4,000 projects
through which groups can coordinate their
efforts with others. A typical hotline call
might be a water watch group wanting to
know techniques and plant types for restor-
ing grass beds, plants that work well in
sandy soils, and techniques for planting on
steep slopes where the bank can not be
graded. Save Our Streams is able to refer
the caller to projects across the nation who
have tackled and solved similar issues.
SOS encourages local groups to partner
with federal and state agencies and private
sector sponsors to bring costs down. Some
groups are able to get enough outside
funding support that they can restore a
stream with as little as $500-$ 1000 of their
own money. This partnering can pay off in
other ways: in several states, like Virginia
and West Virginia, data collected by
volunteer monitors has been used in the
States' official water quality reports.
The typical SOS workshop lasts 1 to 2
days and covers materials developed by SOS
and others. For example, besides using the
Global Rivers Environmental Education
Network's teacher manual, they also use the
SOS wetlands assessment handbook that they
developed with the aid of citizen's groups.
Save Our Streams always takes time
to learn the watershed's history before they
go into a community to conduct a workshop.
Top 10 Watershed Lessons Learned
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Save Our Streams volunteer digging a
trench for a facine. Creait:Jay West.
By this they mean not just the events but the
culture and the people. This helps them to
understand why one group of citizens may
oppose another and to construct ways to
build trust between them. A one size fits all
national approach does not work, as each
watershed is unique.
For more information:
contact the National Save Our Streams,
301-548-0150, 301-548-0146 (fax),
http://www.iwla.org, 1 -800-BUG-IWLA.
Ask for a copy of their excellent summary of
stream restoration resources.
Contacts and Resources
TECHNICAL ASSISTANCE
Watershed Protection Techniques,
periodic bulletin on urban watershed
restoration and protection tools, Center for
Watershed Protection, 8737 Colesville Road,
Suite L-105, Silver Spring, MD 20910, 301-
589-1890, 301-589-8745 (fax), http://www.
pipeline.com/~mrrunoff/ Thomas Schueler,
Editor-in-Chief and June Beittel, Managing
Editor. Many watershed practitioners find
this useful as a source of information for
best management practices information and
case studies. Subscriptions are $48 or $28
for students.
Watershed Tools Directory, EPA 841 -B-
95-005, compilation by the U.S. EPA of over
200 watershed related tools. Contact: Chris
Laabs, U.S. EPA, 401 M Street, S.W. 4503F,
Washington, DC 20460, 202-260-7030,
www.epa.gov/OWOW/watershed. See also
Compendium of Tools for Watershed
Assessment and TMDL Development, a
review of watershed models and techniques,
EPA841 -B-97-006, available from
1-800-490-9198.
Watershed Academy, watershed training
for watershed managers and pointer
system to other training opportunities.
Contact: Doug Norton, 202-260-7017.
http://www.epa.gov/OWOW/watershed/
wacademy.htm, provides training for
watershed managers based on local, state,
tribal, and federal experiences in implement-
ing the watershed approach throughout the
past decade.
National Save Our Streams Resource
List, March 1997, is a very comprehensive
list of stream-related conservation resources
including short descriptions and contacts for
ordering. Broken down into categories for
easy use. IWLA, Save Our Streams, 707
Conservation Lane, Gaithersburg, MD,
20878-2983, 301-548-0150, 1-800-BUG-
IWLA, savestrm@iwla.org.
Applied River Morphology, Dave Rosgen,
1996, Pagosa Springs, Colorado. Guide for
the classification, assessment, and monitor-
ing for rivers and the applications for water
resource management, 970-264-7100,
970-264-7121 (fax).
Ecological Restoration: A Tool to
Manage Stream Quality, U.S. EPA,
EPA841 -F-95-007, http://www.epa.gov/
OWOW/NPS/Ecology/, Theresa Tuano, 202-
260-7059. Call 1 -800-490-9198 to order.
Guide explains CWA authorities for restora-
tion of streams, linkages with state water
quality standards, and cost-effectiveness
of techniques.
Watershed Approach to Urban Runoff:
Handbook for Decision Makers, Terrene
Institute, 4-B Hebert Street, Alexandria, VA
22305, 703-548-5473,703-548-6299 (fax),
www.terrene.org. In addition, the
ENVIROSCAPE Watershed Model is a
powerful 3 dimensional tool that many
States have purchased and will loan out
to watershed groups who can not afford
it themselves.
Project NEMO, Chester Arnold, University
of Connecticut Cooperative Extension
System, 1066 Saybrook Road, Box 70,
Haddam, CT 06438-0070, 860-345-4511,
carnold@canr1 .cag.uconn.edu,
www.lib.uconn.edu/CANR/ces/Nemo/
See Watershed '96 paper: Training Local
Officials in Watershed Management
Using User-Friendly Geographic
Information Systems, Lorraine Joubert,
Water Resource Specialist, Alyson McCann,
Water Quality Coordinator, Dr. Arthur Gold,
Professor, PhD, University of Rhode Island,
Natural Resources Science, Kingston, Rl,
www.epa.gov/OWOW/watershed/
Proceed/arnold.html
Farm-A-Syst and Home-A-Syst - tools
to help farmers and landowners determine
the pollution potential of their activities and
develop action plans to reduce the risk,
550 Babcock Drive B142, Madison, Wl,
53706-1293, 608-265-2773, 608-265-2775
(fax), www.wisc.edu/farmasyst. Paper
presented at W '96, http://www.epa.gov/
OWOW/watershed/Proceed/jackson.html
The Freshwater Imperative: A Research
Agenda, Island Press, 1995, Island Press,
Box 7, Dept., 2NET, Covelo, CA 95428
or call 1-800-828-1302 Fax orders to
707-983-6414. Establishes a research
agenda for freshwater with an emphasis
on watershed protection centered around
three key issues: biological impoverishment,
altered hydrological regimes, and risks
to human health and quality of life.
http://www.islandpress. com/books/
bookdata/FWimp.html
Federal Guidance for the Establishment,
Use and Operation of Mitigation Banks,
Federal Register, Vol. 60, No. 228, November
28,1995, Contact: Thomas Kelsch (EPA),
202-260-8795 http://ceres.ca.gov/wetlands/
policies/mitigation_guidance.html
PLANNING AND NETWORKING TOOLS
Watershed Partnership Starter Kit,
video and guides that cover the basics
for developing and sustaining watershed
partnerships, Know Your Watershed,
Conservation Technology Information Center,
1220 Potter Drive, Room 170, West
Lafayette, IN 47906, 765-494-9555,
765-494-5969 (fax), kyw@ctic.purdue.edu,
http://ctic.purdue.edu/KYW/KYW.html
Also, see the Calendar of Events and
Top 10 Watershed Lessons Learned
-------
the National Watershed Network on
(ho stone wob slto.
Water Environment Federation
Technical Chat Area on Watersheds,
Watershed & Wot Weather, Range of Topics:
Watershed Quality & Management, Nonpoint
Source, Wetlands, Ecology, Water Reuse,
Cross-Media Impacts, Blomonitoring,
NPDES & Storm water Permitting, Water
Quality Criteria & Standards, Modeling
& Analytical Tools, Clean Water Act,
hltp^Aww.wof.org/wwwboard/watershed/
vv\v.vboard.html Moderated by Greg McNelly,
gmcrKitlyQwof.org
Starting Up: A Handbook for New River
and Watershed Organizations, covers the
basics including by-laws and how to get
grants. Watershed practitioners have found
this very useful. Also, Kleer Voices newsletter
Issues on "Say It with Pictures," "Developing
Your Message," and "Media Matters" are
very popular and useful (see Appendix 3).
The Watershed Innovators Workshop,
June 4-5, Proceedings Includes The
Swilt River Principles (see Appendix 1).
River Network, Pat Munoz, '1000 Albemarle
St., N.W, 303, Washington, DC 20016,
202-364-2550, 202-364-2520 (fax),
http^Avww,teloport.com/-rivemet/, Kathy
LuschOf, 1-800-423-6747,503-241-9256
((ax), (rivemel8igc.apc.org}, P.O. Box 8787,
Portland, OR, 97207-8787.
Greener Thumb, 30 minute video for home-
owners to create environmentally-friendly
lawn and landscapes, produced by Rutgers
University Cooperative Extension Service,
P.O. Box 231, Now Brunswick, NJ, 08903-
0231, Michael Otohan, 908-932-0640.
DATABASES AND MODELING
The National Water Information System
— A Tool for Managing Hydrologic Data,
John C. Briggs U.S. Geological Survey,
Reston, VA, Alan M. Lumb, U.S. Geological
Survey, Reston, VA, paper delivered at
Watershed '96. http://www.epa.gov/OWOW
/watershed/Proceed/briggs.html
A Wasteload Allocation Modeling Tool
for Watershed Management, Wu-Seng
Lung, Professor, Department of Civil Engi-
neering, University of Virginia, Charfottesville,
VA, paper presented at Watershed '96, www.epa.
gov/OWOW/watershed/Proceed/Iung.html
BASINS, Geographic Information System
application to help states and tribes
evaluate existing data sources to identify
water bodies that may not be achieving
water quality standards. Works within
IBM-compatible environment. Contact:
Gerry LaVeck, US EPA, 401 M Street, S.W.
4305, Washington, D.C. 20460
202-260-7771, 202-260-9830.
http://www.epa.gov/OST/BASINS/
Surf Your Watershed, US EPA, 401
M Street, 4503F SW, Washington, DC 20460,
Karen Klima, 202-260-7087, www.epa.
gov/surf. Internet tool for managers and
citizens to locate watershed information.
Index of Watershed Indicators Project,
Chuck Spooner, 202-260-1314, EPA's effort,
in partnership with many, to describe the
condition of watersheds nationally. Available
at http://www.epa.gov/surf/iwiprev.html
Massachusetts' watershed modeling
tool, Andrew Gottlieb, MA DEP, 11 Winter
St, Boston, MA 02108, 617-292-5653,
617-292-5696 (fax).
Watershed Planning System: A Tool for
Integrated Management of Land Use
and Non-Point Source Pollution Deborah
Weller, Joseph F. Tassone, Dawn M. DiStefano,
and Nevitt S.Edwards, Maryland Office of
Planning (OP), paper presented at Watershed
'96 http://www.epa.gov/OWOW/watershed/
Proceed/weller.html
FINANCIAL
Watershed Protection: Catalog of
Federal Programs, US EPA, EPA-841-B-
93-002, March 1993, Contact: Joan Warren,
202-260-7796. Describes federal programs
that provide funding or technical assistance
for watershed projects. 107 pages.
EPA Environmental Financing Web Page,
http://www.epa.gov/efinpage/efptools.htm
This page includes guidebooks on traditional
and alternative financing tools. Note: EPA
grants information web page is located at
http://www.epa.gov/ogd/grants.htm Includes
information on EPA's wetlands grants, nonpoint
source grants, and National Estuary grants.
Also, visit the page on tools to finance
community-based environmental protection
at http://www.epa.gov/efinpage/guidebk/
sec8.htm The Clean Water State Revolving
Fund Program has been made more flexible
to allow states to focus on their highest-
priority issues, 202-260-7359,
http://www.epa.gov/efinpage/srfcon.htm.
Financing Marine and Estuarine
Programs: A Guide to Resources,
September 1988, EPA503/8-88/001,
Contact: Joe Hall, 202-260-9082.
Order from 1-800-490-9198.
Top 10 Watershed Lessons Learned
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Measure, Communicate, and
Account for Progress
Having systems in place to measure and
communicate progress is a critical part of
watershed work. Appropriate measures not
only keep watershed issues on people's
radar screens, but, as they are met, allow
stakeholders to share successes and to
highlight new challenges to the watershed.
Progress can be measured in many
ways and communicated through meetings,
brochures, internet sites, annual reports,
news releases, and other ways. The
important thing is to make sure that the
appropriate measures of progress (often
referred to as indicators) are selected
and that information on these indicators
is shared with relevant stakeholders.
Measurements of progress should be
associated with achieving goals set for
the watershed effort (see Watershed Lesson
#1). Depending on the goal, groups may
choose water quality measurements
(e.g., dissolved oxygen, bacteria levels,
fecal coliform) or less directly water-
quality based results (e.g., number of
trees planted, number of watershed
groups in a state, pounds of trash
collected, number of canoe rentals,
number of miles protected from erosion).
To make sure that progress does indeed
occur, most watershed groups spell out
who is responsible for what in their
watershed plans. Some go so far as to
establish agreements that commit groups to
certain actions within certain time frames.
Spelling this out can help with accountability.
In terms of groups to whom progress
should be communicated, county commis-
sioners, elected local and state officials,
watershed residents, and major companies
in the watershed are at the top of the list for
most watershed practitioners. Over time, as
updates on progress are made, practitioners
have found that some constituencies will
begin to ask for them —a sign that
awareness has been raised.
Tennessee Valley Authority
Data Collection is Not
Enough
"The Tennessee River is
Tennessee Valley Authority's
CTVA.) special responsibility
and reason for being. The
people of our region expect
us to serve as the river's
manager and caretaker."
According to Wayne Poppe of the
Tennessee Valley Authority's Clean Water
Initiative, that acknowledgment of steward-
ship drives the organization's commitment
to accountability through good stakeholder
communication.
The "front lines" of interaction with the
public are TVA's River Action Teams —
water resource professionals and education
specialists assigned to work in specific
watersheds across the Tennessee Valley.
Their mission is to build partnerships with
local residents, business and industry, and
government agencies and to foster public
responsibility for watershed protection and
improvement. TVA's watershed management
strategies for individual hydrologic units all
across the Tennessee Valley are based on
both a scientific assessment of resource
needs and an assessment of local
The objective is
to malce sure
r resources
enough condition
to provide the
benefits
important to
local citizens.
community needs. The objective is to make
sure water resources are in good enough
condition to provide the benefits important
to local citizens. Team members work
side-by-side with watershed residents to
accomplish these objectives, and Poppe
feels this partnership approach is critical:
"Our on-going presence hi the field is a key
component of our efforts to establish the
dialogue that will help to improve and
protect the river. No matter how good we
Top 10 Watershed Lessons Learned
-------
TVA's River Action Team performing
a quick diagnosis of water quality.
Credit: Tennessee ValleyAittbority
are at data collection and reporting, we
ultimately miss the mark if \ve fail to provide
tills interaction with the river's users."
Telling the story is important too.
Communication products that illustrate
progress achieved should be tailored to fit
the audiences they're trying to reach. As an
example, a new series of attractive and user-
friendly watershed brochures profile the
residents to see at a glance what conditions
are like in the lakes that matter most to
mem. The information in the brochures is
presented with a river user's perspective in
mind, taking into account the varied
interests of local residents — everything
from whether it's safe to eat the river's fish
or swim in the lake. Far more than just a
"report card" on ecological health, the
brochures serve to raise awareness among
Ustn3 * technique knewn » rapid bloassassmont, TVA's River Action Teams can take a quick
'•napiliet* of a stream1* condition, performing a quick diagnosis of water quality concerns and thus
ensuring a Lister putli to treatment. OulitTemicssixValtyAuiliority.
ecological health of TCVs lakes by reporting
on the condition of five indicators or "vital
signs" — chlorophyll, oxygen, fish, bottom
life, and sediment. The brochures can be
used by watershed residents to track
changing conditions, as well as to identify
areas where further cleanup and protection
must occur, Ratings for ecological health
indicators are color-coded onto an easy-to-
read map of the watershed, allowing
watershed residents about local water
quality issues and to channel that new
understanding into support and involvement
in improvement and protection efforts.
Poppe believes mere are some
fundamental aspects of measuring progress:
"Accurately monitoring conditions in the
watersheds. Reporting on the types of things
that are meaningful to the public. Effectively
communicating both progress and the need
for improvement. Helping watershed
residents use this information to make
changes that will ultimately lead to the fulfill-
ment of their goals for the river's use.
That's the kind of accountability that can
serve as a benchmark for substantive,
long-term improvements in water quality."
For more information:
contact Wayne Poppe, 423-451 -7333,
423-751-7648 (fax)
Brazos River Authority,
Texas
Progress Doesn't
Happen Overnight
Tom Conry, from the Brazos River
Authority in Texas, stresses that the results
of watershed work do not come about over
night. It may take 5 to 10 years of sharing
information to achieve substantial progress.
For example, in the Oyster Creek watershed,
data collected by volunteer monitors was
shared with industry and others in the
community. The data suggested an impact
on the system by the industry's discharge.
After working together for two years,
industry came to understand that they
were impacting the stream. Similarly, the
monitors realized that industiy was only
responsible for part of the problem: non-
point source pollution was responsible for
up to 50 percent.
m
Top 10 Watershed Lessons Learned
-------
Industry decided to re-engineer their
discharge system to remedy the situation
when they realized that (1) the data was
good and (2) the monitors were not
pointing fingers exclusively at them. As a
result, the partnership has continued to
grow. In fact, the industry has supported the
volunteer monitors with chemical supplies
and monitoring kits. In addition, they are
Oyster Creek water quality monitors
Judy Cole and Donna Phillips out on the job.
Credit: Provided by Colleen Spencer, Oyster Creek Community
Led Environmental Action Nehvork.
funding a constructed wetlands pilot
project. The key, Conry believes, is to
keep key constituencies aware of progress
as its made in the watershed and to say
thank you as little successes occur.
For more information:
contact Tom Conry, Brazos River Authority,
817-772-6010, 7935 (fax), tomco@brazos.org
PAPERS THAT ADDRESS
ACCOUNTABILITY IN WATERSHEDS
Addressing Barriers to Watershed
Management, Robert W. Adler, Associate
Professor University of Utah College of Law,
Salt Lake City, UT, paper delivered at
Watershed '96, http://www.epa.gov/owow/
watershed/Proceed/adler.html. See Journal
of Environmental Law for complete article,
25 Environmental Law 973-1106 1995.
Clean Water Act Problems and
Watershed Solutions, Katherine A.
O'Connor, A.I.C.P., Health and Regulatory
Specialist, Orange County Water District,
Fountain Valley, CA, paper delivered at W'96,
http://www.epa.gov/owow/watershed/
Proceed/oconnorl .html
Watershed Education and Restoration,
Dean Grover, Forest Fisheries Biologist,
Ochoco National Forest, Prineville, OR,
David A. Nolle, Bring Back the Natives
Project Coordinator, Trout Unlimited,
Redmond, OR, paper delivered at Watershed
'96, http://www.epa.gov/owow/watershed/
Proceed/grover.html
Indicators of International Progress,
Ethan T. Smith, Supervisory Hydrologist, U.S.
Geological Survey, Reston, VA, Martin P.
Bratzel, International Joint Commission,
Windsor, Ontario, Canada paper delivered at
Watershed '96, http://www.epa.gov/
OWOW/watershed/Proceed/smith_et.html
Maryland's Tributary Strategies:
Statewide Nutrient Reduction Through
a Watershed Approach, Lauren Wenzel,
Roger Banting, and Danielle Lucid, Maryland
Department of Natural Resources, Annapolis,
MD paper delivered at Watershed '96,
http://www.epa.gov/OWOW/watershed/
Proceed/wenzel.html
WATERSHED GOALS AND INDICATORS
Developing an Applied System of
Ecological Indicators for Measuring
Restoration Progress in an Urban
Watershed, Andrew Warner, Hydrologist,
Metropolitan Washington Council of
Governments paper delivered at Watershed
'96, http://www.epa.gov/OWOW/watershed/
Proceed/warner.html
• Water Works: Your Neighbors Share
Ideas on Working in Partnership for
Clean Water, Tennessee Valley Authority,
March 1997. Useful guide. Kathleen
O'Brien, editor, 423-632-8502, 423-632-3188
(fax). See story of Linda Hixon. Tennessee
Valley Authority, Lake and Stream
Condition Watershed Brochures, Wayne
Poppe, 423-451-7333, 423-751-7648 (fax)
• Index of Watershed Indicators Project,
Chuck Spooner, 202-260-1314, EPA's effort,
in partnership with many, to describe the
condition of watersheds nationally. Available
at http://www.epa.gov/surf/iwiprev.html
• Water Quality Indicator's Guide:
Surface Waters, Second Edition, Soil and
Water Conservation Society, 7515 Northeast
Ankeny Road, Ankeny, IA 50021-9764, 515-
289-2331, http://www.swcs.org/books.htm,
easy-to-follow process to check local lakes
and streams
• Environmental Indicators of Water
Quality in the United States, EPA841-R-
96-002 and Environmental Indicators of
Water Quality in the United States Fact
Sheets EPA841-F-96-001, June 1996,
http://www.epa.gov/OW/indic/, available for
free by calling 1-800-490-9198. Short
reports describing the water quality in the
United States using a set of 18 environmen-
tal indicators that measure progress toward
national water goals and objectives.
Contact: Sarah Lehmann, 202-260-7021.
Top 10 Watershed Lessons Learned
-------
-------
Education and Involvement
Drive Action
"Education can help create
support for the watershed
effort...landowners •would
have been more receptive
to the watershed effort
and more involved in
projects if there had been
better education."
— The Watershed Source Book,
University of Colorado
Natural Resources Law Center, 1-43
Earth Day, 1970, and the resulting
actions taken by government demonstrated
that public support is the engine that drives
protection of the environment. But public
support depends upon public awareness,
involvement, and education. Watershed
awareness campaigns and education
programs can help people who live, work,
and recreate in a watershed understand
what the problems are and how they can
help remedy them. Based on lessons
learned by watershed educators, effective
watershed communication involves:
understanding one's audience,
being careful with terms,
and knowing how the target
audience likes to receive
its information. Further, one
should be ready to explain
how that particular audience
can help remedy the
problems - what actions
they can take.
When it comes to creating awareness in
the general public, watershed coordinators
have used many different mechanisms,
including highway signs, bumper stickers,
billboards, awards, field trips, newsletters,
and newspaper inserts as well as cutting
edge approaches such as the internet.
A large number of people have also been
reached through public service announce-
ments, license plates, storm drain stenciling,
peer to peer communication, and
community events.
Educating a community for the purpose
of stimulating voluntary action means target-
ing groups from all walks of life: farmers,
businessmen, school children and teachers,
local government officials, homeowners, and
the like. Well designed education programs
can lead to tangible results, especially when
they get participants out in the field, are
delivered in an effective way, and encourage
action and reflection. Some local watershed
groups have had a lot of success in
awarding small contracts to key constituency
groups under which they themselves are
charged with carrying out education
programs. Such programs have been quite
effective hi encouraging the voluntary
adoption of best management practices.
Watershed practitioners have learned
that who delivers the information is
important, as well. In general, peer to peer
communication or communication by a
neutral source is best. Community
members, such as students, are often better
received than a government official.
Lake Pontchartmin Basin
Foundation, Louisiana
Alligators Are Part of the
Lesson Plan
Anne Rheams, Education Coordinator of
the Lake Pontchartrain Basin Foundation,
has developed a strong education/outreach
program which consists of field trips,
festivals, videos, and an excellent curricu-
lum guide. Based on her experience, she
believes that getting people out in the field is
the key component of watershed education.
Students have
stenciled storm
drains to
educate citizens
aboutthe
biggest source
of pollution in
the watershed,
urban runotfF.
The Foundation does a lot of work
with inner city children, who have very
little experience with nature. "When they
see a wetland system for the first time,"
Rheams says, "they are a little scared
Top 1O Watershed Lessons Learned
-------
. I 1
X t~f *, m S3
r "n •=* d
TW* xtuctant had iwvar touched a fish before her trip to the wetlands in the Lake Pontchartraln Watershed.
On* fah> Amftiwrfmfe
and think that an alligator will eat them.
However, over time, they come to
understand that wetlands are beautiful
sjstenis that need to be protected."
The Foundation's work has also led to
action. For example, Holy Cross High
School students have pulled together a
collection center where residents can
bring their empty oil cans for recycling.
In addition, students have stenciled
storm drains to educate citizens about
the biggest source of pollution in the
watershed, urban runoff.
A key component of the Foundation's
education effort is a curriculum guide,
"Lessons on the Lake," designed specifically
for Lake Pontchartrain. In developing the
guide, the Foundation assembled a group
of teachers to advise them on how to best
reach youth ages 4-18. Every effort was
made to assemble the best and most
committed teachers — one of them,
Sue Ellen Lyons, was selected in 1996
to receive the National Wetlands Award for
her outstanding work. Most importantly,
the curriculum accounts for the different
ways that youth learn: some through
visual means, others through music,
and still others through touch or action.
Another component of the
Foundation's outreach effort is a grants
program under which teachers can
receive up to $500 for implementing
watershed projects in their classrooms.
The Foundation has also awarded a
grant to the Louisiana Children's
Museum for an exhibit on the impact
of urban runoff on the lake. An
estimated 225,000 people visit tlu's
local museum annually.
For more information:
contact Anne Rheams, 504-836-2238,
504-836-7283 (fax)
October 1997 E£M Top 10 Watershed Lessons Learned
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#v^_ jThe Global. Rivera-.
pbaviTOnmentaJ: Education Network
'' "'• -- - -
r, R rr r, K ..-.:
GREEN nurtures volunteer student
action to protect watersheds.
Credit. Provided by GSEEN.
Raising Awareness in the
Community
Students Travel Down the
Kingfisher Canoe Trail
In addition to carrying out less strenu-
ous awareness raising activities (such as
slide shows), the Anacostia Watershed
Society offers a "Day on the River" learning
program to Washington, D.C. metropolitan
area youth. The watershed covers 170
square miles and includes portions of two
Local students enjoy a day on the Anacostia
featuring a canoe trip where they get hands-on
exposure to their watershed. Many learn for the
first time the value of the resource.
Creilit: Provided by the AnacostiaWatershed Sodet)>.
Maryland counties as well as the eastern half
of the District of Columbia. In 1996, 374
students from eight different schools in the
watershed took part in the program.
"Day on the River" begins with an
introductory slide presentation. Students
then embark on a five mile canoe trip down
the Anacostia's "Kingfisher Canoe Trail."
They disembark twice along the way, at the
recently restored 60 acre Kenilworth
wetland and at the National Park Service's
Kenilworth Aquatic Gardens. Here, they
engage in identifying the flora and fauna and
in monitoring water quality. They discuss
their observations with the group and
consider what effects land use practices
have had on the river. Journal writing is
featured during the expedition.
The program provides teachers with
classroom Mow-up activities that reinforce
lessons learned on the river. Both
Both classroom
•and outdoor
activities are
designed to
exercise
students in
science, math,
•English,
and history.
classroom and outdoor activities are
designed to exercise students in science,
math, English, and history, as well as
introduce them to the principles of ecology
and watershed protection. The program
emphasizes the student's connection to the
natural world — how lifestyle choices affect
the environment, and how the environment,
in turn, affects their neighborhood and
quality of Me.
For more information:
contact Anacostia Watershed Society,
301-699-6204, 301-699-3317 (fax),
http://www.anacostiaws.org
Students Taking Action
in Detroit
GREEN Students Uncover
a Malfunctioning Pump
Volunteer monitoring presents a great
opportunity for people of all ages to learn
more about their watershed. Students in
the Global Rivers Environmental Education
Network (GREEN) program at North
Farmington High School near Detroit
analyzed data that they and students from
other schools had collected and discovered
bacterial contamination down river from
a city sewage pumping station. They
presented their findings to the City
Engineer, who then took action — he
repaired a malfunctioning pump. The
students not only honed their skills in
various disciplines, such as language
arts, civics, science, and math, but they
linked data to a process for effective
problem-solving.
For more information:
contact David Schmidt, GREEN, 313-761-8142,
206 South Fifth Avenue, Suite 150, Ann Arbor,
MI 48104, www.econet.apc.org/green/
Top 10 Watershed Lessons Learned
-------
2nd Annual
Tibiiron Golf Course,
Omaha, Nebraska
Novel Approach to Reach
Busy People
Hie Wehrspann lake Watershed Project
has organized several "Water Quality Opens"
at a local golf course in Omaha, Nebraska.
nmranls enjoy 18 holes of golf for a modest
fee while learning about measures the golf
course is taking to protect water quality in
the lake and about related steps being taken
elsewhere in the watershed.
, elected
farmers* aind
developers
to
the
in
Water Quality Is central to the theme of
each tournament, and golfers engage in
active learning exercises as they make their
way around the course. For example, prizes
are given to those who drive their bah1
closest to, but not into, the water. Golfers
Water Quality
Open
at Tiburon Golf Course
10302 S.168U) SI.
October 4th, 1996
7:30 Coffee Scrolls
8:30 Shotgun tee-off
1:00 Lunch buffet
$30 Entry Fee Includes:
green fees, carts, prizes, lunch
Best Ball Format
For more information
contact Diana Alien
@ 593-2172
Golf tournament draws people from all walks
of life for a day of fun and education about their
watershed. Credit: Provided by Diana Allen, Lower South
Plane Rlivr Natural Resources District
are also provided with a list of "10 Things
Golfers Can Do To Help."
A unique educational feature of the tourna-
ments lies in the fact that people from all walks
of life are brought together in a casual environ-
ment mat is also conducive to learning about
nonpoint source pollution. The 48 partici-
pants are scrambled into teams, thereby facili-
tating interaction among the broad spectrum
of professionals who participate: clergy,
attorneys, elected officials, farmers, developers,
engineers, and government employees.
At the end of each tournament, golfers
were asked to complete a simple question-
naire. In 1996,64 percent of respondents
were able to list something new they had
learned about water quality as a result of
playing in the tournament, and 88 percent
were able to correctly identify a source of
nonpoint source pollution and a prevention
method. The tournaments also helped to
stimulate discussions between the golfers and
the golf-course superintendent about manage-
ment practices. In 1995, golfers were asked
how to solve the "perceived" cattail overpopu-
lation; they overwhelmingly expressed a
desire to leave the cattails in place, thus
recognizing their water quality benefits.
For more information:
contact Diana Allen, Lower Platte South
Natural Resources District, 3125 Poria Street,
Box 83581, Lincoln, NE 68501-3581,
402-476-2729, 402-476-6454 (fax),
dallen@nrdec.nrc.state.ne.us.
i Key Contac
tMaiiv. ^v. „ - ... :^
ts and Resources
FINANCIAL SUPPORT
National Fish and Wildlife Foundation,
1120 Connecticut Ave., NW, Suite 900,
Washington, DC 20036, 202-857-0166,
202-857-0162 (fax), www.nfwf.org. Contact:
Kathleen Pickering. Since 1990, this group
has invested more than $1 million in federal
matching funds toward formal and informal
watershed education programs for youth,
teachers, and other community members.
They also hosted in 1996 Watershed
Education: Goals and Strategies for Training,
Top 10 Watershed Lessons Learned
-------
I™
Cl
Communication and Partnerships where
approximately 60 key watershed educators
gathered. Summary of session is available.
National Environmental Education and
Training Foundation, uses federal funds
to award one-year competitive challenge
grants for environmental education projects
that are scientifically and educationally valid;
permanently improve a grantee organiza-
tion's ability to achieve its mission; and work
through broad-based public/private partner-
ships. The program is currently focused on
public health, safe water, and environmental
education excellence. In the area of water,
The Foundation supports environmental
education projects that help people make
the connection between their water source
and their water faucet. Programs that
promote community-wide understanding of
water sources, quality, treatments, protec-
tion strategies, costs, options are a priority.
The Foundation annually awards $500,000 -
$600,000 in matching grants. Kevin Coyle
and Michelle Harvey, 734 15th Street, N.W.
Suite 420, Washington, D.C. 20005-1013,
202-628-8200, 202-628-8204 (fax). Note:
Kevin Coyle was the principal author of the
Swift River Principles (see Appendix 1).
CURRICULUM AND ACTIVITY GUIDES
Lessons on the Lake: An Educator's Guide
to the Pontchartrain Basin is a good
example of a locally-based education guide —
grades 5-12. Developed by Lake Pontchartrain
Basin Foundation, Three Lakeway, Suite 2070,
3883 N. Causeway Boulevard, P.O. Box 6965,
Metaire, LA 70009-6965, 504-836-2238,
504-836-7283 (fax), Anne Rheams, Education
and Outreach Coordinator.
Project WET Curriculum and Activity
Guide, 201 Culbertson Hall, Montana
State University, Bozeman, MT 59717-0570,
Dennis Nelson, Director, 406-994-5392,
406-994-1919 (fax), http://www.mont.ana.
edu:80/wwwwet/. Discover a Watershed:
The Everglades is the first in a series
of curricula and associated workshops
developed specifically for major North
American watersheds.
Sourcebook for Watershed Education
contains examples of watershed curricula as
well as select watershed activities from across
disciplines. It is based on the collective
experience of watershed educators and
community leaders from five watershed
education programs. Developed by Global
Rivers Environmental Education Network,
206 South Fifth Avenue, Suite 150, Ann Arbor,
Ml 48104, www.econet.apc.org/green/
313-761-8142.
Adopt-A-Watershed, P.O. Box 1850,
Hayfork, CA, Kim Stokely, 916-628-5334,
916-628-4212 (fax), www.tcoe.trinity.k12.
ca.us/aaw/adopt.html. Science-oriented
curriculum for k-12 using all aspects
of the local watershed as a classroom.
Encourages community action projects
including field studies and restoration.
Educating Young People About Water:
A Guide to Goals and Resources
includes 100 reviewed youth water education
curricula. The guide along with 2 other
resources are found on the World Wide Web
at www.uwex.edu/erc/ywc, and searchable
by water topic. University of Wisconsin, 216
Agriculture Hall, 1450 Linden Drive, Madison,
Wl 53706, 608-262-2031 (fax), erc@uwex.
edu, 1-800-WATER20, Elaine Andrews or
Kelly J. Warren, 608-262-0142.
VOLUNTEER MONITORING
A Citizen's Streambank Restoration
Handbook is available for $15.00.
http://www.iwla.org/iwla/jump6/index.html
Developed by Save Our Streams, Izaak
Walton League, 707 Conservation Lane,
Gaithersburg, MD 20878-2983, Karen
Firehock, 301-548-0150, 301-548-0146 (fax).
Also, see their macro invertebrate on-line
resource. Kids love it! Click on "The SOS
Macro Invertebrate" Key.
National Directory of Volunteer
Environmental Monitoring Programs,
US EPA, January 1994, EPA 841B94001.
Available on the internet at http://www.epa.
gov/OWOW/monitor/dir.html or from NCEPI
at 1 -800-490-9198. See Appendix 3 for
information on Volunteer Monitor newsletter.
School-based monitoring issue from Spring
1993 was very popular. Alice Mayio, EPA,
202-260-7018. http://www.epa.gov/owow/
monitoring/volunteer/vmjndex.html
EDUCATIONAL TOOLS
Water Quality Standards Academy, key
educational workshop that helps managers,
staff, and citizens understand the corner-
stone authority of the Clean Water Act.
Contact: Frances Desselle, 202-260-1320,
desselle.frances@epamail.epa.gov Note:
10+ videos have been developed on various
aspects of water quality standards and are
available on loan from the EPA Water
Resource Center, 202-260-7786. The one on
wetlands is available from the EPA Wetlands
Hotline at 1-800-832-7828.
Surf Your Watershed, US EPA, 401 M
Street, 4503F SW, Washington, DC 20460,
Karen Klima, 202-260-7087, www.epa.gov/surf.
Internet tool for managers and citizens to
locate watershed information.
Terrene Institute Environmental
Products Catalog, 4 Herbert Street,
Alexandria, VA 22305, Judy Taggart,
703-548-5473, 703-548-6299 (fax),
www.terrene.org contains many useful
watershed-related outreach items including
a Citizen's Guide to Watershed Protection
and the popular ENVIROSCAPE table-top
watershed education model (many States
have purchased and lend this out to
watershed groups).
USGS Water Poster Series, Box 25046,
MS 406, Denver, CO, 80225, Steve Vandas
contact, http://h20.usgs.gov/public/
outreach/OutReach.html, 303-236-5950
x221, good education tool for grades k-8.
Developed in partnership with the National
Science Teachers Association.
What is a Watershed? NRCS Program
Aid 420. Call 1 -800-THE-SOIL to obtain a
copy. Watershed practitioners have found
this piece useful in explaining the basics
of watersheds.
SPLASH CD ROM, interactive, multi-media
educational tool on nonpoint source pollution.
Top 10 Watershed Lessons Learned
-------
H
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Includes "voices of the community" and allows
users to enter urban, rural, and suburban
environments and see the difference
between when It rains with and without
best management practices in place.
Produced by Diana Alton, Lower Platte
South Natural Resources District, 3125
Porta Street, Box 83581, Uncoln, NE
68501-3581,402-476-2729,402-476-6454
(fax), dallcnSnrdec.nrc.5tate.ne.us.
Fanri-A-Syst/Home-A-Syst, Gaiy Jackson,
550 Babcock Drive B142, Madison, Wi,
63706-1293, 608-265--2773, 608-265-2775
(fax), httpi/AwAv.wisc.Qda/farmasyst/,
sett-assessment programs for homes and
farmsteads. Most states have modified
the program for their purposes.
National Watershed Library - lists many
education, outreach and resource tools for
specific audiences like teachers, farmers
and homeowners, http://www.ctic,purdue.
edu/KYW/KYW.html
Project NEMO (Nonpoint Education for
Municipal Officials) uses CIS technology to
educate landowners and municipal officials
about noopoint source pollution and watershed
protection. University of Connecticut
Cooperative Extension, Chester Arnold, 1066
Saybrook Road, Box 70, Haddarn, CT 06438-
0070,860-345-4511, 860-345-3357 (fax),
www.Sb.uconn.edu/CANfVces/nemo/
Getting in Step: A Pathway to Effective
Outreach In Your Watershed, workshop
that provides the building blocks to develop
an outreach strategy, tips and tools to
produce eye-catching materials, and methods
to effectively use the media to get your
message out Krlsten Martin, U.S. EPA,
401 M Street, S.W., 4503F, Washington, D.C.,
202-260-7108.
..MQOELJBQGBAMS
Anacostfa Watershed Society Web Site,
Robert Boone, Executive Director,
http://www.anacosliaws.org, 301-699-6204,
301-633-3317 (fax), good example of a local
outreach program.
Water Works: Your Neighbors Share
Ideas on Working in Partnership for
Clean Water, Tennessee Valley Authority,
March 1997. Useful guide. Kathleen O'Brien,
editor, 423-632-8502, 423-632-3188 (fax).
See stories of Brad Bole and Peg Beute.
Watershed Restoration: A Guide for
Citizen Involvement in California,
December 1995, US Department of
Commerce, National Oceanic and
Atmospheric Administration, Coastal
Oceans Office, 1315 East West Highway,
Silver Spring, MD 20910, 301-713-3338,
301-713-4044 (fax). While developed for
California, this well-constructed guide
may spark ideas for other watersheds.
Educating for Action: More Success
Stories from Puget Sound, June 1993,
Puget Sound Water Quality Action Team,
P.O. Box 40900, Olympia, WA 98504-0900
(1-800-54-SOUND). Describes many
education success stories funded through
the Public Involvement and Education
program where small contracts were awarded
to community groups to undertake education.
Includes description of products, target
audience, and results. Well organized and very
helpful for prompting ideas. Contact: Kathy
Minsch, 360-407-7320, 360-407-7333 (fax).
Chesapeake Bay Communities: Making
the Connection, A Catalog of Local
Initiatives to Protect and Restore the
Chesapeake Bay Watershed, EPA
903-R-95-108, April 1996, presents any
outreach examples including "Landscapes"
Public Awareness Program in Chester
County Pennsylvania where public opinion
was solicited regarding the issue of sprawl.
The results showed an overwhelming desire
to change the current pattern of sprawl.
1-800-YOURBAY.
Nonpoint Source Pollution
Information/Education Programs:
National Conference Proceedings,
October 22-24,1996, includes over 30
papers many of which include lessons
learned. Copies of proceedings can be
obtained from Illinois Environmental
Protection Agency, Division of Water
Pollution Control - Planning Section, P.O.
Box 19276, Springfield, Illinois 62794-9276,
271-782-3362, 217-785-1225 (fax).
Groundwater Guardian focuses on
recognizing community efforts to protect the
resource. Started in 1994, and as of June
1997, had 173 communities in 43 states
participating. Developed by the Groundwater
Foundation whose goal is to educate and
motivate people to care about and for ground-
water and watersheds. They have activity and
community guides related to groundwater,
Susan Seacrest, President, P.O. Box 22558,
Lincoln, NE 68542, 402-434-2740,
402-434-2742 (fax), www.groundwater.org
Email: info@groundwater.org See
"Developing a Results-Oriented
Approach For Water Education
Programs" published in the Journal of
American Water Resources Association,
April 1997, Volume 33, Number 2.
°<*>b9r 1397 Kl To? 10 Watershed Lessons Learned
-------
S>7^// Successes
Small successes fuel future, larger ones.
It is important, according to watershed
practitioners, to start small and demonstrate
success before working on a larger scale.
For this reason demonstration projects are
often a popular choice in watershed work.
In some states, small victories have been
instrumental in prompting the implementa-
tion of the watershed approach statewide.
Mono Bay, California
Where Starting Small Has
Paid Off
Carol Arnold, with the California State
Coastal Conservancy, went to work to protect
Morro Bay back in 1986 after becoming
aware that the community perceived the Bay
and citizens were concerned that the Bay
was filling and becoming shallower, which
eventually would be detrimental to naviga-
tion, tourism, migratory birds, endangered
species, and the surrounding community.
The Conservancy started small by talking
to citizens about the resource. Long time
residents in the community explained how
parts of the back Bay had once been open
Delta and wetlands of Morro Bay. Rapid sedimentation from upstream land uses is causing these important wetlands to disappear.
CndlKJefftlumner—PMtp Williams &ASSOC.
Commitment to the watershed is
key, and a small group's passion for its
improvement can catch fire. Practi-
tioners also say over and over that
it's important to "Celebrate Success"
as it occurs.
to be threatened by erosion and sedimenta-
tion. A previous study sponsored by the San
Luis Obispo County had also identified this
problem, but the study like most of its kind
received little attention. However, it was
clear that resource managers, politicians,
water but were now becoming increasingly
terrestrial. As a way to respond to their
concerns, the Conservancy, the State Coastal
Commission, and the County hosted a forum
at which approximately a hundred politi-
cians, government professionals, environ-
Top 10 Watershed Lessons Learned
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1L,
• o n
91. *r> ,
mcnl.ilisls, :tnd business people gathered to
discuss the Bay. Tlie consensus of the
partldpants was that, while there were many
Issues of concern such as public access,
water quality, and development, the predom-
inant concern was sedimentation.
Given tliis focus, the Conservancy went to
die Coastal San Luis Resource Conservation
District and entered into a six year partner-
ship to reduce sedimentation of Morro Bay.
The District worked with landowners to
manage grazing through the use offences, to
plug gullies, and to implement rotation
systems so that no one area was overgrazed.
The Conservancy with matching funds from
oilier farmers and the Natural Resource
Conservation Service paid for these improve-
ments. The Conservancy also secured the
assistance of a technical consultant who
found that the average loss of open water
over the past 100 years had been 25 percent
overall and 60 percent in some parts with
critical habitat. This was 3 to 4 times the
normal rate of filling. Responding to these
findings, the Conservancy issued a grant to
the Resource Conservation District, who
worked with the Natural Resources
Conservation Service to analyze the erosion
problem and to help remedy it.
The Conservancy then turned its
attention to restoring the floodplain in the
lower drainage areas and to restoring
habitat, Widj the help of the Coastal
Conservancy, the Resource Conservation
District purchased agricultural land in the
lower watershed and is in the process of
restoring parts of the floodplain to its
natural condition.
So mucli
interest
out of these
activities triat
local residents
decided to
apply to become
part of trie
National lEstuary
Program.
At the same time, the Conservancy was
helping to organize groups to increase
community awareness, education, and
involvement. Friends of Morro Bay was
established for advocacy, the Morro Bay
Foundation was founded for research and
education, and a Morro Bay Task Force was
set up to help involve local residents. So
much interest grew out of these activities that
local residents decided to apply to become
part of the National Estuary Program. In the
early 90's, a local assembly person helped
get the bay designated as a "State Estuary,"
and shortly thereafter the Bay was accepted
into the National Estuary Program.
Carol Arnold believes that part of the
reason for Morro Bay's designation was
strong community involvement. She believes
that it's important to have the support build
up from the community and not be imposed
from the outside. In addition, she believes
that it's important to focus on manageable
issues that are meaningful to people and
provide a focal point around which action
can occur. Over time, other issues can be
addressed after a commitment and networks
have been established.
For more information:
contact Carol Arnold, 510-286-4173, California
Coastal Conservancy
Lower Paint Creek
Association, West Virginia
It's Amazing What A
Small Number Can
Accomplish
The first clean-up that Dwight Siemiaczko,
President of the Lower Paint Creek Association
in West Virginia (he is also a miner), ran
involved only five or six people. Despite the
small turnout, it was a huge success. The
West Virginia Division of Environmental
Protection was a partner; the fee they paid for
the tipping at the land fill was critical.
The word got out about the first clean
up, and by the time the Association hosted
its fifth one 25 people participated and 600
tons of trash were collected. A key to their
success is the fact that they built incremen-
Octob«1997
Top 10 Watershed Lessons Learned
-------
tally, had strong leadership, and were
passionate in their effort. Rather than
tackling the entire 43 mile stretch of river,
which would in Dwight's eyes have set them
up for failure, they focused initially on the
lower 14, with the intention of moving up
incrementally over time.
The work of the Association has
stimulated the interest of other groups.
learned, Dwight has come to believe that
financial and other support by government
is critical to advancing local watershed
programs; no one can do the job alone.
For more information:
contact Dwight Siemiaczko, 304-595-3325,
304-595-3325 (fax), 5pole@citynet.net or Pete
Pitsenbarger, Chief, Office of Abandoned Mine
Lands and Reclamation, West Virginia Division
of Environmental Protection, 304-759-0521.
Over 240 tons of solid waste was collected during the 1996 Back Yard Clean Up drive.
57 tons were recyclable. Crultl: Provided by Dwight Siemiaczko, Lower Paint Creek Association.
For example, a local High School wood shop
class has developed signs to post throughout
the watershed. The U.S. Department of
Interiors Office of Surface Mining has
invested $325,000 to clean up a tributary,
which will result in $2.3 million annually in
added fishing revenues - an amazing return
for the investment. As for lessons he has
Santa Ynez Watershed
The Willow War is
Only One of the Conflicts
Carolyn Barr with the Land Trust for
Santa Barbara County tells this story of an
unsuccessful watershed planning effort.
Along the Santa Ynez River, farmers who
grow vegetables and flowers in the rich soils
of the fioodplain have been pleading with
the county for flood control. They fear that
the river may jump its banks because dense
growths of willows impede peak storm water
flows. The county says that it cannot help
unless it receives funds to mitigate the
riparian habitat damage that would occur if
the willows were removed or cut back. The
willow war is only one of many conflicts in the
900 square mile Santa Ynez River watershed.
It soon became
clear -that: v\re
were rot/win cj
upstream
in a class-five
rapid without
an paddle.
In 1994, politicians, planners, and
farmers enlisted the Coastal Conservancy's
help in resolving the flood control issue.
The Conservancy agreed, on condition that
the problem be considered within a
watershed-wide plan. They invited the Land
Trust to coordinate the planning process.
"Our naive notion was that we could get
everyone with a stake in watershed issues to
listen to each other, study the issues, and
eventuaEy come to understand that all would
Top 10 Watershed Lessons Learned
-------
^ v-_;,:, ~ •=/- r
IL, €£' , S» ££. O •?*'" SB
benefit from a resolution. But as property
rights advocates, farmers, environmentalists,
and resource agency staff sat down togetlier,
it soon became clear that \ve were rowing
upstream In a class-five rapid without a
paddle. The three sponsoring agencies - the
California Coastal Conservancy, the U.S.
Environmental Protection Agency, and Santa
Barbara County - and the project manager
pulled the plug on the project at the fourth
steering committee meeting, in February
1996, tess than a year after the process began.
"We realized that we had not done
enough groundwork and were proceeding
on the mistaken assumption mat there was
broad support for a watershed plan. On the
Santa Ynez, no single problem required
watershed-wide attention. The need for
planning was apparent only to fanners on
the main river channel, and to a handful of
others who were losing acreage to unstable
stream banks and gully erosion. The fatal
mistake we made was in rushing the process
and telling the landowners, water districts,
and special interest groups that they were
going to have to work togetlier and develop
a watershed plan. We did not take die tune
to understand their interests and fears, and
we tried to impose a process that was not
appropriate for the place and time."
For more Information:
contact R«cd Hotdorman, 510-386-4183,
ihoklcrrrundac.ory (S«e Appendix 1 for
Lessons Learned},
Upper Arkansas Watershed
Council, Colorado
Can a Citizen's Law Seminar
Get the Ball Rolling?
Having a wide diversity of interests
represented in a watershed organization is
good. Being inclusive and open is
necessary. Operating with a consensus-
based decision-making process honors
everyone. As important as all these things
are, they often limit what can actually be
done by a watershed group. Education-
related projects often provide the first easy
step that sets the foundation for trust and
group cohesion.
The Upper Arkansas Watershed Council
in Colorado is made up of 25 organizations
with very different values regarding the
use of water. There are historic conflicts
between these groups that are deeply rooted
in these value differences. During their
planning process, the Council brainstormed
and scored a wide array of possible actions.
To no great surprise, the highly contentious
The Upper Arkansas Watershed Council uses this cartoon as a fun way to symbolize the broad-based
nature of their watershed protection effort. Credit:Rod Piiillm and Jim Dlckson, artists. Forwarded byJeffKMel,
Top 10 Watershed Lessons Learned
-------
*> n
1-.,,
issues scored low, while the education items
scored high.
One of the first agreed-upon actions was
a Citizen's Water Law Seminar. In the West,
the Prior Appropriation law, which is based
on the idea that water is a private property
right, has evolved into a complex and often
mystifying tangle of rules. Additionally, water
quality, in-stream flows, and recreation
issues complicate the understanding of
water law. Many of our community leaders
(county commissioners, planning and
zoning boards, etc.), several of whom are
new to Colorado, admitted to Me
understanding of the law, yet recognized its
importance in their work.
The Council agreed that it did not matter
which side of a water issue anyone
represents — agriculture, development,
environmental, recreation — the law is the
law, and the more citizens that understand
the water law, the better.
In brief, the seminar was held and was
a wonderful success. It was planned in
three months, was low-budget, gave the
Council strong local credibility, and
provided an early success upon which to
tackle tougher issues.
For more information:
Jeff Keidel, Coordinator, Upper Arkansas
Watershed Council, P.O. Box 938, Buena Vista,
Colorado 81211, 719-395-6035.
y Contacts and Resources
• -'•
SUCCESS STORIES AND NATIONAL
PROJECT SUMMARIES
Blue Thumb - An Urban Watershed
Success Story, Susan Gray, Extension
Horticulture/Water Quality Agent, Michael
Smolen, Water Quality Coordinator
Oklahoma Cooperative Extension Service,
Cheryl Cheadle, District Manager, Tulsa
County Conservation District, Laura Pollard,
District Manager, Oklahoma County
Conservation District, Jennifer Myers,
Blue Thumb Coordinator, John, Water,
Quality Programs Coordinator, Oklahoma
Conservation Commission, paper presented
at Watershed '96, http://www.epa.gov/
OWOW/watershed/Proceed/gray.html
Global Rivers Environmental Education
Network (GREEN) Success Stories,
http://www.igc.apc.org/green/success.html,
people learn a lot by sharing stories and this
is a site designed to provide an opportunity
users to share stories about successful
efforts their organization, school or
community has made to research, educate
about, or improve their local watershed —
and to see what others have done.
Section 319 Nonpoint Source Success
Stories, http://www.epa.gov/OWOW/NPS/
Success319/, Section 319 Nonpoint
Source Success Stories demonstrates
the successful implementation of the Section
319 Clean Water Act Nonpoint Source
program. The report provides examples of
successful solutions to a variety of water
quality problems caused by nonpoint
source pollution. Contact: Amy Gambrill,
202-260-7105, US EPA, 401 M Street, S.W.
4503F, Washington, DC, 20460
The Watershed Sourcebook:
Watershed-Based Solutions to Natural
Resource Problems, University of
Colorado School of Law, Natural Resources
Law Center, Campus Box 401, Boulder,
Colorado, 80309-0401, Doug Kenney,
303-492-1288, 303-492-1297 (fax),
Douglas.Kenney@Colorado.EDU, concise
case studies of 76 watershed initiatives in
the western United States. Center is also
examining the state and federal roles in
supporting watershed groups.
• The Watershed Protection Approach:
1993/4 Activity Report, EPA840-S-94-001,
November 1994, http://www.epa.gov/OWOW/
watershed/watershd93-94-Activity.html,
describes over 120 projects where EPA
was a partner in implementing the
watershed approach. Call 1 -800-490-9198
for a free copy.
LOCAL EXAMPLES
• "How the McKenzie Watershed Council
Got Started," May 1995, describes the
story of the formation of the council and
provides advice to others. Lane Council of
Governments, 125 E. 8th Avenue, Eugene,
OR 97401, 503-687-4283
• California Coast and Ocean, Volume 8,
Numbers 3&4, Fall 1992, pages 8-20
discuss Morro Bay, Carol Arnold, Program
Manager, 1330 Broadway, 11th Floor,
Oakland, CA 94612-2530, 510-286-4173,
510-286-0470 (fax), carola@igc.org.
• Water Works: Your Neighbors Share
Ideas on Working in Partnership for
Clean Water, Tennessee Valley Authority,
March 1997. Useful guide. Kathleen
O'Brien, editor, 423-632-8502, 423-632-3188
(fax). See stories of Marlene Fields and
Milt Jackson.
Top 10 Watershed Lessons Learned
-------
-------
Tips from Practitioners
Know Your Watershed's
Top 1O Hint List
(see lesson #6, Know Your Watershed)
(1) Include All With a Stake
(2) Think Large, Work Local
(3) Ask Not "Do You Like It?" But "Can
You Live With It?"
(4) Respect the Four Stages of Building
Partnerships (Forming, Storming,
Norming, Performing)
(5) Just Do It
(6) Celebrate Early Successes
(7) Clear, Measurable Goals Must Be
Locally-Driven
(8) Ask for In-Kind Services
(9) When Stuck, Ask Seven Times "Why?"
(10) Focus on the End, Not the Process
Reed Holderman's
Lessons Learned
(California Coastal Conservancy, 510-286-1015 -
see Lesson # 10, Santa Ynez Watershed)
(1) Be sure that a watershed planning
process is needed and if it is, build
community support for it before
proceeding.
(2) Invite everyone into the process and
ask political leaders to select the
steering committee. Otherwise,
people will ask: who appointed you?
(3) Don't be presumptuous. On the Santa
Ynez River, we assumed everybody
would appreciate a well thought out
scope of work, budget, and schedule.
WRONG! They said it only proved
that the whole thing was a set-up.
Do yourself a favor, next time, let
them figure it out!
(4) When the majority of stakeholders tell
you that they want to deal with their
issue first, believe them. I remain
convinced that our failure to sustain
interest in the Santa Ynez River plan
was primarily because we were not
willing to assist the County in carrying
out its proposed channel clearing
activities in the Lompoc valley as a
separate and distinct project.
(5) Do whatever you can to break down
barriers and perceptions people have
of each other. Be creative. Family
BBQ.S, soft-ball games, and parties
have done wonders to improve
relationships among stakeholders and
build trust.
(6) Maintain constant communication
among stakeholders throughout the
process and especially in the
beginning to pass information along,
answer questions, or deal with rumors.
Whether it's through regular meetings,
newsletters, web sites, phone trees, or
all four, good communication is a must.
(7) And finally, line up your money and in-
kind services in advance of starting
your watershed project or else two
bad things will happen: (a) your
stakeholders will buy into a process
and scope of work only to find out
they can't afford it; and (b) you will
spend more time looking for cash than
participating in the planning process.
Either way, you lose.
Swift River Principles
Contact Pat Munoz, River Network (see Lesson #7 -
Key Contacts and Resources) or Kevin Coyle, National
Environmental Education and Training Foundation
(see Lesson #9 - Key Contacts and Resources).
(1) Include a mixture of top-down and
bottom up strategies.
(2) Encourage consensus approaches,
not bomb-throwing.
(3) "Reinvent" ways to conserve
resources.
(4) A one size fits all "cookie-cutter"
approach will not work.
(S) Involve key "stakeholders."
(6) Focus on individuals and work on
"retail" approaches.
(7) Be creative about who foots the bill.
(8) Take advantage of emerging
science - but don't expect it to
be perfect.
(9) Remember the need for watershed
education.
(10) It's about brokerage and gap filling.
Dennis Hall's Observations
from Darby Creek, OH
(see Lesson #2 - Key Contacts and Resources)
(1) How to fail in watershed manage-
ment: demonstrate disrespect for
watershed residents and the
natural resource.
(2) Promote "learning" and "under-
standing" as opposed to "educating."
Do not assume that people will
protect the stream if "educated."
Consider canoe trips or other
creative educational settings to
help clientele understand the
watershed issues.
(3) Recruit opinion leaders from the
community, especially if they have
challenging points of view. Sometimes
these individuals are not in the local
leadership positions, but have a lot of
credibility with neighbors and friends.
(4) Consider fear and pride as sources
of motivation. Fear of regulation
may bring some audiences to the
table, but pride will generate
longer lasting protection.
(5) Work towards creating common
ground and win/win outcomes.
Consider competitiveness, environ-
mental soundness, and social/
political issues.
(6) Clarify areas of conflict. View
conflict as an opportunity to learn.
(7) Promote the positive. Beware the
double negative. We learned it
was important to show that farmers
are "doing good things" to protect
Big Darby Creek, instead of "not
doing bad things."
(8) In community development, fast is
slow and slow is fast. Take time to
grow slowly.
(9) Value resistance for there is much
to understand.
Top 10 Watershed Lessons Learned
-------
/V l=» F» E N D 1 X
Questions and Answers
QVESTI0N: DojwiknowanyexarnpksofwhereGIShas
kvn used to educate municipal officials about nonpoint
source pottulfen and impervious surfaces? (See Lesson #7)
ANSWER; Chester Arnold, University of Connecticut
Cooperative Extension Service.
QltSTlOV fcliM curricula are out there for watersheds
and niikh is the be»? (Sec Lesson 19)
Thcte arc many curricula and acti^tj' guides
rtbted to watersheds. Thertfsthe Water Education for
Ttadtcrs curriculum produced by Project WET; there's
a Watershed Sourccbook developed by Global Rivers
Emironnwnal Education Network; and there are
acthfty and kadcr guides dcvdoped by tfnivcrstty of
Wistanstflo There's also an Adopt-A-Watershedcurrfcu-
hmgukk. Eidi has its special emphasis, Elaine
Andrews .it the University of Wisconsin reviewed most
waier curricula and she's a good contact; her summary-
is on the web at ww.tmcx.edu/'erc^wc
/nmlfstlitm.
Qt'CSTlO.V What's River Network and how does
it relate to tfw KnowAbw Watershed? (See Lesson 87 - Key
OMUCK and Resources)
ANSWER; River Network and Know Your Watershed
Itoth support the development and growth of
watershed groups, Both have great web sites and
suiter (As for groups,
QllSTlON: Where has a watershed coordinator made
adtfTcrenoj? (See lesson *3)
ANSWBfc Many herald the work of Mike Adcock in the
TensK Rher Watershed as exemplary,
N: Wm comprehensive analysis exist of
W3ie$hed dfwts in the West? (See Introduction - Key
Conucis and Resources) '
ANSWER; TrteUntersityof Colorado -Boulder
conducted a review of watershed groups in the west
Doug Kenney is the contact Ilis e-mail is
ttougte.Kt-nneyeColorado.FDl'
QUESTION: How can I get the Watershed'%
Proceedings? When is the next big Watershed Conference?
ANSWER: The Watershed '96 Proceedings are up
and searchable on the internet off www.epa.gov/owow.
While there are many "regional" and "technical"
watershed conferences being planned, the agencies
that co-sponsored Watershed '96 have not made
plans for a similar conference as of the date of this
publication. Contact Janet Pawlukiewicz, EPA, for
latest developments, 202-260-9194.
QUESTION: What watershed groups have succeeded in
implementing their plans? (See lesson #5)
ANSWER: Cedar River Watershed in Washington has come
a long way in implementing its vision of purchasing
high priority areas in the watershed. The McKenzie
Watershed Council has developed an innovative approach
to monitoring its waters and has done a lot in the
Mohawk subwatershed.
QUESTION: My watershed is considering setting up a
nonprofit to help my watershed effort along. What resources
are available to help us? Who else has experience doing mis?
ANSWER: The National Estuary Program developed
guidance on using nonprofits to advance estuary
program goals (see lesson #6 Key Contacts and
Resources). Morro Bay has experience setting up a
nonprofit (see lesson #10) as do the Rathbun and
the China Lake Watershed Alliances (see lesson #6 -
Key Contacts and Resources).
QUESTION: Where is an example of where pollution
control measures alone were not enough?
ANSWER: The Waukegan River Watershed Project,
a national monitoring project under section 319, has
data that indicates fish did not return until the pool
riffle system was established. Contact is Rick Mollahan
217-782-3362.
QUESTION: Where have volunteers monitors made
a difference?
ANSWER: GREEN students uncovered a malfunctioning
pump in Detroit and worked to correct it (See Lesson
#9). In addition, in the Brazos River Watershed, Texas,
volunteer monitors helped get industry to help protect
the watershed (See Lesson #8).
QUESTION: The stakeholders in my watershed have a
deep history of mistrust and are having a hard time coming
to consensus. How can I get the ball rolling?
ANSWER: The Upper Arkansas Watershed in Colorado
had a deep history of conflict and mistrust and started
with a citizen water seminar which worked well for
them (see Lesson #10).
QUESTION: What resources are available on the web
for watersheds? (See Appendix 4)
ANSWER: There are many resources on the web
for watershed groups. There's a technical chat area
on the Water Environment Federation's site. EPA
has a site called "Surf Your Watershed" where
citizens and managers can locate their watershed and
discover its condition and the partners working to
protect it. Izaak Walton League has a popular macro
invertebrate stream indicator site. A listing of the
key URLs is provided in the back of this document
(see Appendix #4).
QUESTION: What are some good tools for watershed groups?
ANSWER: While EPA does not "endorse" products, we
have do realize that there are many tools that watershed
groups find particularly useful. See Lessons #7 and #9
(Key Contacts and Resources List) for a good starting
point. A few tools that practitioners seem to like
include the Community Visioning video (see Lesson #1
- Key Contacts and Resources) and the table-top
Enviroscape model produced by Terrene, which many
states own and watershed groups can borrow. In
addition, several practitioners have said they have found
the River Network's Starting Up guide to be very useful
in establishing a group - setting up by-laws and obtain-
ing grants (see Lesson #7).
QUESTION: Where is a broad-based partnership being
used to protect drinking water sources?
ANSWER: The Mark Twain Water Quality Initiative in
Missouri is a very broad-based alliance that is working
to protect a lake that is threatened by
agri-chemicals, nutrients, and sediment. RayC.
Archuleta is the contact. In addition, the Rathbun
alliance is working to protect a rural water supply
(See Lesson #6 - Key Contacts and Resources).
Top 10 Watershed Lessons Learned
-------
Water-Related News Bulletins
Cities International
Newsletter
http://www.icma.org/cities/index.html
circulation and frequency: quarterly
focus: information related to local government
(Note: not just water)
target audience: local government managers
editor: Editor, Cities International Newsletter,
1-800-745-8780, 301-206-9789 (fax)
Coastlines
http://www.epa.gov/owow/estuaries/
coastlines/coastlines.html
circulation and frequency: 4,000/quarterly
focus: coasts, estuaries
target audience: coastal water managers
editor: Samantha Woods, Horsley Witten,
P.O. Box 7, 3179 Main Street,
Barnstable, MA, 02630,
508-362-5570
Focus
http://www.ctic.purdue.edu/KYW/Focus.html
circulation and frequency: monthly
focus: watershed outreach tools and technical
resources
target audience: watershed partnership groups
editor: Focus Editor, Know Your Watershed,
1220 Potter Drive, Room 170,
West Lafayette, IN, 47906,
765-494-9555, kyw@ctic.purdue.edu
LakeLine
circulation and frequency: quarterly/2000-t-
focus: lake management issues
target audience: lake managers and lake
leaders/residents
editor: Jeffrey Thornton, 414-547-6721,
International Environmental Management
Services, 321 Barney Street,
Waukesha, Wl 53186-2402, iems@aol.com,
or lakeline@nalms.org.
or c/o Barbara Timmel, Administrative
Assistant, North American Lake
Management Society (NALMS),
P.O. Box 5443, Madison, Wl, 53705-5443,
608-233-2836, 608-233-3186 (fax).
Nonpoint Source News-Notes
http://www.epa.gov/owow/info/NewsNotes/
circulation and frequency: 14,000/quarterly
focus: nonpoint source and watershed
issues target audience: local, state, and
national water managers
editor: Elaine Bloom, Tetra Tech,
10306 Eaton Place, Suite 340,
Fairfax, VA, 22031, 703-385-6000.
Our World
circulation and frequency: 5 times a year/
2,000+
focus: to educate parents on environmental
issues and children
target audience: PTA members (Parents)
editor: Ed Stermer, 330 North Wabash Avenue,
Suite 2100, Chicago, IL, 60611,
312-670-6782 X361, 312-670-6783 (fax),
e_stermer@pta.org
River Voices
http://www.teleport.com/~rivernet/
rivernet/pubs.htm
circulation and frequency: quarterly
focus: river conservation and organization-
building
target audience: river activists
editor: Editor, River Voices, River Network,
PO Box 8787, Portland, OR 97207-8787,
1 -800-423-6747 Fax: 503-241 -9256
Swampthings
http://www.epa.gov/owowAnfo/swamp/
circulation and frequency: 800/monthly
focus: wetland issues
target audience: wetland managers
editor: Stephanie Peters, EPA,
401 M St., 4502F, Washington, D.C. 20460,
202-260-7946
Volunteer Monitor
http://www.epa.gov/owow/monitoring/
volunteer/vmjndex.html
circulation and frequency: 10,000+7
twice a year
focus: watershed monitoring by volunteers
target audience: volunteer environmental
monitoring groups across the nation
editor: Eleanor Ely, Editor, The Volunteer
Monitor, 1318 Masonic Avenue,
San Francisco, CA94117, 415-255-8049
Water Monitor
http://www.epa.gov/owow/watermonitor/
circulation and frequency: 2,500/bimonthly
focus: water monitoring activities
target audience: State, EPA headquarters and
regions, and concerned citizens
editor: Alice Mayio, EPA, 401 M St., S.W.,
4503F, Washington, D.C. 202-260-7018,
mayio.alice@epamail.epa.gov
Watershed Events
http://www.epa.gov/owow/info/WaterEventsNews/
circulation and frequency: 5,000/quarterly
focus: watershed issues
target audience: watershed managers and
those who support them
editor: John McShane, EPA, 401 M St., 4501F,
Washington, D.C. 20460, 202-260-0409,
mcshane.john@epamail.epa.gov
Watershed News
circulation and frequency: periodic
focus: watershed issues
target audience: watershed practitioners
editor: John Peterson, Watershed Programs
Specialist, NACD, 9150, West Jewell Ave.,
Suite 102, Lakewood, CO, 80232-6469,
703-455-4387
Watershed Protection
Techniques
http://www.pipeline.com/~mrrunoff/
circulation and frequency: periodic
focus: watershed restoration and
protection tools
target audience: watershed practitioners
editor: Center for Watershed Protection,
8737 Colesville Road, Suite L-105,
Silver Spring, MD 20910,
301-589-1890, 301-589-8745 (fax),
Thomas Schueler, Editor-in-Chief and
June Beittel, Managing Editor
Top 10 Watershed Lessons Learned
-------
XV F> i=» E M E3 I >C
Index to Terms and Organizations
Adams County . .J /"•-
Adopt-A-Watorshed = ^
Anacostla Watershed .* •
Blackstone River -V -'f
Brazos River
California -.: ^ ••" <•?> W
Cedar River Watershed -
Center for Watershed Protection '-,>. -ii. J-i/
Cheat River •--" u'.v
Chesapeake Bay" ft /.' .'.' .'6 Jl, *V
Citizen Monitoring -"'
Darby Crock v>
F!sh Creek - -
GREEN ..: ':t
Illinois River
LiJiak W.ilton League '•
Keystone .'/ ^!."
Know Your Watershed , =:.',-;i',f'> 3?, 3\ 53i
Utke Pontchartraln -.*.' ?J .»?,'
Local Government /r! J-?/
Louisiana .'" '?;" fc".s
Lower Paint Creek •;>' •>'
Massachusetts-:'- *" .^ /v /rt j«;
McKenzIe Watershed J- ^ Sn 5//
MorroBay ; . ?;'•
Nashua River ^' /'•' -s<"
Naps County :; •>• J2'
National Fish and Wildlife
Foundation .*- .>/ ;?'
National Environmental
Education and Training Foundation -;•/
NEMO :.; .:-"M
Nonprofit1.' .'.i .!r.-jt'j/j,/,'
Oklahoma i/
Oregon -i ::;
Pennsylvania '•) .';. ;'//
River Network J -?• /<> J9 jLMi, 53)
SanU Yn«z" .-"•' v.i.1
Save Our Streams .',-,' ,;: -ff/
SPtASH ,
Slony Brook .
Swfft River : :
Tampa Bay Estuary .'
Tonnes!e« Valley Authority .'.'.. :..'.'.'. i~ J'' -"'I
Tensas River "
Tarrono Instituto .-;r
Tlburon ..
Upper Arkansas
West Virginia v H". J-: J!> M, -m
Index to Individuals
MikeAdcock,('/" 54)
Tensas River Watershed
Diana Allen, 144, 46)
lower South Platte River Watershed
Elaine Andrews/"?. 45. 54)
University of Wisconsin
Carol Arnold, '47, 48, 51)
California Coastal Conservancy
Chester Arnold/A?, 15, -16. 54)
University of Connecticut
Lorna Baldwin, <26j
East lane Soil and Water Conservation District
Dave Bassage/37. 28)
Friends of the Cheat
Robert Boone/*V
Anacostia Watershed
Dennis Bowker/U 14, 16. 22)
Napa County
lany Clemens, f2S, 29)
Fish Creek Watershed
Jessica Cogan/3/J EPA
TomConry/l?.J9y
Brazos River Authority
George Constantz//6', 31)
West Virginia DEP
Trudy Coxe//5>
Massadiusctts State
Kevin Coyle/-ft5A»
NEETF
JillDa\ies/J(?;
EUc Creek Watershed
AmyGambrill/5/) EPA
Andrew Gottlieb, (36)
Massachusetts DEP
Holly Greening, (10)
Tampa Bay National Estuary Program
Dennis HaU//6", 5J>
Ohio State University
Rich Hall, ffV
Maryland Office of Planning
JohnHassell/', 10)
Oklahoma Conservation Commission
MaryHeinricht,/-'J>
Southeastern Association for
Virginia's Environmen
EdIIimlan//5, 16)
Massachusetts Watershed Coalition
Douglas Hinrichs,f-'Jy
International Society for Ecological Economics
Reed Holderman, Oft 53)
CaUfornia Coastal Conservancy
Gary Jackson/,? A 46)
Farm-A-Syst
Carolyn Jenkins/i*
New England Interstate Water
Pollution Control Commission
Robert Johnson, #2,31)
Wildlife Habitat Council
JeffKeidel/5/J
Upper Arkansas Watershed Council
TomKelsch/35JEPA
Doug Kenney/4 51,54)
University of Colorado School of law
Karol Keppy/25>;
Know Your Watershed Campaign
Chris laabs, (35) EPA
Robert Levite/2<9j
Nashua River Watershed Association
Kathy luscher, (36)
River Network
larryMartick/W
Adams County Conservation District
Victor McMahan, (4)
American Rivers
Pat Munoz/?6 53)
River Network
Dennis Nelson, (V5j
Project WET
Doug Norton, f3W EPA
Robert Nuzum, (3, 4)
East Bay Municipal Utility District
Kathleen O'Brien, (11,30,39, 46,51)
Tennessee Valley Authority
Kathleen Pickering//*, 31, 44)
National Fish and Wildlife Foundation
Wayne Poppe/3ft 37,38, 39)
Tennessee Valley Authority
Anne Rheams/4/, 42, 45)
lake Pontchartrain
Dave Rosgen/35,)
River Restoration Specialist
John Runyon/25,30)
McKenzie Watershed
Virginia Scarlet, (18)
Stony Brook Watershed
David Schmidt/^
GREEN
TomSchueler/i?, 24)
Center for Watershed Protection
Susan Seacrest,(*6^
Groundwater Foundation
DwightSiemiaczko/^S, 49)
Lower Paint Creek Association
Top 10 Wstcished Lessons Learned
-------
Index to Terms and Organizations
(continued)
Chuck Spooner, (36, 39) EPA
Kim Stokely, (45)
Adopt-A-Watershed
Terrene Institute
Joan Warren, (IS, 36) EPA
Elizabeth Watson, (21,22)
Heritage Area Consultant
Lauren Wenzel, (9, 11, 39)
Maryland Department of Natural Resources
Jean White, (24)
Cedar River Watershed
Index to Guides and
Resources
A Citizen's Streambank Restoration
Handbook«5,)
Applied River Morphology (35)
Building a Local Watershed Partnership (11)
Chesapeake Bay Communities:
Making the Connection, A Catalog of
Local Initiatives to Protect and Restore the
Chesapeake Bay Watershed (16, 46)
Crafting Better Urban Watershed
Protection Plans (26)
Community Visioning (It, 54)
Give Water A Hand (16)
Green Development:
Literature Summary and Benefits
Associated with Alternative
Development Approaches (21)
Ecological Restoration:
A Tool to Manage Stream Quality (35)
Educating People for Action:
More Success Stories from Puget Sound (46)
Educating Young People About Water:
A Guide to Goals and Resources (45)
Environmental Principles for
Golf Courses in the United States (22,31)
Federal Guidance for the Establishment,
Use and Operation of Mitigation Banks (35)
The Freshwater Imperative: ...-. .. ..
A Research Agenda (35)
Innovations in Coastal Protection:
Searching for Uncommon Solutions to
Common Problems (4)
The Keystone National Policy Dialogue on
Ecosystem Management, Final Report (11,22)
Leading and Communicating (16)
Lessons Learned:
A Casebook for Successful Urban River Projects (4)
The NAPA River Watershed
Owner's Manual:
A Framework for Integrated
Resource Management (22)
National Watershed Library (46)
National Watershed Network (16,31, 36)
National Save Our Streams Resource List (35)
Project WET Curriculum and Activity Guide (45)
Putting Together a Watershed Plan (11)
Restoring Our Watersheds:
An Assessment of River Stewardship in
New England and New York (4)
Rivervvork Book:
A Step-By-Step Guide for Citizens and
Communities Developing River
Planning and Conservation Efforts (11)
Sourcebook for Watershed
Education (18, 26,31,45)
SPLASH (3,45)
Starting Up:
A Handbook for New River and
Watershed Organizations (36)
Surf Your Watershed (36, 45,54)
Using Nonprofit Organizations to
Advance Estuary Program Goals (31)
Water Quality Standards Academy (45)
Water Works:
Your Neighbors Share Ideas on
Working in Partnership for
Clean Water (11, 30,39, 46,51)
Watershed Academy (35)
Watershed Approach to Urban Runoff:
Handbook for Decision Makers (35)
Watershed Approach Framework^, 16)
Watershed Legislation:
What Works and Why (16)
Watershed Management:
Toward Local Initiative in Solving
Water Problems (16)
Watershed Partnership Starter Kit (35)
Watershed Progress:
Massachusetts' Approach (16)
Watershed Progress:
New York City Watershed Agreement (22)
Watershed Protection:
A Statewide Approach (4,16)
Watershed Protection:
Catalog of Federal Programs (18, 36)
Watershed Protection Techniques (35,55)
Watershed Tools Directory (35)
What Is A Watershed? (45)
Internet Sites
Adopt-A-Watershed:
http://www.tcoe.trinity.kl2.ca.us/aaw/
American Rivers:
http://www.amrivers.org/
Anacostia Watershed Society:
httpyMvw.anacostiaws.org
Center for Excellence for Sustainable Development:
http://ww.sustainable.doe.gov/index.html
Center for Watershed Protection:
http://wvwv.pipeUne.com/~mrrunoff/
Chesapeake Bay:
http://www.epa.gov/r3chespk/
EPA:
http://wwvv.epa.gov/owow
Farm-A-Syst:
www.wisc.edu/farmasyst
Freshwater Imperative:
httpy/www.islandpress.com/books/bookdata/FWimp.html
GREEN:
http://www.econet.apc.org/green/
Groundwater Foundation:
www.groundwater.org
Izaak Walton League:
http://www.iwla.org
Know Your Watershed:
http://cttc.purdue.edu/KYW7KYW.html
National Fish and Wildlife Organization:
http://www.nfwf.org
The Nature Conservancy:
www.tnc.org
Planners Web:
http://www.planning.org/books/bookstor.html
Project WET:
http://www.montana.edu:80/wvvwwet/
River Network:
http://www.teleport.com/~rivemel/rivernel/leader2.htm
Surf Your Watershed:
www.epa.gov/surf
Terrene Institute:
http://www.terrene.org/cfaward.htm
University of Connecticut:
www.hb.uconn.edu/CANR/ces/Nemo/
University of Wisconsin:
http://www.uwex.edu/erc
Water Environment Federation:
httpyAvww.wef.org/wwwboardAvatershed/wwwboard.htinl
Watershed '96 On-Line Proceedings:
http://wvvw.epa.gov/OWOW/watershed/Proceed/
Western Governor's Association:
http://www.westgov.org
Wildlife Habitat Council:
http://www.wildUfehc.org/hidex.html
Top 10 Watershed Lessons Learned
-------
F» F» E M D I
Advisor E-mail List
Many Thanks to the Following Key Network Contacts
Diana Allen,
tower Sotilh Pteic River Natural Resource District
(hlk-n^nnkx nrc.suic.ne.us
Elaine Andrews,
I'nKtKty of Wisconsin Cooperative Extension
Chester Arnold,
Inivcn-iri of Connecticut Cooperative Extension
carnolWcsuifl.cag.uconn.cdu
lorna Baldwin,
Yjtcnhcd Planner, East Lane Soil and Water
CowennikKi Otsirkt lbaldwin@efh.org
Bob Bolt, MtCS,
Dave B»«gc,
Friends of ihc Cheat, West Mrginli
JoinlfcrBojlc,
National Council of Farmer Cooperatives
tlcnnls Bowkcr,
Nap* Cbonly Conservation District
t02223,MI2@compuscrv.cora
Swan Bnnning,
C.S, EPA Region 6
Tom Conr),
BRIMS Wvw Auihorit^ Tesas
torac39brajMS.org
Alison Cook,
RiwrSeWork
cootafeon@aol.cora
Jessica Copn,
t .S. O'A National Estuary Program
Hk Creek Watershed, MT
nox222SQmontana.com
Karen nreliock,
Kauooai Sa-.f Our Streams
Abby Friedman,
Katioftal Assodatiofl of Counties
afrkdma@naco.org
Irish Carrigan,
'
Dennis Hall,
Big Darby Watershed, OSU Cooperative Extension
haU.l6@osu.edu
Richard Hall,
Maryland Office of Planning
Rich@mail.mop.md.gov
Karen Hamilton,
U.S. EPA Region 8
hamilton.karen@epamail.epa.gov
John Hassell,
Oklahoma Conservation Commission
jhassell@ocavq.state.ok.us
Reed Holderman,
California Coastal Conservancy
rholderman@igc.org
Ginger Howell,
US. EPA National Estuary Program
howell.ginger@epamail.epa.gov
Doug Kenney,
University of Colorado
Douglas.Kenney@Colorado.EDU
Karol Keppy,
Know Your Watershed
keppy@ctic.purdue.edu
Karen Klima,
U.S. EPA Surf Your Watershed
Uuna.karen@epamafl.epa.gov
Kathy Luschcr,
River Net\vork
rivcrnet@igc.apc.org
larry Martick,
Adams County Conservation District
adams.conservation@al.dep.state.pa.45
Greg McNelly,
Water Environment Federation
gmcnelly@wef.org
Kathy Minsch,
Puget Sound Water Quality Action Team
kmins@aol.com
Larry Mornndi,
National Conference of State Legislatures
larry.morandi@ncsl.org
Pat Miinoz,
River Neftvork
patmunoz@aol.com
Robert Nii/um,
East Bay Municipal Utility District
nuzum@ebmud.com
Katliy O'Brien,
Tennessee Valley Authority
kgobrien@tva.gov
Michael Pawlukiewicz,
Urban Land Institute
michaelp@uli.org
larry Price,
Global Rivers Environmental Education Network
lprice@green.org
Anne Rlieams,
Save Our Lake, Lake Pontchartrain Basin Foundation
lpbfeduc@communique.net
David Schmidt,
Global Rivers Environmental Education Network
dschmidt@green.org
Susan Seacrest,
The Groundwater Foundation
info@groundwater.org
Audrey Shileikis,
U.S. EPA Region 9
shileikis.auarey@epamaU.epa.gov
Dwight Siemiaczko,
Lower Paint Creek Watershed, West Virginia
5pole@citynet.net
Judy Taggart,
Terrene Institute
terrene@gnn.com
Lauren Wenzel,
Maryland Department of Natural Resources
LWENZEL@dnr.state.md.us
Jean White,
Cedar River Watershed CouncU, Washington
jean.white@metrokc.gov
Katlii Wiederhold,
Lane CouncU of Governments
kwiederhold@lane.cog.or.us
Barbara Yuhas,
International City/County Managers Association
byuhas@icma.org
and many others without e-mail...
Top 10 Watershed Lessons Learned
-------
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Please complete this sheet or visit our web site at http://www.epa.gov/owow
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ficks.ben@epamail.epa.gov or 202-260-8652, x2529 (fax)
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