Conservation Planning Process for CNMPs

Conservation Planning Process for CNMPs
Speaker Notes: The student should become familiar with the NRCS conservation planning process. This lesson will familiarize the student with the 3 phases of conservation planning and how the 9 steps of planning are used in the planning process. Upon completion of this lesson the student should have an understanding of how the NRCS conservation planning process is used to develop a Comprehensive Nutrient Management Plan (CNMP) Required Course Materials: United States Department of Agriculture - Natural Resources Conservation Service National Planning Procedures Handbook, Exhibit 1 – Sample Resource Checklist. Washington, D.C. Available at: Accessed 30 June 2004. United States Department of Agriculture - Natural Resources Conservation Service National Statement of Work Template for a Comprehensive Nutrient Management Plan (CNMP), Washington, D.C. Available at: Accessed 30 June 2004. United States Department of Agriculture - Natural Resources Conservation Service National Statement of Work for Waste Storage Facility, Washington, D.C. Available at: Accessed 30 June 2004. United States Department of Agriculture - Natural Resources Conservation Service National Statement of Work for Nutrient Management, Washington, D.C. Available at: Accessed 30 June 2004. Supplemental Resources: United States Department of Agriculture - Natural Resources Conservation Service National Planning Procedures Handbook. Washington, D.C. Available at: Accessed 30 June 2004. Suggested ClassExercise: None CNMP Core Curriculum Section 2 — Conservation Planning CNMP Core Curriculum

Core Training Curriculum
CNMP Development Core Training Curriculum These course materials have been developed as a cooperative effort between five land-grant universities and The Natural Resources Conservation Service. Copyright Information Ames, Iowa 50011, (515) Copyright © , Iowa State University of Science and Technology. All rights reserved.

Objectives Introduce the 9-step NRCS planning process
Become familiar with NRCS requirements for conservation planning related to CNMP development and conservation practices. Speaker Notes: Introduce the objectives of this presentation. CNMP Core Curriculum

Required Materials National Planning Procedures Handbook, Exhibit 1 – Sample Resource Checklist. National Statement of Work Template for a Comprehensive Nutrient Management Plan (CNMP) National Statement of Work for Waste Storage Facility (313) National Statement of Work for Nutrient Management (590) Supplemental Materials National Planning Procedures Handbook. Accessed 29 November 2005. Speaker Notes: Introduce the required course materials and how to access them. Also introduce the supplemental course materials. CNMP Core Curriculum

Conservation Planning Process
Six Resources that is addressed by a Resource Management System Soil Water Air Plants Animals Humans Speaker Notes: The goal of the NRCS planning process is to attain a resource management system for the resources listed on this slide. A resource management system is a combination of conservation practices that address all of the identified resource concerns and problems associated with the six resources listed that meets or exceeds the quality criteria in Section III of the NRCS Field Office Technical Guide. Since each resource concern can have negative impacts on the other five resource concerns such as sedimentation from soil erosion impacting water quality. This can be visualized by using each side of the “Rubiks Cube” to represent each resource concern and mixing the colors of each side to represent how the resources interact. Once all resource concerns are addressed by implementing conservation management systems, the impacts of each resource concern on each other is eliminated which means a resource management system has been applied. This can also be demonstrated using the “Rubiks Cube” and having each side one solid color to show no affects from one resource concern to another. CNMP Core Curriculum

Quality Criteria for Soil Erosion Resource Concern Description of Concern National Quality Criteria Measurement Units Assessment Tools Soil Erosion – Sheet and Rill Detachment and transport of soil particles caused by rainfall splash and runoff degrade soil quality. Sheet and rill erosion does not exceed the Soil Loss Tolerance “T”. Tons/Acre/Year – average annual tons of erosion reduced per acre for the field or planning area/unit Visual assessment Erosion-bridge (OR Ag TN 51); Rangeland Soil Quality Information Sheet -- Water Erosion RUSLE II WEPP Soil Quality Information Sheet - Erosion Speaker Notes: This slide shows the national quality criteria for one of nine soil erosion resource concerns that must be addressed in a resource management system. CNMP Core Curriculum

Quality Criteria for Water Quality Resource Concern Description of Concern National Quality Criteria Measurement Units Assessment Tools Water Quality – Excessive Nutrients and Organics in Surface Water Pollution from natural or human induced nutrients such as N, P, and S (including animal and other wastes) degrades surface water quality. Nutrients and organics are stored, handled, disposed of, and managed so that surface water uses are not adversely affected. Non Measurable SVAP (Stream Visual Assessment Protocol – USDA/NRCS) National Engineering Handbook, Part 651, Ag. Waste Mgt. Field Handbook Surface water chemical/particle sampling and assay Field application and management Oregon Water Quality Decision Aid Local Fertilizer Guides Nitrogen Water Quality Screening Tool, Phosphorous Index Water Quality TN 1 Fertilizer Storage and Handling Worksheet – Livestock Manure Storage Worksheet – Livestock Yard Management Worksheet Biosolids Speaker Notes: This slide shows national NRCS quality criteria for one of fourteen water quality resource concerns that must be addressed in a resource management system. CNMP Core Curriculum

CNMP Soil Erosion Water Quality Speaker Notes: A Comprehensive Nutrient Management Plan (CNMP) is a conservation plan that identifies conservation practices that address water quality and soil erosion problems associated with a animal feeding operation. For nutrient impaired streams additional conservation practices may be required to meet water quality goals based on local or federal regulations. Remember that a conservation plan identifies conservation practices that when applied will attain a Resource Management System that addresses problems and concerns associated with soil, water, air, plants, animals and human resources. Soil Water Air Plants Animals Humans Working Toward an RMS Conservation Plan RMS CNMP Core Curriculum

Speaker Notes: This slide shows a screen shot of the NRCS eFOTG where resource quality criteria and resource management guidance documents can be found. CNMP Core Curriculum

Nine Steps of Conservation Planning: 1. Identify Problems 2. Determine Objectives 3. Inventory Resources 4. Analyze Resources 5. Formulate Alternatives 6. Evaluate Alternatives 7. Make Decisions 8. Implement Plan 9. Evaluate Plan Speaker Notes: The conservation planning process used by NRCS is a nine-step process. The process of addressing each step is very dynamic and usually does not follow each step in the sequence shown. Many times the process may start with any of the first three steps or even the last step. Some planning activities may overlap several steps and may not be associated with a particular planning step. CNMP Core Curriculum

Phase I Collection and Analysis Phase II Decision Support Phase III Application Evaluation Speaker Notes: The NRCS nine-step planning process is broken down into three phases. Phase I is the collection and analysis phase. Phase II is the decision support phase. Phase III is the application and evaluation phase. CNMP Core Curriculum

Step 2 Determine Objectives Step 1 Identify Problems Step 3 Inventory Resources Step 4 Analyze Phase I Collection & Analysis Speaker Notes: The Collection and Analysis phase (Phase I) incorporates the first four steps of the NRCS planning process: Identify Problems Determine Objectives Inventory Resources Analyze Resources CNMP Core Curriculum

1. Identify Problems Speaker Notes: Identifying Problems is the first step of the NRCS planning process. Shown on this slide are resource problems associated with water quality, plant production, erosion, and soil quality. CNMP Core Curriculum

1. Identify Problems Client’s Perspective & Planner’s Knowledge Consider Client’s Concerns Planner May Identify Other Problems, Concerns and Opportunities On-Site Visit Document Resource Problems Speaker Notes: The client and planner work together to identify resource concerns during an onsite visit by the planner. The planner must consider the client’s concerns but must also help the client to understand there may be additional problems and concerns the client may not recognize. The planner must also consider any opportunities to present ideas to the client that would enhance resource conditions. All resource problems must be documented. CNMP Core Curriculum

1. Identify Problems Resource Problem Checklist Client: Field: Date: A. Soil 1. Erosion Sheet and Rill Wind Concentrated Flow Classic Gullies Streambank Irrigation Induced Soil Mass Movement Roadbank, Scour Area Other Speaker Notes: This slide presents an example of a checklist used to document resource concerns which students should have a copy of a sample resource checklist in their handout materials. CNMP Core Curriculum

1. Identify Problems Resource Problems Quality Criteria Soil Erosion Soil Loss “T” Value Water Quality >10 ppm NO3- Air Quality No Complaints Pest Management >2% Yield Loss Crop Yields Typical Productivity Labor Defined by Client Speaker Notes: Each resource concern becomes a problem when it does not meet quality criteria established in Section III of the NRCS Field Office Technical Guide (FOTG). This slide presents 6 resource problems and shows the quality criteria for each problem. Be sure to indicate that quality criteria can vary by ecological regions. CNMP Core Curriculum

2. Determine Objectives Speaker Notes: Determining objectives as the second step of the NRCS planning process. CNMP Core Curriculum

2. Determine Objectives Desired Future Condition Defined by the Client and the Planner Objectives are Documented: Written Specific Measurable Time Reference Speaker Notes: The desired future condition is meeting quality criteria for all resources, addressing human considerations (SWAPA+H) and addressing the objectives of the Client. Objectives are determined by the planner (Technical Service Provider) and that they may stem from regulatory requirements, planner objectives, and Client objectives. Objectives must be written, specific, measurable and be referenced to some period of time. CNMP Core Curriculum

2. Determine Objectives Three Objective Categories: Social Economic Environmental Speaker Notes: Introduce the 3 objective categories, Social, Economic and Environmental. CNMP Core Curriculum

2. Determine Objectives Economic Objective Goals Target Make Farm More Profitable This Year $10,000 + Increase Crop Yields 5 Tons/Acre 27 Ton/Acre Increase Value of Farm Before Retirement 5%/Yr Social Objective Minimize Labor on Farm Son May Not Farm 1 Full Time County Can’t Blame Me Good Citizen Compliance Environmental Objective Reduce Soil Erosion Keep Soil in Place < 5 Tons/Acre Protect Water Quality Do The “Right” Thing < 10 ppm Nitrates Speaker Notes: The example shown on this slide demonstrates economic, social and environmental objectives documented in writing with a time frame and a desired future condition identified. CNMP Core Curriculum

3. Inventory Resources Speaker Notes: Inventorying resources as the 3rd step of the NRCS planning process. This slide shows the many types of tools used to inventory resources. CNMP Core Curriculum

3. Inventory Resources General Inventory Methods Procedural Observation Predictive Deduction Initial Inventory Becomes Benchmark Documentation: Farm Environment/Operations Physical Resources Economic/Social Concerns Speaker Notes: There are 4 general inventory methods, Procedural, Observation, Predictive, and Deduction. Procedural- An identified procedure used to determine the condition of a resource. Examples include procedures used to determine the condition of range and streams. Observation- Used to determine the condition of a resource when a procedural method is not available. An example would be identifying a classic gully by observation which would include a site visit and physical measurements of the gully. Predictive- Uses a tool or model to assess the condition of a resource. An example would be using RUSLE to determine the average annual soil loss from a field. Deduction- Sometimes procedural, observation and predictive methods can not be used to assess the condition of a resource. In this case reason and common sense are used to make a best estimate of the condition of a resource. An example would be if the Stream Visual Assessment Procedure shows that the stream corridor is in good condition and other sampling data in the watershed shows there are no water quality concerns then by deduction one can assume that surface water quality conditions are good. Introduce the concept of the initial inventory being the present benchmark condition. Indicate the need to document farm environment/operations, physical resources and economic/social concerns. CNMP Core Curriculum

3. Inventory Resources Soil Slope = 5%, L=400 feet on fields used to grow Corn Silage Refer to Soil Survey and Map for T values Water Applying 200 Lbs Nitrogen per Acre on Corn Silage fields Nitrogen and Phosphorus a water quality concern in the watershed, Estimate 12 ppm N in Groundwater Air Odors from animal feeding operation are offensive to neighbors Plants Continuous Corn for Silage, Typical Yields- 22 Tons/Acre Pest Damage Reduces Yields Animal Occasional Migratory Waterfowl and Upland Game Use Human Farm Labor May be Limited, Farm Machinery in Good Condition Speaker Notes: This slide shows inventory notes for Soil, Water, Air, Plants, Animals, and Human resources. Review the inventory notes for each resource with the class. CNMP Core Curriculum

Crop 3. Inventory Resources L=400 Ft. S=5% Pasture/Hay Speaker Notes: The planner (Technical Service Provider) needs to develop a plan map showing fields and landuses which can be used to document inventory information. Indicate that normally the three landuses shown on this slide, Crop Land, Pasture/Hay Land and Headquarters, are the most common landuses associated with a animal feeding operation. Headquarters CNMP Core Curriculum

3. Inventory Resources L=600 Ft. S=5% Speaker Notes: Shown on this slide is an example of using an aerial photo to inventory the headquarters land use for a dairy. Stress the importance of developing a detailed inventory map showing buildings and other facilities for the headquarters landuse. CNMP Core Curriculum

4. Analyze Resource Data WEQ Speaker Notes: Analyze Resource Date is the fourth step in the planning process. Introduce the concept of analytical tools that are predictive (RUSLE2), procedural (FIRI) and risk index (WinPST) and how they are used to show Quality Criteria is met when a resource management system is in place. FIRI CNMP Core Curriculum

4. Analyze Resource Data Define Resource Conditions & Limitations Use Worksheets, Models & Other Tools Compare Benchmark & Future Condition Professional Judgment Speaker Notes: Indicate the importance of recognizing the resource condition and limitations when analyzing resource data to identify the Benchmark and Future Condition. Stress the importance of using worksheets, models and other tools developed for local conditions when comparing Benchmark and Future conditions. In most cases some professional judgment will need to be used for a determination of the Benchmark and Future Condition. CNMP Core Curriculum

4. Analyze Resource Data Soil Soil Erosion from RUSLE2- A = 7 Tons/Acre/Year > T = 5 Tons/Acre/Year Erosion rates could be reduced by using a conservation cover and/or using residue management. Water Nitrate Leaching Estimated at 100 lbs/Acre/Yr. Nitrate leaching can be reduced to acceptable levels by practicing proper nutrient management, waste utilization and irrigation water management. Air Odors from animal feeding operation are offensive to neighbors. Offensive odors can be reduced using tree and shrub plantings. Plants Pest Damage Reduces Yields Pest damage can be reduced by practicing proper pest management which will increase yields. Speaker Notes: The analysis of the resource data related to quality criteria is presented on this slide for Soil, Water, Air and Plants resource issues. Discuss the notes for each resource relating to possible solutions to the resource identified problem. CNMP Core Curriculum

4. Analyze Resource Data Animal Occasional Migratory Waterfowl and Upland Game Use Adequate habitat exists to support waterfowl migrations and upland game but could be improved by using wildlife habitat plantings. Human Farm Labor May be Limited, Farm Machinery in Good Condition Labor inputs can be reduced through better management. Speaker Notes: The analysis of the resource data related to quality criteria is presented on this slide for Animal and Human resource issues. Discuss the notes for each resource relating to possible solutions to the resource identified problem. CNMP Core Curriculum

Step 6 Evaluate Alternatives Step 5 Formulate Step 7 Make Decisions Phase II Decision Support Speaker Notes: The Decision Support Phase (Phase II) incorporates steps 5, 6, and 7of the NRCS planning process: Formulate Alternatives Evaluate Alternatives Make Decisions CNMP Core Curriculum

Conservation Planning Process 5. Formulate Alternatives
Alternatives Achieve Client’s Objectives Address All Resource SWAPA+H Problems Develop Several Alternatives: High Cost/Low Management Inputs Moderate Cost/Moderate Management Inputs Low Cost/High Management Inputs Alternatives Developed with Input from the Client Speaker Notes: Formulating Alternatives is the fifth step in the planning process and addresses the objectives identified by the Client and planner (Technical Service Provider). The planner (Technical Service Provider) needs to address Client objectives and all resource concerns when formulating alternatives. Indicate the need to formulate more than one alternative and include input from the Client when formulating each alternative. Mention that a good rule of thumb to use when formulating alternatives is to look at low, medium and high costs of implementation along with the degree of management inputs needed to implement the alternative. CNMP Core Curriculum

Conservation Planning Process 5. Formulate Alternatives
Windbreak/ Shelterbelt Establishment Conservation Cover 5. Formulate Alternatives Conservation Cover Other Practices Irrigation Water Management Nutrient Management Pest Management Upland Wildlife Habitat Management Waste Utilization Speaker Notes: This slide demonstrates an example of identifying conservation practices to solve resource problems on cropland which can be used to formulate alternatives. In this example Field Borders are being used as a visual screen and to help modify air currents to reduce odor complaints. Note by slightly extending the length of the Field Border will also improve wildlife habitat by connecting the riparian corridor with the Woodland Area as a travel way for upland wildlife. Indicate that Conservation Cover can be used as one alternative to reduce soil erosion. Also note the other conservation practices that can be part of formulating an alternative to solve resource problems and address resource concerns. All of the practices shown on this slide make up a resource management system. CNMP Core Curriculum

Access Road - 560 Cover & Green Manure Crop - 340 Field Border - 386 Irrigation System-Sprinkler - 442 Irr.Pipeline-High-pressure, Underground, Plastic - 430DD Irrigation Water Management - 449 Manure Transfer - 634 Nutrient Management - 590 Pest Management, chemical - 595 Pumping Plant for Water Control - 533 Subsurface Drain - 606 Upland Wildlife Habitat Management - 645 Waste Utilization - 633 Water Well - 642 Conservation Planning Process 5. Formulate Alternatives CONSERVATION MANAGEMENT SYSTEM FOR CROPLAND- ALTERNATIVE 1 RESOURCE CONCERNS CONSERVATION PRACTICES Soil Erosion, Sheet & Rill Access Road - 560 Water Quantity, Water Management for Irrigated Land Conservation Cover - 327 Water Quality, Groundwater; Nutrients and Organics Irrigation Pipeline, High Press Underground Plastic – 430DD Water Quality, Surface Water; Nutrients and Organics Irrigation System, Sprinkler - 442 Water Quality, Surface Water; Suspended Sediments and Turbidity Irrigation Water Management - 449 Air Quality, Undesirable Odors from Agricultural Sources Manure Transfer - 634 Plant Management, Nutrient Management Nutrient Management - 590 Plant Management, Pests Pest Management - 595 Animal Habitat, Wildlife Food Pumping Plant for Water Control - 533 Upland Wildlife Habitat Management - 645 Waste Utilization – 633 Water Well – 642 Windbreak/Shelterbelt Establishment - 380 Speaker Notes: This slide shows Alternative #1 that has been formulated for Crop land. Note that the conservation practices shown in yellow are being added to address resource problems and reduce management time inputs. The conservation practices shown in white are existing practices that would have to be added if they were not present to have a resource management system. CNMP Core Curriculum

Access Road - 560 Cover & Green Manure Crop - 340 Field Border - 386 Irrigation System-Sprinkler - 442 Irr.Pipeline-High-pressure, Underground, Plastic - 430DD Irrigation Water Management - 449 Manure Transfer - 634 Nutrient Management - 590 Pest Management, chemical - 595 Pumping Plant for Water Control - 533 Subsurface Drain - 606 Upland Wildlife Habitat Management - 645 Waste Utilization - 633 Water Well - 642 Conservation Planning Process 5. Formulate Alternatives CONSERVATION MANAGEMENT SYSTEM FOR CROPLAND- ALTERNATIVE 2 RESOURCE CONCERNS CONSERVATION PRACTICES Soil Erosion, Sheet & Rill Access Road - 560 Water Quantity, Water Management for Irrigated Land Conservation Cover - 327 Water Quality, Groundwater; Nutrients and Organics Irrigation Pipeline, High Press Underground Plastic – 430DD Water Quality, Surface Water; Nutrients and Organics Irrigation System, Sprinkler - 442 Water Quality, Surface Water; Suspended Sediments and Turbidity Irrigation Water Management - 449 Air Quality, Undesirable Odors from Agricultural Sources Manure Transfer - 634 Plant Management, Nutrient Management Nutrient Management - 590 Plant Management, Pests Pest Management - 595 Animal Habitat, Wildlife Food Pumping Plant for Water Control - 533 Upland Wildlife Habitat Management - 645 Waste Utilization - 633 Water Well - 642 Windbreak/Shelterbelt Establishment - 380 Speaker Notes: This slide shows Alternative #2 formulated for Crop land. Note that three conservation practices are being remove from the first alternative and that quality criteria is still being maintained. CNMP Core Curriculum

Access Road - 560 Cover & Green Manure Crop - 340 Field Border - 386 Irrigation System-Sprinkler - 442 Irr.Pipeline-High-pressure, Underground, Plastic - 430DD Irrigation Water Management - 449 Manure Transfer - 634 Nutrient Management - 590 Pest Management, chemical - 595 Pumping Plant for Water Control - 533 Subsurface Drain - 606 Upland Wildlife Habitat Management - 645 Waste Utilization - 633 Water Well - 642 Conservation Planning Process 5. Formulate Alternatives CONSERVATION MANAGEMENT SYSTEM FOR CROPLAND- ALTERNATIVE 3 RESOURCE CONCERNS CONSERVATION PRACTICES Soil Erosion, Sheet & Rill Access Road - 560 Water Quantity, Water Management for Irrigated Land Conservation Cover - 327 Water Quality, Groundwater; Nutrients and Organics Irrigation Pipeline, High Press Underground Plastic – 430DD Water Quality, Surface Water; Nutrients and Organics Irrigation System, Sprinkler - 442 Water Quality, Surface Water; Suspended Sediments and Turbidity Irrigation Water Management - 449 Air Quality, Undesirable Odors from Agricultural Sources Manure Transfer - 634 Plant Management, Nutrient Management Nutrient Management - 590 Plant Management, Pests Pest Management - 595 Animal Habitat, Wildlife Food Pumping Plant for Water Control - 533 Residue Management , No Till/Strip Till – 329A Upland Wildlife Habitat Management - 645 Waste Utilization - 633 Water Well - 642 Windbreak/Shelterbelt Establishment - 380 Speaker Notes: This slide shows Alternative #3 formulated for Crop land. Note that additional conservation practices are being remove from the second alternative and that one conservation practice has been added to maintain a resource management system that meets quality criteria. CNMP Core Curriculum

Conservation Planning Process 6. Evaluate Alternatives
Conservation Effects for Decision Making Compare “Benchmark” to “Future Condition” Effects Estimate Change in Effects Evaluate Impacts as Positive or Negative Effects on Resource Problems Social, Economic, Environmental Speaker Notes: Evaluating Alternatives is the sixth step of the planning process. Indicate that Conservation Effects for Decision Making can be used to compare benchmark to future conditions, estimate changes in effects and determine if impacts are positive or negative as part of the evaluation of alternatives. CNMP Core Curriculum

Alternative #1 for Crop Land Use Conservation Practices Conservation Cover Upland Wildlife Management Pest Management Nutrient Management Waste Utilization Irrigation Water Management Windbreak/Shelterbelt Establishment Positive Impacts Negative Impacts Reduce Soil Erosion 4 T/Ac/Yr Labor 1/4 Hr/Ac/Yr Increased Crop Yields 5 T/Ac/Yr Costs $25/Ac/Yr Reduced Odor Complaints High Installation Cost Improve Water Quality Improve Wildlife Habitat Speaker Notes: This slide shows the conservation practices and impacts for alternative #1 for the crop land use. Note that Conservation Cover is providing the erosion control which reduces erosion from 7 to 4 tons per acre per year. Pest Management is providing the increase in crop yields from 20 to 25 ton per acre per year. The Waste Utilization and Windbreak/Shelterbelt Establishment practice is providing some benefit in odor reduction. The Nutrient Management and Irrigation Water Management practices are providing improved water quality by reducing leaching and runoff of nutrients. The Windbreak/Shelterbelt Establishment and Upland Wildlife Management practices are providing improved wildlife habitat beyond what is needed to meet quality criteria. The negative impacts of implementing this resource management system is the labor cost and high practice installation costs. So for this resource management system the client will have high installation costs but lower labor costs. CNMP Core Curriculum

Alternative #2 for Crop Land Use Conservation Practices Conservation Cover Nutrient Management Pest Management Irrigation Water Management Waste Utilization Positive Impacts Negative Impacts Reduce Soil Erosion 4 T/Ac/Yr Labor 1/2 Hr/Ac/Yr Increased Crop Yields 5 T/Ac/Yr Costs $15/Ac/Yr Reduce Odor Complaints Moderate Installation Cost Improve Water Quality Speaker Notes: This slide shows the conservation practices and impacts for alternative #2 for the crop land use. Note that the Windbreak/Shelterbelt Establishment and Upland Wildlife Management practices have be eliminated from this alternative but that the alternative still meets quality criteria. The Conservation Cover is still providing the erosion control which reduces erosion from 7 to 4 tons per acre per year. Pest Management is still providing the increase in crop yields from 20 to 25 ton per acre per year. The Waste Utilization practice will provide some benefit in odor reduction but not as much as when combined with the Windbreak/Shelterbelt Establishment practice. The Nutrient Management and Irrigation Water Management practices are still providing improved water quality by reducing leaching and runoff of nutrients. Since the Windbreak/Shelterbelt Establishment and Upland Wildlife Management practices have been eliminated, there will be no improved wildlife habitat beyond what is already being done to meet quality criteria. The negative impacts of implementing this resource management system is more labor cost but practice installation costs have been reduced. CNMP Core Curriculum

Alternative #3 for Crop Land Use Conservation Practices Residue Management, No Till/Strip Till Waste Utilization Nutrient Management Irrigation Water Management Positive Impacts Negative Impacts Reduce Soil Erosion 2 T/Ac/Yr Labor 3/4 Hr/Ac/Yr Reduce Odor Complaints Costs $5/Ac/Yr Improve Water Quality Reduced Crop Yields Low Installation Cost Speaker Notes: This slide shows the conservation practices and impacts for alternative #3 for the crop land use. Note that the Windbreak/Shelterbelt Establishment, Upland Wildlife Management, Conservation Cover and Pest Management practices have be eliminated from this alternative but that the alternative still meets quality criteria. The Conservation Cover practice is being replaced with Residue Management, No Till/Strip Till which will provide the erosion control but only reduces erosion from 7 to 5 tons per acre per year. The Waste Utilization practice will provide some benefit in odor reduction. The Nutrient Management and Irrigation Water Management practices are still providing improved water quality by reducing leaching and runoff of nutrients. Again there will be no improved wildlife habitat beyond what is already being done to meet quality criteria. The negative impacts of implementing this resource management system is more labor cost and reduced crop yields but practice installation costs have been reduced. For this resource management system the client will have high labor costs but low installation costs. CNMP Core Curriculum

Pasture/Hay Speaker Notes: The previous slides show a process that can be used to formulate alternatives for resource management systems on crop land. The process must be repeated for the Pasture/Hay land use and Headquarters land use that exists on this farm. Headquarters CNMP Core Curriculum

7. Make Decisions Speaker Notes: Make Decisions is the seventh step of the planning process. After all of the alternatives have been presented to the Client, the next step is for the Client to make a decision on what alternative they will implement on each land use to address resource problems and concerns. CNMP Core Curriculum

7. Make Decisions The Planner Provides Information Alternative Conservation Management Systems The Client Makes an Informed Decision The Decision is Documented Conservation Plan (CNMP) Speaker Notes: During the decision making step the planner provides information about the alternatives formulated and uses the conservation effects for decision making process to present the alternatives to the Client so they can make an informed decision. If this step is rushed and the Client does not fully understand their responsibilities for implementing the alternative they have chosen, the implementation of the alternative may not be successful. The Conservation Plan or in this case the CNMP is used to document the decisions the Client makes on what alternatives they plan to implement. CNMP Core Curriculum

Step 8 Implement Plan Phase III Apply & Evaluate Step 9 Evaluate Plan Speaker Notes: The Apply and Evaluate Phase (Phase III) incorporates steps 8 and 9 of the NRCS planning process: Implement Plan Evaluate Plan CNMP Core Curriculum

8. Implement Plan Speaker Notes: Implement the Plan is the eighth step in the planning process. CNMP Core Curriculum

8. Implement Plan The Client Implements the Plan Planner and Technical Specialists Provide Technical Assistance to Implement Practices Identified in the Plan Surveys Final Designs Job Sheets, Drawings & Specifications Inspections Operation & Maintenance Speaker Notes: The planner (Technical Service Provider) and other technical specialists provide assistance to the Client to implement the conservation practices identified in the conservation plan. The planner (Technical Service Provider) insures that the proper technical assistance is provided to prepare surveys, final designs, job sheets or drawings and specifications, and proper inspections are made during implementation of each practice identified in the conservation plan or in this case a CNMP. The planner (Technical Service Provider) also follows up to insure proper Operation and Maintenance instructions are provided to the client once the practice is in place and functioning. CNMP Core Curriculum

9. Evaluate Plan Speaker Notes: Evaluate the Plan is the ninth step in the planning process. CNMP Core Curriculum

9. Evaluate Plan Client & Planner Evaluate Plan Are Practices Functioning as Intended? Is the Plan Meeting Objectives? Are Plan Modifications Needed? Is Additional Maintenance Needed? Planning is an Ongoing Process Speaker Notes: The landowner and planner work together to evaluate the plan and determine if the practices implemented are functioning as intended, if the objectives were met, if plan modifications are needed and if additional maintenance is needed for the practices to function as intended. Reinforce the concept that conservation plans (CNMPs) are dynamic and that once started the planning process is ongoing for sever years beyond the plan implementation period. CNMP Core Curriculum

NRCS National Planning Procedures Handbook NPPH Contains Guidance for Conservation Planning Part 600 contains CNMP Technical Guidance. Exhibit 15 explains the required format and content of a CNMP. Speaker Notes: Introduce the NRCS National Planning Procedures Handbook (NPPH) as the main reference for policy regarding Conservation Planning. Part 600 of the NPPH provides technical guidance for CNMP planning and Exhibit 15 in the NPPH provides guidance on the format and content of an CNMP. CNMP Core Curriculum

Conservation Planning Process Statement of Work for CNMP
Speaker Notes: This slide shows the NRCS National Statements of Work (SOW) Template for developing a CNMP. Explain that the SOW provides the deliverable items for a CNMP that a planner (Technical Service Provider) must prepared for a CNMP. Note that planners (Technical Service Providers) need to check with the local NRCS office to see if a local SOW or checklist has been prepared to provide guidance on what is required documentation for a CNMP. Copies of this template are in the resource materials provided to each student. CNMP Core Curriculum

Statements of Work for Conservation Practices Speaker Notes: This slide shows the NRCS National Statements of Work (SOW) Templates for Waste Storage Structure and Nutrient Management conservation practices. The SOW Templates provide the planner (Technical Service Provider) with guidance on what deliverable items for Design, Implementation and Check Out for conservation practices are required. Copies of the SOW Templates shown on this slide are in the resource materials provided to each student. CNMP Core Curriculum

Questions? Speaker Notes: Provide an opportunity for students to ask questions about this presentation. CNMP Core Curriculum

Conservation Planning Process for CNMPs

Similar presentations

Presentation on theme: "Conservation Planning Process for CNMPs"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Conservation Planning Process for CNMPs

Similar presentations

Presentation on theme: "Conservation Planning Process for CNMPs"— Presentation transcript:

Similar presentations

About project

Feedback