Getting in Step:

A Guide to Effective Outreach

in Your Watershed

Authors:
Charlie MacPherson, Tetra Tech, Inc.
Barry Tonning, The Council of State Governments

NOTICE: This PDF file was adapted from an on-line training module of the EPA’s
Watershed Academy Web, found at http://www.epa.gov/watertrain. To the extent
possible, it contains the same material as the on-line version. Some interactive parts of the
module had to be reformatted for this non-interactive text presentation. Review questions
are included at the end of each sub-section within this file and are also compiled at the end
of the file as a self-test.

This document does not constitute EPA policy. Mention of trade names or commercial
products does not constitute endorsement or recommendation for use.

Links to non-EPA web sites do not imply any official EPA endorsement of or responsibility
for the opinions, ideas, data, or products presented at those locations or guarantee the
validity of the information provided. Links to non-EPA servers are provided solely as a
pointer to information that might be useful to EPA staff and the public.

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Introduction

Outreach and education are powerful tools that can be used in watershed protection efforts. Both
can help develop an awareness of the value of our water resources, educate people on what’s
threatening the resources, and encourage protective action. Because polluted runoff is the major
source of contamination in our nation’s waters, there is a need to educate individuals on pollutant
sources and show them how their daily activities degrade water quality. For example, runoff
from suburban areas can contain fertilizer and pesticides leached from lawns, oil and antifreeze
washed off driveways, bacteria and organic matter from pet wastes, and sediment from
construction sites. Runoff from farms, homes, or factories in rural areas can contain many of the
same pollutants. Outreach can educate individuals about the causes of water pollution and
provide solutions to these problems. Outreach and education can also help change behaviors and
promote responsible attitudes in the watershed. The purpose of this training module is to provide
the tools you will need to develop and implement an effective watershed outreach plan. The
module is divided into 3 parts.

provides the overall framework for developing an outreach plan using a step-by-
step approach.

provides tips and examples for developing and enhancing outreach materials.

gives specific tips on working with the news media to get your message out to
target audiences. Throughout the module sidebars provide specific examples, key concepts, and
recommended resources for obtaining more information. Worksheets are also provided for you to
download and use for planning purposes.

Developing Your Outreach Plan

To develop and implement an effective outreach
program, you need a plan. The plan presented in this
module includes six steps (Figure 1):
• Step 1: Define your goals and objectives
• Step 2: Identify your target audience
• Step 3: Create your message
• Step 4: Package your message
• Step 5: Distribute your message
• Step 6: Evaluate your outreach plan
Figure 1

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PART I
DEVELOPING YOUR OUTREACH PLAN
STEP 1: DEFINE YOUR GOALS AND OBJECTIVES

While outreach activities may be initiated before a

coordinated watershed planning effort is underway, it
is helpful to link your outreach to other activities
occurring in the watershed (Figure 2). Outreach and
education is an important component to watershed
management. Watershed citizens must be informed
about basic water quality problems. Stakeholders must
be told about the process and encouraged to get
involved. Elected officials will want to know what’s
happening and how they can support the initiative.
And, finally, those who are contributing to water
quality degradation by engaging in practices that
increase polluted runoff will need to be informed,
engaged, and motivated to adopt more appropriate
behaviors. Figure 2

Goals
Goals are general statements that express
the broad focus of the entire watershed
effort (Figure 3). For example, a goal for a
river might be to restore recreational uses
(fishing and swimming). This goal might
be further defined as improving cold-water
fisheries by reducing sediment in runoff
and increasing dissolved oxygen
concentrations, and reinstating swimming
by lowering bacteria counts during the
summer. A wide range of specific,
measurable objectives will be developed
and implemented to support each aspect of
the goal. Figure 3

Objectives
The objectives developed to achieve a goal are specific, measurable, action-oriented, and time
focused. You will probably develop several objectives for each goal you’re trying to achieve.
Keep the desired outcome in mind when forming your objectives. Do you want to create
awareness (Figure 4, next page), provide information (Figure 5, next page), or encourage action
(Figure 6, next page) among your target audience? It is very important to make your objectives
as specific as possible and to include a time element as well as a result.

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Figure 4 Figure 6

Figure 5

This approach will make it easier to

identify specific tasks and will
enable you to evaluate whether
you’ve achieved the objective
(Figure 7).
It is important to remember that as
you progress through your
watershed management process
your outreach objectives and
activities will change. For example,
during the early stages it might be
necessary to generate basic
awareness on watershed issues, but
as problems are identified your
objectives will focus on educating
your target audiences on the causes
of the problems. Finally, during the
implementation phase of your
watershed planning and
management process, your
objectives will focus on action by
your target audience to reduce
adverse water quality impacts. Figure 7

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DEVELOPING YOUR OUTREACH PLAN
STEP 2: IDENTIFY YOUR TARGET AUDIENCE

Your target audience is the group of people

you want to reach with your message (Figure
8). You must break down your target audience
into the smallest segments possible that still
retain the characteristics of the audience. If
your audience is too broad, chances are you
won’t be able to develop a message that
engages and resonates with your entire target
audience. Be creative in defining and
developing perspectives on target audiences
and in finding out what makes them tick.
Figure 8

Segmenting your audience

Target audiences can be grouped several different ways depending on the objective being
pursued. Some common groupings include the following:
• Geographic location (Figure 9)
• Demographics (Figure 10)
• Occupation (Figure 11)
• Behavior patterns (Figure 12)

Figure 9
Figure 10

Figure 11 Figure 12

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Your target audience will likely incorporate
more than one of the above groupings. For
example, if you want to generate awareness
among students about the impairment of Lake
Townsend, you might want to target your
audience based on demographics and
geography; e.g., schoolchildren aged 12 to 17
within the Lake Townsend watershed. Once
you’ve identified your target audience, you’ll
need to gather information on them before
proceeding to the next step (Figure 13).

Conducting at least a rudimentary analysis of

the target audience is a task that’s often
ignored, but such an oversight can make the
rest of the outreach plan useless. To develop an
effective message that reaches your audience,
you need to find out what they think about the
issues and what messages might engage and
motivate them. Figure 13

What information do I need about my target audience?

First, think of the target audience as your customer
(Figure 14). What are the needs of your customer?
You want to sell your customer a product (e.g.,
environmental awareness, membership in an
organization, participation in a stream restoration
project, or some voluntary behavior change), so you
need to find out information about your customer.
Four types of information are needed to characterize
Figure 14
and assess the target audience/customer.
• Demographics -- collecting demographic information will help define the socioeconomic
structure of your target audience, the appropriate educational level for proposed
messages, and types of organizations that could be engaged to implement outreach
activities.
• Knowledge of the issue -- Determining baseline knowledge of watershed issues among
members of the target audience will establish where you need to begin to define your
issue. For example, does your target audience know what a watershed is or understand
what causes polluted runoff? If not, you are going to have to define those terms before
you use them in your message.
• Attitudes/beliefs/perceptions -- Exploring what people in the target audience think about
an issue or problem and what they value and believe will help you link watershed issues
with things they care about. If they don’t feel a problem exists or don’t understand how it
affects environmental resources they value, you’ll need to educate them before expecting
them to take action. Remember: perception is reality.
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 • Communication channels -- Finding out how the target audience gets its information will
help you to develop, format, and distribute your messages. What newspapers, magazines,
or newsletters do they read? To what organizations do they belong? Do they watch local
news or cable television? Do they receive information in other forms such as community
radio programs? Who are the opinion leaders, and how can you reach them?

How do I get information on my target audience?

You can use several different tools depending on the makeup of the target audience and your
available resources (time and money). Any information you collect will make your plan stronger,
so don’t worry if you don’t have access to a Census Bureau database or can’t make your survey
results statistically significant. The following tools will help you gather information on your
target audience:

• Surveys by mail (Figure 15)

Mail surveys are an excellent way to get
baseline information about a target audience
and measure changes in attitudes or behavior.
Keep in mind what information you want to
collect, how you are going to use that
Figure 15
information, and who is going to tabulate the
data. From a respondent’s perspective, make
the survey is relatively short (and explain up.front how long it will take the respondent to
fill it out).
You should try to shoot for at least a ten percent return rate to make your results
meaningful (Table 1). To increase your chances of getting your surveys filled out and
returned, make the directions very clear, prepare an easy-to-read format, and include a
self-addressed, stamped, return envelope.

Table 1: Pros and Cons of Surveys by Mail

Pros Cons

- Allow participants to think about their - Printing and mailing costs

answers before responding
- Staff time for tabulation of results
- Can reach large numbers of people
- Potential for low response rate
- Can gather data from people who
might not be accessible in person

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 • Surveys by phone (Figure 16)
Surveys by phone can also provide good
baseline (and post.project) information on
your target audience. The success of phone
surveys tends to vary geographically; rural Figure 16
audiences are more willing to take the time to
answer questions than urban audiences
(Table 2).
Table 2: Pros and Cons of Surveys by Mail
Pros Cons

- Allow data gathering from people who - The need to access correct phone
might not be accessible in person numbers for participants
- Elicit immediate responses - Lack of time for participants to think
about their responses
- Can accommodate many participants
- The level of resources involved
- Exclusion of those who will not
respond to unsolicited calls

• Focus groups (Figure 17)

Focus groups provide an opportunity to meet
with several members of the target audience at
once and allow them the chance to expand on
comments and ideas. This is an opportunity to Figure 17
collect information and start building a
network of people you might want to use later to deliver your message (Table 3).
Table 3: Pros and Cons of Focus Groups
Pros Cons

- Provide insights about the target - Success depends largely on the

audience’s composition, perceptions, moderator
and beliefs
- Can accommodate only a few
- Provide interaction among participants participants
- Build support for further actions or - Time demand on participants is
outreach communication considerable
- Might not be suitable for certain
cultures where peer pressure or
deference to others might inhibit
discussion.

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 • Public agencies (Figure 18)
Local public agencies such as planning
departments and property tax evaluation
agencies can be tremendous sources of
information on the makeup of your
target audience. Information collected in Figure 18
this manner should be held in
confidence: circulating perceptions and other information provided in private can
seriously harm your credibility and effectiveness (Table 4).

Table 4: Pros and Cons of Surveys by Phone

Pros Cons

- Might have access to large populations - Might not have information in a readily
and have information on the target available format
audiences collected over a long period
of time - Agency personnel might not be
forthcoming with personal information
on the composition, perceptions, or
values of the target group

• Trade associations (Figure 19)

Trade associations keep track of
marketing research and other
information on their members. If your
target audience is associated with a
trade group, contact the organization Figure 19
to see what’s available. Your local
chamber of commerce can also
provide information on local businesses and the demographic makeup of the community
(Table 5).

Table 5: Pros and Cons of Trade Associations

Pros Cons

- Might have information specific to - Data might be biased toward their

your target audience constituency
- Could possibly serve as a distribution - Data might not be available for outside
mechanism for your message use

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 • Demographic databases (Figure 20)
All sorts of databases that contain
information on the demographic makeup of
potential target audiences are available.
Census data is available through the
Internet from the U.S. Bureau of the Figure 20
Census (http://www.census.gov) and from
local libraries. If you do not have access to these files consider asking a college
marketing class for assistance (Table 6).

Table 6: Pros and Cons of Demographic Databases

Pros Cons

- Can provide consolidated demographic - Data might not be current

data
- You might not have the staff or
- Can sort data by different parameters equipment to manipulate the data

DEVELOPING YOUR OUTREACH PLAN

STEP 3: CREATE YOUR MESSAGE

After gathering information on the target audience, you

are ready to craft a message that will engage them and
help achieve your objective (Figure 21). To be effective,
messages must be understood by the target audience and
appeal to them on their own terms. The message should
be specific and tied directly to something your target
audience values. Some benefits you might want to
include in your message include:
• Money savings Figure 21

• Time savings
• Convenience
• Free of charge
• Health improvements
• Efficiency
• Awards
• It’s the law

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Awards are a great way to recognize
people who are “doing the right thing.”
It’s free and everyone likes to be
recognized (Figure 22). Some groups to
target include developers, the media,
elected officials, farmers, and businesses.
In addition to attracting attention, being
understandable, and providing a link to
something of value, effective messages
should also state specific actions required
to achieve the desired results. Instructions
should be clear, nontechnical, and familiar
to the audience. Providing a means for the
target audience to become more involved
or to receive additional information Figure 22
through a toll-free telephone number,
Internet web site, or other means always
helps (Figure 23). Focus on making
everything -- the behavior change
requested, the involvement needed, or the
support required -- “user-friendly.” After
engaging your audience and exposing them
to your message, you can provide more
information on environmental benefits on
their actions. It’s advisable, however, to let
them know first what their direct benefits
will be. A word to the wise: studies show
that positive messages tend to be more
effective in changing people’s habits than
negative ones.

Message Objective
Remember that your message is not simply
a restatement of your objective. Your
message will help achieve your objective,
but the two are not the same. Objectives
describe final results; messages prompt the
actions, knowledge, and attitudes needed to
obtain them.

Figure 23

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Does your audience get the message?
The language and style of your message sh ould match those of your target audience. If you are
unsure about the reading level of your target audience, pretest the message with representatives
of the target audience to determine its appropriateness. Consider displaying your message
graphically if your target audience is not fully literate. If your target audience’s primary language
is not English, lead off with their native language first and include an English version
underneath, if needed. Always seek to understand and to be understood.

DEVELOPING YOUR OUTREACH PLAN

STEP 4: PACKAGE YOUR MESSAGE

You’ve defined your objective, assessed the

target audience, and crafted your message. Now
it’s time to determine the best package or format
for the message for eventual delivery to the
target audience (Figures 24 and 25).

Format considerations
In some cases the format will define the
distribution mechanism (newspaper articles, Figure 24
radio spots, public events). When choosing
alternative formats, consider the following:
• Will the package be delivered to the
target audience?
• Is it “user-friendly?”
• Can the target audience decipher it?
• Does it accomplish the objective and
promote the message?
Figure 25
• How will the target audience access and
use the information?
• Is it something they will see once and discard or refer to often?
• Can it be produced in-house, with existing resources?
• How much will it cost, and who will pay for it?
Remember that even if your message is the same for a variety of audiences, you must package it
separately for each audience.

Repeating your message

In addition to being promotional vehicles for messages, formats often dictate the frequency of
message presentation. Frequency is important because it determines how well the message will
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be remembered. Professional marketers know that the more times you see their advertisement for
a product, the more likely you’ll remember it and the more likely you’ll buy it. The same holds
true for education. Educating stakeholders and citizens on watershed or polluted runoff issues is
no different: people remember what resonates with them and what is in front of them. As the
saying goes, “out of sight....” So if your message is short, you might want to display it on a
refrigerator magnet and keep it in front of the audience for months or even years. Other packages
-- rain gauges, calendars, Frisbees, news media pieces, printed materials, and so forth -- all have
their own pluses and minuses (Figure 26). Take time to explore them to see if they fit your
program of linking objective, audience, and message.

Figure 26: Examples of Good Messages

Package options
The following is an overview of some popular message
packages. Choose one (or more) that helps achieve the desired
result with the available resources. For example, promoting
environmentally friendly agricultural practices through
newspaper articles, farm field days, and “conserve our soil”
ball caps creates interest in and support for such practices.
Keep the target audience in mind while considering various
formats and whenever possible, indicate on your materials the
intended audience (Figure 27).

Figure 27

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Print
By far the most popular format is print. Printed materials include fact sheets, brochures, flyers,
magazines and newspaper articles, booklets, posters, bus placards, billboards, and doorknob
hangers. They can be easily created and can be referred to again and again by the target
audience. When preparing printed material, be aware of how the information will be used. If it is
to be faxed or photocopied, you will want to use a standard paper size and limit any artwork to
line drawings. Dark-colored backgrounds can seriously limit photocopying, as you have
probably discovered. Keep in mind that your message will be competing with lots of other
printed material out there. Costs for high-quality color materials can be considerable, and the
information can quickly become dated. Don’t forget these issues during the planning phase
(Figure 28).

Caution about calendars

Calendars are terrific outreach materials. They can be colorful, the
messages on each page stay in front of your audience for a month at a
time. Some groups custom-tailor their calendar and turn it into a log of
activities for the watershed, lake, or stream. People can keep track of
the year’s observable water events: ice-out and freeze-up, waterfowl migrations and
nestings, mammal sightings, insect hatching, and the like. The downside is that they are
obviously time-sensitive and you can’t use them for years to come. You must plan
carefully for distribution to hit the market around November (when everyone is shopping
for next year’s calendar).

Figure 28

Stuff
“Stuff” refers to promotional items or “give-
aways.” These include frisbees, magnets, key
chains, tote bags, coffee mugs, bumper
stickers, and so forth. Give-aways represent a
good format to promote watershed
organizations, simple actions, and general
awareness. When choosing a give-away item,
keep in mind the alternative message it might
send -- for example, too much plastic being
used -- which could counteract the
environmental benefit of the message (Figure
29).

Figure 29

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Media
Using the professional media -- newspapers, television, magazines, radio -- is not difficult, but
requires some orientation and basic training on how to involve them in your outreach effort.
Opportunities to place your message in the media include informational news stories, people
features, issue analyses, public service announcements, interview programs, call-in shows,
editorial columns, and feature items related to sports, recreation, or outdoor living. The news
media are always seeking interesting topics to fill their pages and broadcasts.

Internet
Increasingly, the Internet is becoming a powerful means of communication. It provides
worldwide access to hundreds of thousands of sites containing millions of documents, chat
rooms for special interest groups, and database/mapping features that are almost mind-boggling.
Although the World Wide Web is used regularly and extensively by agency personnel,
environmental group leaders, and the business community and can be a valuable format, average
citizens still get the great bulk of their environmental messages from more traditional venues.
Remember, too, that a Web-based approach is geared to a certain target audience -- one that is
very much “plugged in” and perhaps already attuned to your objectives.
There are opportunities to reach other audiences via the Internet through interest group Web sites
(e.g., off-highway vehicle users, fishers, farmers). However, you will probably reach national
audiences through their Web sites, not necessarily citizens of the watershed you’re working with.
Explore these sites before deciding to use your program. The Internet will likely become more
important to local watershed outreach efforts in the future. For now, its primary value lies in
providing access to general water science information, databases like EPA’s Surf Your
Watershed (http://www.epa.gov/surf) and other public agency information, and environmental
news from state and national groups, like the Conservation Technology Center’s Web site
(http://www.ctic.purdue.edu). Nevertheless, if you believe you have a local Internet audience for
your message, by all means start a website for you watershed (Figure 30)!

Establish an e-mail listserver

Active watershed projects often find it useful to establish e-mail
listservers to keep participants updated on meetings, policy
discussions, and other matters. Implementing this communication
link is simple and allows stakeholders to keep abreast of
developments at their leisure. E-mail is the preferred communication medium among
many citizens, business people, and agency officials because it can be accessed at
convenient times and provides a written record of the communication.

Figure 30

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DEVELOPING YOUR OUTREACH PLAN
STEP 5: DISTRIBUTE YOUR MESSAGE

Figure 31

Once the message has been packaged in the

desired format, your team can proceed with
distribution (Figure 31). Your fabulous three-
dimensional four-color poster of the city’s
waterfront park won’t amount to a hill of
BMPs if it isn’t distributed to the target
audience. Fortunately, you’ve already
considered distribution mechanisms somewhat
during the process of researching the target
audience and selecting a format. Further
activity during Step 5 includes taking a close
look at the level of time, resources, and work
required for distributing the message. Are you
going to mail all those posters? Do you need to
buy mailing tubes? Do you have the addresses?
Common distribution mechanisms include
direct mail, door-to-door, by phone, through
media outlets, and posting the message in
public places (Figure 32).

Figure 32

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Mail
The mail delivery system can be the best distribution vehicle if your target audience can be
defined geographically, or if you have access to a mailing list that encompasses your audience
(e.g., developers, farmers). The U.S. Postal Service has established procedures for bulk mailings,
and it is advisable to contact the post office early to discuss the pros and cons of this delivery
approach (Figure 33).

The basics of bulk rate

Third-Class bulk mail is used to mail advertising and other materials,
such as newsletters and bulletins, that weigh less than 1 pound. Bulk mail
rates are substantially less than First-Class rates, but have strict mail
preparation requirements. Bulk mail must be presorted by ZIP code,
state, or carrier route, arranged into packages or bundles, and placed into labeled sacks. The
level of presorting determines the rate you pay, so it is always a good idea to sort your mail
to the highest level possible.
The Basic Presort rate applies to pieces sorted into groups by state. The 3/5 Presort rate
applies to pieces sorted into groups by the same three or five digits of the ZIP code. The 3/5
Presort offers the greater discount. To qualify for either of these rates, you need a total of
200 mailpieces or 50 pounds. The Carrier Route Presort rate applies to mail grouped by
individual carrier routes (the actual routes covered by a specific mail carrier). This is the
highest level of presorting and therefore the least expensive. To qualify for this rate, you
must mail 10 or more pieces per Carrier Route and have at least 200 mail pieces or 50
pounds sorted in this manner. The cost difference between Basic Presort rate and standard
First-Class mail can be as much as $0.10 per mailpiece. An additional $0.08 to $0.10 per
mailpiece can be saved by using the carrier route presort.
Many charities and public service organizations, large and small, use bulk mail to raise
funds, promote a message, or increase awareness about a particular issue. Qualified
nonprofit organizations are eligible to mail third-class mail at special, lower bulk rates.

Figure 33

Door-to-door
Studies show that going door to door with your message is very effective, but also resource-
intensive. Try using a printed doorknob hanger with a message that can be distributed without
disturbing the occupants. Having your door hanger delivered by other civic groups during their
activities (e.g., cookie or calendar sales) can save time and money in delivery.

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Target businesses
Using selected businesses to deliver the message can increase the likelihood of reaching the
target audience and save money on postage. For example, if you develop a brochure on oil
recycling, ask to display the brochure at auto parts supply outlets. Keep in mind that businesses
will be more likely to distribute your materials if there is an added benefit to them. So if you ask
septic tank pumpers to distribute refrigerator magnets containing information on what should and
should not go into a septic system, include a space on the magnet for the customer to write down
the hauler’s name and phone number.

Presentations
Delivering your message in person through a presentation is extremely effective because you can
be certain that your target audience is hearing your message, and your audience has a chance to
respond to your message immediately. Schools, local clubs, and associations are always looking
for speakers at their gatherings.

Piggybacking your message

Remember that you don’t always have to distribute the message yourself. If your target audience
subscribes to an existing periodical, it may be more effective to include your message in that
publication. It will certainly save you the hassle of dealing with mailing lists, postage costs, or
news media releases. It will also increase the likelihood that your message will actually be read
by members of the target audience since they are already familiar with the publication.

DEVELOPING YOUR OUTREACH PLAN

STEP 6: EVALUATE YOUR OUTREACH PLAN

Evaluation provides a feedback mechanism

for continuous improvement of your
outreach effort (Figure 34). Many people
don’t think about how they’re going to
evaluate the success of their outreach
program until after it has been implemented.
Building an evaluation component into the
plan from the beginning, however, will
ensure that at least some accurate feedback
on outreach program impact is generated.
The success of outreach programs depends Figure 34
on how well they are planned and
implemented. Evaluating that success in
not difficult if you initially develop concrete, measurable objectives that can be compared against
what was actually achieved. Moreover, focusing the outreach effort on discrete target audiences
provides a manageable approach for both implementing the outreach program and measuring its
success (Figure 35, next page).

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Why evaluate?
You have just expended a
tremendous amount of effort and
resources, and you need to know
what worked and why so you can
make adjustments in the future.
Perhaps you used foundation funds
and are subject to requirements
calling for demonstrable
improvements in water quality or
other measurable progress. When
soliciting private foundations for
funding, you will be in a much
stronger position if you can show
them that your program did work.
Figure 35
Types of evaluation
The degree to which you evaluate your outreach program will be determined by your time and
available resources. Evaluation doesn’t have to be an all-consuming task, and it should definitely
avoid the “paralysis by analysis” condition that afflicts the assessment processes conducted by
many organizations. At a minimum, you will review the outreach plan with the staff or
watershed team to determine whether the objectives were attained or supported, the target
audience reached, and so forth. Outreach programs ideally feature pre- and post-tests of
randomly selected individuals that measure what knowledge or behaviors existed before the
program was implemented and after it ended. This approach is used mainly for large-scale, high-
level efforts because of the resources involved.
You will probably use three types of evaluation at different phases in your outreach planning
process.

Planning evaluation
Planning evaluations assess the likelihood that outreach programs will achieve their objectives.
This type of qualitative evaluation is conducted during development of the outreach plan. It
resembles a sort of “continuous monitoring, continuous focus” approach. Planning evaluations
help determine whether sound objectives were developed, target audiences were properly
analyzed, and appropriate messages were crafted. Continuous evaluation during the planning
process helps clarify program objectives and keep activities sharply defined. Planning
evaluations can also occur after completion of each step in the process by reviewing the
proposed plan with staff and analyzing decisions at each phase of the planning process.
Conducting cursory pre-tests of materials on representative samples of the target audience and
convening focus groups on selected outreach components also provides valuable planning
evaluation information.

Process evaluation
Process evaluations focus on implementation of activities as they relate to budget requirements,
schedules, and staff resources. Process evaluation occurs as the program is being implemented,
early enough in the outreach delivery process to allow modifications before too many resources

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have been expended. This sort of “early warning system” can include logging the costs of
specific activities, checking the frequency of material distribution, making contact with
distribution outlets to see if materials were received in a timely manner, reviewing media
clippings to determine how news releases and articles are being published, monitoring the
number of responses to messages (attendees at an event, responses to surveys, callers to toll-free
numbers), and gathering information through focus groups or surveys to determine distribution
effectiveness.

Impact evaluations
Impact evaluations assess the outcome or impacts produced by the outreach program and are
directly tied to the original objectives. This type of evaluation measures the effect of an outreach
program on the target audience by asking, “To what extent did we achieve our objective?”
Typical performance measures under impact evaluations include increased awareness,
knowledge of an issue, change in behavior, repeat participation in an activity, and changes in
perceptions and beliefs. Unintended outcomes can be generated by an outreach program, and if
there is evidence such outcomes are prevalent, an impact evaluation can attempt to capture and
define them.
Assessment tools for impact evaluations can consist of focus groups, surveys, interviews, and, of
course, actual measurement of improvements in water quality. A common impact evaluation tool
is to compare behaviors, attitudes, or beliefs of the target audience before and after the outreach
program is implemented. If you intend to use the pre-/post-test approach, it is critical to obtain
target audience baseline information on the issues linked to the program objectives before the
outreach program is implemented so comparisons can be made. Design your pre-test with the
end result -- the objective -- in mind.
When planning an impact evaluation, it is important to clearly identify the time frame for
measuring results since the true impact of a number of programs is realized long after the
activities have ceased. For water quality improvements, it can take 7 to 10 years for
improvements associated with the implementation of BMPs to be detected.
Another impact evaluation approach includes the direct measure of actions taken by the target
audience. For example, if your outreach program encouraged residents to leave grass clippings
on their lawns, you could measure the amount of yard waste going to the landfill before and after
the program is implemented. Oil recycling can be measured by tracking recycled oil return trends
at area collection centers. Care must be taken when designing evaluation tools to ensure that
targeted variables are being accurately assessed. It is often difficult to trace water quality
improvements directly to a specific program or action, just as it is difficult to attribute purchasing
behavior to a specific advertisement or product attribute. A little creativity, some insight, and a
lot of different perspectives are important ingredients for designing evaluation programs (Figure
36, next page).

Where do we go from here?

Congratulations! You have just completed all of the steps necessary to develop an effective,
executable outreach plan. Use the 7 Building Block Worksheets (on pages 22 to 28) to help
organize your plan and identify possible gaps. Then move on to Part II (page 29) to get specific
tips on developing and enhancing outreach materials.
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 Evaluation questions
Possible evaluation questions regarding each step include the following. The types of evaluation used is indicated
in parentheses: planning evaluation (1), process evaluation (2), and impact evaluation (3).

Step 1: Define your goals and objectives

• Are the objectives consistent with the planning team’s goals? (1)
• Are the objectives specific, with time limits and measurable components? (1)
• Will I be able to evaluate whether the objectives were accomplished? (1)
• Do I have the resources to accomplish the identified objectives? (2)

Step 2: Identify your target audience

• Are there barriers to accessing the target audience that can hinder the plan? (1)
• Is the target audience for each objective sufficiently defined? (1)
• Have I collected enough data on the target audience? (1)
• How long will it take to collect survey data on the target audience? (2)

Step 3: Create your message

• Is the message relevant and accessible to the target audience? (1)
• Is the language appropriate to the target audience? (1)
• Is the message specific for each audience, and will it resonate with each? (1)
• Can the target audience respond to the message in an easy, convenient way? (3)

Step 4: Package your message

• Is the format selected appropriate for the message? (1)
• Do I have the resources necessary to prepare and use the selected format? (2)
• Will I be able to distribute messages in this format efficiently? (2)
• Am I going to have enough materials for the entire target audience? (2)

Step 5: Distribute your message

• Will the planned distribution mechanism reach all of the target audience? (1)
• Do I have the resources to distribute the format under the existing budget? (2)
• Have I factored in enough lead time to get the materials published and distributed? (2)

Step 6: Evaluate your outreach plan

• What tools will be used to assess the impact of the outreach program? (3)
• Who will be responsible for tracking budgets and schedules? (2)
• Do I have a baseline on target audience behaviors, beliefs, and attitudes? (3)
• Do I have the resources to conduct pre/post survey or other assessments? (1)

Figure 36

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 Building Blocks Worksheets
Use the following building blocks worksheets to help shape your outreach plan. There is a
worksheet for each step as well as a summary worksheet to outline your activities. For each step,
the left column of the worksheet provides information for you to consider when gathering
information (Worksheets 1 – 7).

Worksheet 1--Summary Sheet

Goal

Target
Objective Message Formats Distribution Evaluation
Audience

. . . . . .

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 Worksheet 2—Objectives

Goal

Objective Evaluation Questions

. . . .

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Worksheet 3—Target Audience

Goal

Objective Evaluation Questions

Target Audience . . .

Information needed:
Attitudes/Perceptions
Demographics
Communication
channels
Knowledge

How to get information:

Focus groups
Trade associations
Phone surveys
Community leaders
Other

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Worksheet 4—Message

Goal

Objective Evaluation Questions

Target Audience

Message

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Worksheet 5—Formats

Goal

Objective . . Evaluation Questions

Target Audience . . .

Message . . .

Formats:
Print
Stuff
Media
Events
Presentations

. . .

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Worksheet 6—Distribution

Goal

Objective . . Evaluation Questions

Target Audience . . .

Message . . .

Formats . . .

Distribution
Mail
Presentations
Piggybacking
Members of target
audience

. . .

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Worksheet 7—Evaluation

Steps Planning Process Impact

Objective

. . .

Target Audience

. . .

Message

. . .

Formats

. . .

Distribution

. . .

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PART II
CREATING OUTREACH MATERIALS
ELEMENTS OF COMPOSITION AND LAYOUT

When designing the layout of your brochure,

flyer, or how-to guide, use restraint,
consistency, and quality materials. Restraint
should be used in choosing typefaces or fonts,
consistency should be used with the kinds of
graphics or artwork selected, and quality
materials should be used for photographs and Figure 37
artwork. Invite readers into your material with
appealing, user-friendly layouts (Figure 37).

White space
White space refers to the amount of space on the page that is
left blank. White space should be treated as a graphic and
used liberally. To immediately create white space, try
expanding the margins on your brochure or flyer. Make your
headline wrap onto several lines so white space is created on
the right side of the page. Do not justify your text: this
creates more white space at the end of each line and also
makes text easier to read since your brain “remembers” the
last word in the line above the one you’re reading (Figure
38).
Figure 38

Typefaces
Design your materials so the layout draws the eye into and around the entire work. Select
typefaces for readability. Provide variety, but don’t use them all. A good typeface calls attention
to the message, not to itself. Choose no more than two to three different typefaces for your piece.
DO NOT USE ALL CAPS BECAUSE IT IS TOO HARD TO READ THE TEXT. San serif
fonts (fonts that don’t have the “feet” on the letters) are good choices for headlines and sub-
heads. Arial and helvetica are popular sans serif fonts. Serif fonts, such as Times Roman, should
be used for large blocks of text because your eye can read the words more easily. Hundreds of
fonts are available, but resist the urge to use them all in one publication just because they are
loaded on your computer. Experiment with the fonts to get the look you want.

Layout or text
Always remember that the ultimate purpose of your materials is to be read, so make your text
readable. Don’t organize text into clever shapes (like a circle or Christmas tree) if it is going to
make it difficult to read. Be careful about “burning” graphic images over the text, since this can
make the text virtually unreadable. A general rule of thumb is that the narrower the column of
text, the smaller the font size. For example, using 8 1/2-by 11 inch paper, if the text goes across 6
inches of the page, the font size should be 12 point. If you choose a 2-column format, the font
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size can be decreased to 10 point. Most desktop publishing
software includes templates for various publication layouts
(Figure 39).

Making your text come alive

Make the text interesting for your readers. Keep the text to a
minimum and use the active voice. You can use various formats
to make your text more engaging. Consider telling a story or
leading off with a letter from a concerned citizen. Always try to
include a local angle, and keep the message simple.

Figure 39
Hooks
Hooks are devices that can be used to reinforce information in the text or to grab the reader
initially. Your headline can be a significant hook to engage the reader. For example, a booklet on
groundwater contamination leads off with “Is someone contaminating your drinking water
(Figure 40)?” Consider including a quiz at the end of your text to test the reader’s knowledge.
Using games, humor, or contests can also encourage the reader to read all of the material (Figure
41).

Figure 40 Figure 41

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CREATING OUTREACH MATERIALS
USING ARTWORK AND PHOTOS

Graphics -- photos, logos or other artwork --

are great for breaking up long, gray blocks of
text, allowing readers a visual break (Figure
42). Images of lakes, streams, rivers, wetlands,
and other watershed features are “naturals” for
dressing up your message format. The
emotional appeal they elicit can be
tremendous. This section presents ideas for
Figure 42
incorporating artwork and photos in your
watershed message material and presentations.

Incorporating clip art

The term clip art or copy art simply refers to a
drawing or other graphic representation that is clipped
from a booklet for use; this graphic could be saved in
either hardcopy or digital format. You have no doubt
seen many examples, most notably in newspaper
advertisements during any holiday of the year. Clip art
is produced specifically for the purpose of repeated
use. It is available and “cleared” for copying -- it is not
restricted by copyright (Figure 43).
If you have a limited number of clip art images, try
repeating the image across the page or make the image
different sizes. When using several graphic images on
one page, vary the sizes of the graphics for interest. Figure 43

Using mascots
An effective way to communicate your message to the younger
set is through mascots. Mascots become familiar faces that can
take on personalities, stories, and “lives” of their own. Consider
adapting child-friendly people or critters into puppets, comics,
posters, banners, displays, festivals, parades, calendars, contests,
skits, student lessons, or activities.

Using photos effectively

Using photographs can reinforce your message dramatically.
But, it is better not to use a photograph at all if it is poor quality.
Taking effective photographs takes practice and patience. Photos
of people, especially children, appeal to many audiences (Figure
44). Show action in your photographs, such as water quality
Figure 44

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sampling, tree plantings, or festivals (Figure 45).
If you do not have access to a good photographer,
consider using stock photos. These photos are
available on CD-ROMs and can start as low as $25 for
a set of 50 good-quality photographs. The Internet also
stocks thousands of images that can be downloaded.

Using children’s artwork

You don’t have to go to a professional graphic artist to
create the artwork for your brochure. Try a sixth-grade
classroom. Children’s artwork is fresh and free. Try
starting with a poster contest about their watershed
(Figure 46). “River of Words”
(http://www.riverofwords.org) Environmental Poetry
and Art Contest for Children on the Theme of
“Watersheds” is a good example of children’s artwork.

Figure 45
CREATING OUTREACH MATERIALS
ESTABLISHING YOUR WATERSHED IDENTITY

Getting the attention of the target audience and having them respond to your message will be
easier if you are perceived as competent, professional, and linked to watershed issues (Figure 47,
next page). You can link your image to your outreach
messages visually by adopting a logo, symbol or other
identifying element that helps your audience connect
your group with its message. Well-designed outreach
materials often feature such a graphic tied to the
organization sponsoring the materials, since visual
links like logos can provide an almost instantaneous
connection. Attractive logos, letterheads, business
cards, note cards, brochures, and other materials help
you build a credible, professional image.

Logos
A logo is a visually distinctive treatment of your
organization’s name and image. It is the distilled,
visual essence of who you are and what you stand for.
Think of your logo as your graphic signature. Plan for
it to appear on all your materials, including letterhead,
business cards, brochures, newsletters, and meeting
announcements.
The key to a good logo is simplicity -- clean,
Figure 46
uncluttered lines and shapes. Ideally, people will
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recognize your materials from the logo alone. Silhouettes of objects often work well as logos. No
matter how straightforward or stylized, your logo should evoke an image of you. Keep in mind
that a logo must look good no matter how large or small it appears. You might be using it on
large posters as well as business cards.

Letterhead
Letterhead also communicates your image and identity to
people. At a minimum your letterhead should contain your
organization’s logo, name, street address and mailing address,
phone/fax numbers, e-mail address, and Web site address, if
applicable. Some groups also choose to list the officers or
board members of the organization. With all this information,
the letterhead can become pretty congested if you’re not
careful. To avoid this problem, some people draw a box
around the correspondence area of the letterhead. Others
insert a vertical rule or “scholar’s margin” down the left side
of the page to separate organizational information from the
written correspondence.

Figure 47
Business cards
Like letterhead, business cards help build your image. Even if you plan to include contact
information in other material you send out, it is still a good idea to attach a business card. It
makes it easy for someone to contact you in the future. A lot of important information is
presented on the standard 31/2 - by 2- inch business card. Key elements include your logo,
organization name, street and mailing addresses, phone/fax numbers, e-mail address, and Web
site, if you have one. The name and position of the person holding the card should be
prominently displayed.
Use the entire space to your advantage. Do not print tiny words and graphics and tuck them
unobtrusively into the corners. Avoid using script
typefaces unless they are large and bold.

CREATING OUTREACH MATERIALS

PACKAGING YOUR WATERSHED MESSAGE

Many different printed, broadcast, and other formats are

available to convey your messages (Figure 48). This
section discusses several options that might be right for
you. Computer desktop publishing has made the
production of many of these materials easy and fun. If
money is tight or you do not have access to a computer,
don’t worry. You can still produce attractive and effective
materials using basic resources such as a photocopy
machine, scissors, and tape. Figure 48

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Brochures
Brochures are an effective way to present and
explain your watershed message. Unlike many
other communication vehicles, brochures can
be distributed in many places. Racks can be
set up at libraries, marinas, and fairs. You can
pass brochures out at meetings. You can even
organize a direct mail campaign. Think
through the purpose of your brochure and its
intended audience before you start. You might
use it as a way to solicit interest and
involvement, or to promote watershed
education and positive behaviors. The purpose
will significantly define the appearance and
content (Figure 49).

Flyers
Flyers can be extremely effective if they are
engaging, concise, and memorable. They are
often used to impart brief, important messages
or implore simple actions. Explore your
options regarding paper and ink colors,
typefaces, and type sizes. Keep the text brief,
the letters fairly large, and the design
attractive. Incorporate artwork or pictures
either by photocopying or attaching with spray
glue or double-sided tape. Don’t forget to
consider the target audience in design,
composition, and distribution.

Posters
Posters can be an excellent option for message
delivery, displayed widely for months or even Figure 49
years. Text, photos, slogans -- even graphs --
can be presented effectively on posters. Mostly, however, they are used to build awareness (Save
the Bay) or deliver a simple message (If you’re not recycling, you’re throwing it all away).
Beware: production and distribution costs can be considerable. Mailing tubes and postage cost as
much as the poster itself. Folding and mailing in large envelopes causes creases that detract from
appearance, but this does not necessarily mean abandoning the approach. Posters can pay for
themselves through sales, but the poster design has to be really, really good (Figure 50, next
page).

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 Figure 50 Figure 51

Displays
When composing any large-format display, treat your entire display space as if it were a page
layout, a photograph, or a painting. The same basic elements of composition governing good
design and flow apply. A common mistake in presenting material in a large format is the
tendency to place lots of small items in a big space -- small photos, tiny text, little letters. You
might consider producing an informative companion piece, such as an illustrated fact sheet or
simple brochure to accompany the poster.
Avoid the common pitfall of pasting up dozens of 8- by 12-inch photographs with tiny captions
underneath each one. Try blowing up a significant photograph to poster size and then use
additional photographs to support the primary theme. Produce and distribute brochures or flyers
to convey the details for your project. Focus on the objective -- why you’re at the event, what
message you hope to deliver to which audience, and what you want to accomplish (Figure 51).

Billboards
Billboards, like posters, can effectively present an outreach message or raise awareness if well
designed and attractive. Remember to link the billboard location to your target audience.
Outdoor advertising venues can expose tens of thousands of people to your message, but be
aware that some people find them patently offensive—especially on scenic rural roads.
Billboards offer a chance to present highly compelling, noncommercial messages that can be
engaging, artistic and memorable. Positive aspects of using a billboard include high reach
(numbers of people), immediacy, and high frequency (number of times seen). Negatives include
the fact that you can convey only a short message to a relatively unspecified audience and it is
difficult to evaluate the effectiveness of the message. Costs can also be considerable and are
based on how many you buy, how long they are up, and the location (Figure 52, next page).
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Figure 52
Figure 53

Bumper stickers
Bumper stickers are highly individualized
traveling billboards. Since so many
Americans spend so much time on the road,
chances for message exposure through
bumper stickers are excellent. Keep
messages positive and focused on the
objective (e.g., Save the Bay). Composition
is easy: combine a catchy message with a
piece of art and you’re in business.
Production options include everything from
print shops to silk-screening in a garage.
Choose a design you can see from a distance
and a color that will beckon from a bumper
(Figure 53).

T-shirts and promotional items

T-shirts and caps are popular items and
“really get around” to help spread your
message. Use your imagination on how best
to conceive, design, and distribute them. Be
sure to carefully consider cost, and don’t be
overly optimistic on sales income because
sales rarely achieve expectations (Figure 54).
You can also order any number of other
customized items emblazoned with your logo
and message. Prices naturally go down with
Figure 54
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quantity, but make sure you will be able to
distribute your supply within a reasonable
amount of time (Figure 55).
What to give away:
•Matchbooks • Caps • Mugs • Beach towels •
Beverage holders • Key chains • Barbecue
aprons • Hot pads and mitts • Tablecloths •
Tote bags • Salt & pepper shakers • Pennants
or flags • Calendars • Frisbees • Magnets •
Rulers • Car tag frames•

Presentations
If you have spent any time at all in conferences
and meetings, chances are you’ve seen a few
slides or overheads. Dropping slides into the
projector and setting up the screen does not
guarantee a show, however. It takes planning
and practice to present your story as a
beautifully wrapped package that creates a
coherent, convincing, aesthetically pleasing
visual journey.
Gear your presentation—its content and
style—to the audience. Once you have a stock
of photos to choose from it’s a simple matter to
go back in and add, switch, or delete slides as
appropriate. You might want to number the Figure 55
slides and keep a running list of the different
versions presented so they can be recreated. Avoid reading text slides during a presentation. Use
the time to talk about the subject matter in the text. Focus your slide configuration and vocal
presentation on telling a story based on your knowledge, experience, insight, and perspective. A
rough outline is a good idea to make sure that your presentation has a central focus and a
beginning, middle, and end. Self-directed humor is often effective, if used sparingly.
Use only visually pleasing, in-focus slides. Avoid slides requiring introductory apologies (e.g., “I
know this is hard to see, but . . .”). Flow chart slides are notoriously indecipherable from a
distance. Break down the chart items to several slides or summarize the process being depicted in
a larger format. Monitoring data charts should also be summarized since they can look like
computer chip close-ups from the back of a room. Always make sure text slides are readable, and
don’t be afraid to explore new color choices. Finally, consider using a rapid-fire photomontage at
some point in the program. This technique simply presents a succession of photos with little or
no commentary, reinforcing your message with a blend of photos that creates an interesting,
memorable impression.
NEVER make a presentation overhead at standard font size (usually 10 or 12 pt). Double it, 20
to 24 point, and bold it, to be sure your message is visible. An added benefit is that you’ll be
forced to use fewer words, which is appropriate for presentation visuals.

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Events
A watershed event can be the most energizing, exciting format for distributing messages targeted
at awareness, education, or direct action. If resources are limited and the message is fairly
focused, try to latch on to an existing event that involves your target audience. Trade shows and
other events for farmers, developers, boaters, fishers, the automobile industry, and other groups
can often be accessed with a little research and a few phone calls. If you’re hosting your own
event, be advised that nothing substitutes for planning. No detail is too small, no aspect is too
insignificant to be thoroughly examined, reexamined, and subjected to contingency planning.
Major events are much like military campaigns. You’ll need plenty of advance time, information
on the site, logistical plans, a force commensurate with the objective, and the capacity to
accommodate plenty of action.
A major consideration in planning an event is how you intend to attract attention. As in all
outreach, you can’t deliver a message to the target audience if you don’t have access to them.
Approaches for generating interest and attention are limited only by your creativity. Watershed
groups have used blues bands, balloons, face painting, water drop mascots, dunking contests,
interactive displays, video games, give-aways, clowns, jugglers, and celebrities to draw in the
crowds. Nearly any idea that works and does not detract from the message is acceptable.

PART III
CREATING OUTREACH MATERIALS
WHAT DOES IT COST?

The cost of producing outreach materials varies depending

on several factors: number of colors used, size of paper,
number to be printed, etc (Figure 56). To keep costs down,
remember to always to get three quotes for a printing job.
You’ll be surprised at the price differences. Specify
quantity, size, colors, paper stock, and other elements
when asking for quotes. Allow plenty of time for
production so you won’t have to pay a rush charge. Some
printers print certain colors on certain days with no extra
set-up charge, so be sure to ask first. When deciding how Figure 56
many materials you want to print, remember the long term.
Printing charges diminish considerably after the first 1,000
(Table 7, next page).

• Reach x Frequency = Results

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 Table 7: Costs for Various Outreach Materials*

“Stuff”
Magnets $.23@/1000 (Two-color, business card size)
Canvas tote bags $2.20@/1000 (One-color, two-sided)
Stickers $.07@/1000 (One-color, 3-inch circle)
Frisbees $.68@/1000 (8 inch)
Posters $2.50@/5000(4-color, two-sided 11- by 17-inch folded
Lapel pins $1.38@/1000
Printed materials
Printed fact sheets (1-sided)/1000
Black ink $109
One-color $139
Two-color $226
4-color printing $1286
Color copies $900
Presentation Materials
35-mm slides $4.25/slide
Display booths
Table-top $500
10- by 10-foot $1500-$2500

Bus transit cards

Inside bus $1.00/card, no limit for one month
Outside bus $4.00/card, 50-card limit for one month

Other
Billboards $500-$1500/month, with 6 months, minimum
Subway diaramas $10.00/diarama, 10-diarama limit
Phone directory of U.S. (CD- $150
ROM)
Stock photos on a CD-ROM $20-$100/100 photos

*Note: These costs are only estimates. You should contact individual vendors when
preparing your budget.

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CREATING OUTREACH MATERIALS
WORKING WITH THE MEDIA

Why use the news media?

Most people are quite comfortable on the receiving end
of the news media, but aren’t very excited about the
prospect of getting in front of a reporter, microphone,
or television camera. But if your watershed
Figure 57
management objectives include educating targeted or
mass audiences about problems and solutions, building support for remediation projects, or
generating awareness and interest, you need to consider the advantages offered by the media
(Figure 57).

The news is free!

The news media are effective, available, and free. Surveys repeatedly show high interest among
the public for environmental issues, and water quality - particularly as it relates to drinking water
and recreation - rates very high. Reporters are always looking for “news” - informative articles,
features, or columns - to fill their pages or broadcasts. Packaging your watershed messages as
news stories can result in the distribution of your information to mass audiences at virtually no
cost. You have to buy an ad, but placing your message in the news is free.

Who are the media?

Newspapers, magazines, television, and radio make
up the news media. They share basic attributes, but
each is distinctly different from the others. The
three major formats are reviewed in this section,
and more detailed information on each is provided
later (Figure 58).
Television
Television serves as the primary source of news for
more than 70 percent of the population. It is picture- Figure 58
oriented and action-driven. Television news stories,
according to an industry publication, are always about people; need emotion, controversy,
conflict, and great video; and are engaging and compelling. Be aware that these elements will be
sought out by TV reporters, and be prepared to respond to their tendency to overemphasize them.
Discuss the issue with them before the cameras roll.

Newspapers and Magazines

Newspapers are powerful vehicles for delivering educational information, policy analyses, public
notices, and other messages. Many displays at watershed seminars proudly post newspaper
articles on the projects being presented in recognition of the importance and impact of newspaper
coverage. Published news articles are almost always longer and more analytical than television
stories, and they can be read by several people at their own leisure without the “hit or miss”
hazard of broadcasts. Public access to newspapers is usually excellent; no specialized equipment
is required. In addition, the vast need for new “news” to fill the pages daily means newspaper
reporters will be particularly interested in covering your issues. Magazines, like newspapers,
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allow for greater length and analysis than television and provide the additional benefit of
targeting specific audiences.

Radio
Local radio stations often have feature programs, but don’t cover news in depth. Public stations
may devote more time to news, analytical, or educational programs, but they might not reach
your target audience. Targeting general audiences can be done through radio, matching your
message with the type of format or station.

What Makes the News?

Certain key elements apply to what is covered as
“news” (Figure 59). Good news stories have at
least one of the following attributes:
• Involve local people or issues
• Focus on unique or unusual attributes
• Relate to significant matters or events
• Affect many people throughout a region
• Involve controversy or strong emotions
Figure 59
Your outreach or educational messages won’t be
required to have all these significant elements, but the more they have, the more likely they’ll be
covered by the media.

When you’re crafting your messages for the media, remember that, according to recent polls,
public health and drinking water issues are often viewed as the most important by many people;
stewardship responsibilities and recreation/tourism are also highly valued. Research indicates
that talking about a water resource in terms like “important aquatic ecosystem” or “endangered
species habitat” is not nearly as important to the public as linking the water resource to drinking
water, recreation, tourism, or general social responsibility. Avoid technical jargon in your
coverage by remembering the “neighbor rule”: If you can’t explain an issue or problem to your
neighbor, you probably won’t be able to explain it to the public through the media.

How do I “do” the News?

Establishing a relationship with the media
After you have become oriented to the perspectives
of the media and have packaged your outreach
information accordingly, you’ll be ready to discuss
coverage with reporters or news editors (Figure 60).
Establishing a relationship with reporters and
editorial staff is just as important as developing the
news elements of your message - perhaps even
more so. In fact, it is highly recommended that you
introduce yourself to the news staff and start Figure 60
developing that relationship before you submit
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anything for coverage. Establishing a dialogue with reporters on what you’re trying to
accomplish with your outreach program will help both of you determine how to meet each
other’s needs.
It is important to realize that reporters are usually working under the pressure of a deadline and
don’t like runarounds. They become agitated and suspicious if you are slow to release
information, especially if it is public information subject to the Freedom of Information Act.
Also, remember that very few reporters are trained in the sciences. It will be your job to provide
a rudimentary education on watershed science - why things like suspended solids, dissolved
oxygen, phosphorus, bacteria, and riparian cover are important.
Developing a relationship with reporters and helping them with the logistics of covering your
issues will pay off in increased reporting, better media relations, and fewer factual distortions.
Providing reporters with appropriate background information (no more than three or four pages
unless asked) and identifying interview subjects also helps. Be proactive, rather than reactive.

Levels of Doing the News (Figure 61)

News releases
The release consists of a headline followed by some
background or other information that supports your
outreach objective. In large and medium-sized news
markets, editors and reporters are flooded with news
releases. To make yours stand out, it must be
interesting, relevant, and timely. Ask the media
beforehand if they prefer to get releases by e-mail,
which can save time in editing and preparing for use.
Figure 61
The most important information—the “news”—will go
in the opening paragraph. Supporting and background information is provided in order of
importance, with the most important items cited first. This style, called the “inverted pyramid, “
allows editors to cut a story without losing the essentials. News release paragraphs are very
short, usually only two or three sentences each.
Avoid overly technical terms and edit your release to remove the fluff.
If your release wasn’t used, try to meet with the reporter or editor and find out why. Maybe it
wouldn’t fit this week and they’re planning to use it next week.
If your release is unrecognizable after it appears in the paper or says the opposite of what you
wanted it to say, don’t despair. Call the reporter or editor and try to straighten things out. Maybe
a correction notice is called for, maybe not.
News advisory
A news advisory is a notice sent in advance of a planned event. Every advisory should include a
description of the event, when and where it will take place, who will participate, and a contact
person and phone number for more information. Send the press advisory out one or two weeks
before the event occurs, and make a call or send a fax the day before if possible. When you call,
identify yourself, your organization, and the reason you are calling. Make sure you have all the
facts about your event or activity at your fingertips. If reporters don’t show up, send a follow-up
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news release immediately afterwards so they can still “cover” the event. Reporters appreciate
such consideration.
Query letter
A query letter is sent to the editorial staff to determine potential interest in a story idea. Prior
contact with the staff is recommended before submitting a story or even writing it. Give the
editor a chance to reject or redirect it before you expend any significant resources. Usually, the
query is made through a letter, but it can be made by phone or in person. The inquiry should
describe the general content of the proposed piece, state the title or working title if there is one,
and address why the issue is relevant to your community. The topic should be well researched,
and the letter should be no longer than one page.
News conferences
If you have some breaking information or an event that’s too important for a news release, a
news conference might be appropriate.
News conferences are important events that require thoughtful planning. A good moderator will
be needed, one who will control the event without stifling the reporters. Usually a news
conference opens by distributing a release that contains the reason for the conference,
informative quotes from people involved in the issue, and the usual contact information. The
moderator then makes a few welcoming/introductory remarks and introduces other speakers or
makes a statement (which is often read). Remarks by all speakers should be carefully prepared.
The floor is then opened for questions, which can usually be anticipated and prepared for
beforehand. Make sure you invite all news outlets in the area to your conference, and send a
news release immediately to those who don’t show up.
News conferences can be held almost anywhere, but are usually indoors. After the press
conference (usually a half-hour), invite reporters to accompany members of your group on a
prearranged tour, if appropriate, to provide additional insight on the issue.
Letters to the Editor
Letters to newspaper editorial sections are a good way to raise awareness on issues, concerns, or
other points that should be brought to the attention of the public. Debates on editorial pages of
newspapers are a tradition as old as the republic itself.
Radio spots
Radio remains a strong media contender due to its affordable production cost and creative
possibilities. Radio is everywhere and virtually everyone hears it sometime, somewhere, every
day. Of course, those same universal qualities are what dilute its impact as well: it can become
background noise. Your message must be repeated often to reach listeners at various times. To
saturate whole markets, you must distribute your message to many stations. Get right to the
central theme— the point you want to project—because you don’t have much time.
To minimize production costs, prepare and send in scripts for live radio. Typed and double-
spaced copy is required for community calendars and other public notice programs. Tying your
release to a special day or event (such as Earth Day) and updating it with different angles later
will make it more attractive. Take time to ensure scripts are written for the ear, and support your
submissions with follow-up calls or letters, or even promotional items like posters. Public
Service Announcements (PSAs) are available for free, but sometimes air late at night or very

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early in the morning. Avoid basing a significant part of an outreach campaign on PSAs unless
they will actually reach the target audience.
Consider the target audience. Pay similar attention to other sounds that will be used since in
radio sound provides the picture. Many sounds are now available on compact disk or the
Internet. Make sure it’s legal to use the sounds or music you are considering. When in doubt, cut
it out.
It might pay off to contact a college or public radio station to help produce your outreach
materials. College students are usually interested in watershed issues and are always looking for
projects that can be listed on resumes for consideration by prospective employers. Your
campaign can help students develop experience and professional skills while raising awareness
and support for watershed issues.
A self test to assess your comprehension is included on the next page of this module.

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SELF TEST FOR GETTING IN STEP MODULE
After you’ve completed the quiz, check your answers with the ones provided on page 49 of this
document. A passing grade is 7 of 10 correct, or 70%.
1. According to this training module, what is the first step in developing an outreach plan?

A. Identify target audience

B. Create and package message

C. Distribute message

D. Define goals and objectives

E. Evaluate outreach plan

F. Research other watershed outreach plans

2. What tools does this module list to gather information about your target audience?

A. Focus groups

B. Telephone surveys

C. Public and trade agencies

D. Demographic databases

E. Surveys by mail

F. All of the above

3. Which of the following are elements of an effective outreach message?

A. The message must be understood by the target audience

B. The message must be understood by a broad audience

C. The message must appeal to your target audience on their terms

D. The message must appeal to a broad audience on their terms

E. B and D

F. A and C

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4. Which of the following is something that should not be considered or assumed when packaging or
formatting your outreach message?

A. Can the target audience decipher the message?

B. The message is the same for a variety of audiences; don’t waste time packaging a separate one
for each audience

C. Who will pay for it?

D. Can the message be packaged in-house with existing resources?

E. How will the target audience access and use the information?

F. How will the package be delivered to the target audience?

5. According to this training module, which of the following is/are a very popular format used to package
your message?

A. Newspaper

B. Brochures

C. Printed material

D. Promotional items

E. Magazines

F. All of the above

6. Which of the following do this module list as the best vehicle for distributing an outreach message?

A. Phone calls to target audience

B. Presentation

C. Targeting businesses

D. Door-to-door

E. Mail

F. All of the above

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7. When should you plan the evaluation you’re going to use to measure feedback for continuous
improvement of your outreach program?

A. When the outreach program is completed

B. It should be built into the outreach plan from the beginning

C. Only when the outreach program appears to be experiencing unidentifiable problems

D. A and B

E. A and C

F. All of the above

8. Which of the following outreach materials can help your program build a credible, professional image?

A. Logos

B. Letterhead

C. Business cards

D. Displays

E. Billboards

F. All of the above

9. Which of the following will help keep costs down when creating outreach materials?

A. Getting three quotes for printing jobs

B. Specifying quantity, size, colors, and paper stock

C. Allowing plenty of time for production

D. Keeping long-term goals in mind when deciding the number of copies

E. A and D

F. All of the above

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10. Which of the following are elements of a good news story?

A. The story should involve local people or issues

B. The story should have unique or unusual attributes

C. The story should relate to significant matters or events

D. The story should be sensationalized

E. A, B and C

F. All of the above

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ANSWERS FOR THE GETTING IN STEP MODULE SELF TEST

Q1: D Q2: F Q3: F Q4: B Q5: F Q6: D Q7: B Q8: F

Q9: F Q10: E

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