REPORT ON THE BIRD BANDING TRAINING WORKSHOP

at WINDSOR, TRELAWNY

JAMAICA, W.I.

5-23 January 2004

Robert I. Frey and Keith W. Larson (Workshop Instructors)

Klamath Bird Observatory P.O. Box 758, Ashland, Oregon, 97520 USA

http://www.KlamathBird.org

Executive Summary

The goal of this workshop was to train Jamaicans in the science of bird monitoring, specifically in relation to operation of constant effort mist-netting stations. Workshop participants from all sectors of government and non-government agencies and organizations attended the three-week workshop.

This report summarizes the results of the workshop, makes recommendations for future operations and training of Jamaicans. The nine participants of the workshop all received training in methods recommended by Partners In Flight (PIF) and the North American Banding Council (NABC). At the end of the workshop all participants obtained skill levels necessary to qualify as NABC Assistants, four the equivalence of “Bander” certification, and two will soon meet the rigid standards for “Trainer” certification.

Introduction

With support from the National Fish and Wildlife Foundation (NFWF) and the Environmental Foundation of Jamaica, Windsor Research Centre (WRC) sponsored a bird-banding workshop for Jamaicans 5-23 January 2004, presented by the Klamath Bird Observatory. The workshop resulted from a series of training opportunities previously provided in cooperation with Bird Studies Canada. Two preceding workshops were held at WRC and several Jamaicans took part in internships and month long workshops held at Long Point Bird Observatory. Through continued monthly experiential training, follow up workshops, internships, and mentorship, Jamaican biologists are developing the skills necessary to develop a network of various bird monitoring stations on the island. The goal of this training program is to build the capacity for self-sustained training of Jamaicans by Jamaicans within local conservation and land management communities.

Workshop participants included members of the Jamaican Department of Forestry, National Environment Protection Agency (NEPA), students from University of the West Indies and West Indies College, and staff of the Windsor Research Centre, many of whom had taken part in the preceding training opportunities (see Appendix A). The workshop consisted of daily mist netting and banding, demonstrations, lectures, and quizzes. These activities primarily occurred at the WRC, and included field trips to bird monitoring stations at Marshall’s Pen, Harris Savannah, Portland Bight, and Long Mountain (see Appendix B).

Two staff members from the Klamath Bird Observatory (KBO) designed the course curriculum and provided course instruction. With over 20 years combined experience-banding birds around world, the instructors have trained hundreds of volunteers, interns, and technicians and are both certified North American Banding Council (NABC) trainers. Two WRC staff with previous banding workshop experience served as student-assistants throughout the workshop.

Methods

Methods for operation of banding stations and instruction followed guidelines established and recommended by the Partners In Flight (PIF) Monitoring Working Group, the North American bird banding offices, and the NABC. A detailed syllabus compiled from these organizations provided the structure for the workshop.

Each participant received the following course materials at the beginning of the workshop:

· The North American Banders’ Study Guide (NABC 2001a)

· The North American Banders' Manual for Banding Passerines and Near-Passerines (Excluding Hummingbirds and Owls) (NABC 2001b)

· Identification Guide to North American Birds, Part I (Pyle 1997)

· A Guide to the Birds of the West Indies (Raffaele et al. 2003)

· Handbook of Field Methods for Monitoring Landbirds (Ralph et al. 1993)

Participants received daily reading assignments reflecting the progression of the curriculum. Field notebooks maintained by each participant were an essential tool for the instructors to track individual progress. The field notebook included a workshop “skills” checklist based on the Banders’ Merit Badge (Ralph et al. 2003). Participants were required to record species encountered, other field observations, notes taken during instruction, and created maps for each station.

The structure of the workshop centered on daily mist netting and banding at eight banding stations where, through experiential training, instructors worked with the participants in both group and one-on-one formats. Operation of the banding stations followed protocols and standards established in Ralph et al. (1993) and NABC (2001a, 2001b). Banding began at sunrise with 10-14 nets opened for four to six hours daily. During these banding efforts, participants received instruction in station operations, bird handling, net extraction, banding, collecting biometric and molt data used to age, sex, and assess the physical condition of birds.

The participants helped establish two new stations, subsequently operated for the first time during the course. These sessions provided opportunities for learning other essential station operations. At these new sites, we discussed factors used to evaluate site selection, net array layout, and net location.

Instructors provided interactive seminars and demonstrations during both the banding operations and each afternoon. These session topics included taking field notes, Banders’ Code of Ethics (NABC 2001a), general bird safety, station operation, bird terminology, molt cycles, ageing and sexing terminology, use of skulling in ageing, scoring physical condition, bird first aid, sexing using soft parts, stable isotopes, censusing techniques, and mist net repair. Additional sessions included database design and computerization of data. Some of these general topics (e.g., molt, bird safety, banding ethics) played a prominent role in daily instructional sessions throughout the workshop.

Instructors held three one-on-one evaluations with each participant during the workshop. Using these evaluations, the instructors were able to adjust the course curriculum to focus on participants’ developing skills and abilities. At the end of the workshop, each participant completed a course evaluation. These evaluations and participant report cards allowed assessment of the overall success of the workshop and the skills attained.

Accomplishments

This workshop represents the actualization of the PIF International Program objectives. Through the application of PIF Monitoring Workgroup methods, Jamaicans will further integrate PIF’s conservation objectives with Jamaican land management and conservation priorities.

The nine participants, who had a diversity of skills related to bird monitoring, were provided with an intensive hands-on training experience. At the conclusion of the workshop, all participants qualified at the “Assistant” level defined by NABC standards. Four of these obtained skill levels equivalent to NABC “Bander” certification. In addition, two of these participants will soon meet the qualifications under rigid NABC evaluation standards for “Trainer”. Both WRC and KBO plan follow up workshops and internship opportunities for course participants. Workshop instructors identified four participants with developed skills and interest to join Klamath Bird Observatory for advanced training internships in the future.

Four new Jamaican banding stations have resulted from this workshop. KBO instructors worked closely with WRC staff to evaluate and streamline banding operations, promoting NABC’s high standards. These efforts have resulted in improvements to data collection and methods for evaluating molt and age classes of poorly understood resident species. In an effort to improve and standardize bird-monitoring efforts in Jamaica, the instructors made specific recommendations for all stations visited (see Appendix C).

Participant Workshop Evaluations

Each participant completed a brief evaluation questionnaire at the end of the workshop. Questions included: 1) did the workshop fulfill your expectations? If yes/no, how?; 2) How could the workshop be improved?; 3) how will you use the skills learned in this workshop in the future?; 4) rate your own skills in the following areas on a scale of 0-5 (0=poor, 5=excellent): a) bird handling, b) net extraction; and c) bird processing (measurements, ageing & sexing); and 5) were the instructors prepared and fair to each participant in presenting the workshop material?

The workshop fulfilled expectations for each of the participants with all providing very positive responses. Most often mentioned was the advanced and intensive nature of the course. In response to how could the workshop be improved, participants included provide more reading time (most common), provide more lectures devoted to using the Pyle (1997) book, provide a more detailed course outline, provide a daily bird observation period (recreational birding), and design a less intensive banding schedule in their answers.

In response to how participants would apply skills learned in this workshop, answers included assisting the various bird banding operations ongoing in Jamaica, possibly incorporate into work duties, and possibly establish a new banding operation in Jamaica. In general, the participants rated their own skills in bird handling, net extraction, and bird processing close to what the instructors did. A few skills were self-rated a bit optimistically.

All participant responses to whether the instructors were prepared and presented the material in an effective and thorough manner were extremely positive.

Partnerships

The workshop brought together many organizations forming partnerships that further bird conservation efforts in Jamaica and exemplifies the spirit of Partners In Flight. These include National Fish and Wildlife Foundation, Environment Jamaica Foundation, Windsor Research Centre, Klamath Bird Observatory, Jamaica Ministry of Agriculture Department of Forestry, Ann Sutton Bird Observatory, Catherine Levy Bird Observatory, National Environmental Protection Agency, Birdlife Jamaica, University of the West Indies, Air Jamaica, and Bird Studies Canada.

References Cited

NABC. 2001a. The North American Banders’ Study Guide. 66 pp.

NABC. 2001b. The North American Banders’ manual for banding passerines and near

passerines (excluding hummingbirds and owls). 18 pp.

Pyle, P. 1997. Identification Guide to North American Birds, Part I. Slate Creek Press,

Bolinas, California. 732 pp.

Raffaele H., Wiley, J., Garrido, O., Keith, A., and J. Raffaele. 1998. A Guide to the Birds

of the West Indies. Princeton University Press, Princeton, New Jersey. 511 pp.

Raffaele H., Wiley, J., Garrido, O., Keith, A., and J. Raffaele. 2003. Birds of the West

Indies. Princeton University Press, Princeton, New Jersey. 216 pp.

Ralph, C. J., G. R. Geupel, P. Pyle, T. E. Martin, and D. F. DeSante. 1993. Handbook of

field methods for monitoring landbirds. USDA Forest Service, General Technical Report, PSW-GTR-144, Albany, California. 41 pp.

Ralph, C. J., K. R. Hollinger, and R. I. Frey. 2003. The Banders’ Merit Badge. North

American Bird Bander. In press.

Appendix A. Workshop Participants

Patrick Barrett (Jamaica Dept. of Forestry)

Kevin Boswell (Jamaica Dept. of Forestry)

Rohan Esty (resident, Dolphin Head)

Glen Ivey (Jamaica Dept. of Forestry)

Susan Koenig (Windsor Research Centre Chief Biologist)

Omar Lewin (Windsor Research Centre Biological Technician, West Indies College student)

Ricardo Miller (Jamaica National Environment Protection Agency, Univ. of West Indies MS student)

Christopher Samuels (Windsor Research Centre Biological Technician)

Linford Thompson (Jamaica Dept. of Forestry)

Appendix B. Workshop Events Chronology.

3 January 2004. The WRC T1 station was operated by instructors and WRC staff 0620-1220. During this period, the instructors familiarized themselves with the station procedures and forms. The general schedule of topics to be covered during the workshop and instruction techniques was discussed. Species captured BTBW, AMRE, BANA, ORAN, RTFL, BFGR, WETH, GABU, GAGR.

4 January 2004. The instructors prepared for the first official day of the workshop (5 March) and familiarized themselves with birds of the area. All of the course participants arrived during the afternoon and evening. The instructors and course participants formally met at dinner for introductions and discussed the schedule for the next day.

5 January 2004. Began workshop at 0900 with orientation and handed out course materials. The instructors described workshop rules of behavior, expectations, and general schedule to participants. WRC station manager Michael Schwartz described station facilities and rules. The first lecture included what data to collect and the format to use in their field notebooks. The WRC T1 station was operated 1000-1200 and introduced basic station operations. Topics included station opening procedures, proper net setting, frequency of net checks, bird extraction, bird safety, bird handling, data collection, scribing, processing, net furling, and station closing procedures. The student-assistants conducted most of the banding while the instructors led the demonstrations. Species captured RBST, BANA, and ORAN.

From 1400 to 1800, lecture topics included the Banders Code of Ethics, bird topography, ornithological terminology, and keeping a field notebook. In addition, the reading materials and handouts were explained. The last activity of each day was to summarize the days’ captures on the white board, calculate the day’s “effort” from the daily log, and to calculate the capture rate. Each day a different course participant will be responsible for completing the daily log, including recording the daily observations from participant’s field notebooks. Reading assignment was Pyle 1-8 and Handbook 1-10.

6 January 2004. The WRC T1 station was operated from 0620 to 1220. During the banding session, the student-assistants did most of the banding while the instructors performed various demonstrations and gave instruction. Instruction focused on extraction, bird handling (banders grip, photographers grip, and handing birds to others), bird safety, processing, bird topography (feather tracts), tool use, and biometrics. Discussion included use of molt limits and methods to describe molt in resident birds and introduction to skulling. Species captured RTFL, WETH, BANA, GABU, ORAN, JAMA, and RBST.

From 1400-1630, activities focused on net handling, furling, and storage while taking down the WRC T1 station and setting up the WRC T2 (Mike’s Five Acres) station set. From 1630-1800, lecture topics included the Bander’s Code of Ethics, bird topography, and terminology. The reading assignment was Pyle 9-18 and Handbook 11-12.

7 January 2004. The WRC T3 station was operated 0620-1120. During the banding period, exposed nets experienced direct sunlight and extreme temperature in the late morning. This prompted increased net check frequency from every 30 minutes to 20 minutes and ultimately these nets were closed with a discussion of adverse conditions that justify net check frequency and closure management. Two participants at a time were instructed and practiced banding techniques while the remainder of the group was instructed in and practiced net extraction. Species captured SBAN, JAEL, RTSO, WETH, WCTH, BTBW, COYE, OVEN, BANA, YFGR, BFGR, YSGR, GABU, ORAN, RBST, JATO.

From 1400-1800, the lecture session included a bird topography quiz, discussion of ageing, molt, and sexing terminology, the annual molt cycle for hypothetical “simple basic strategy” birds, and skull pneumaticization and scoring it. Discussion of bird handling and net extraction from today’s experiences included gentleness toward small fragile birds as a new thing for many of the participants, recognizing stress, pin feathers, tail feather loss, stress molt, brief bird 1^st aid. The session wrapped up with a review of each participant’s skill progress, field notebook, skills report card, and recommendations on how to improve. The reading assignment was Banders’ Study Guide 18-34 (Sections 9.2-11.2).

8 January 2004. The WRC T3 station was operated 0630-1130. Net set up by participants was very good. Capture rates were high requiring the instructors to lead the participants in almost continuous net runs and processing. During the banding session, we started including participants in the banding process. To prepare participants for processing birds we started passing around birds, wing rulers, and calipers to practice measurements (e.g., bill length, wing chord, tail length). When evaluating molt, molt limits, and plumages of birds everyone is finally using the Optivisor on all birds! Extractions in general are much improved from past two days.

Due to periodic rain showers, we increased the net check frequency. Species captured JALC, RTSO, BANA, ORAN, BFGR, JAEL, JATO, JAVI, JAMA, RBST, JAEU, GABU, WCTH, BTBW, YFGR, RTFL, YSGR.

The afternoon session, 1400-1800, included breaking down the banding station at “Mike’s Five Acres” and erecting it at the “Tick Pasture” (T4). Setup included clearing trails and net lanes. This was our first opportunity to discuss how to choose a net lane, net station layout, and proper clearing of net lanes and trails. After returning from the “Tick Pasture” we summarized the days banding activities on the white board and gave several short lectures. Today’s lecture topics included molt and the annual cycle – correlating age classes to molt and molt limits, fat and muscle scoring, feather wear and qualities, and ended with a bird topography quiz.

9 January 2004. The “Tick Pasture” (T4) banding station was operated 0630-1130. We continued to work with participants on extractions, handling, and processing. Everyone’s extraction and handling skills have progressed to the point where teams of two or more could go on net runs with a radio. Unfortunately, several Jamaican Forestry surveyors (not part of workshop) lost their way in the forest nearby overnight. Our Forestry participants left the banding operations today in order to lead a search for the lost coworkers.

Participants were instructed that if extraction took longer than one minute to stop and call instructors, CS or SK on the radio or send someone back for them. Although everyone has had opportunities to process birds under the guidance of the instructors, RM, KB, and OL have progressed the fastest and we have focused on improving their processing skills. During slow capture periods, we passed around processed birds to discuss molt, plumage, feather fading and wear with entire group. Today at our separate demonstration area, we continued to work on evaluating wing molt and biometrics with participants not processing birds. Birds captured JATO, RTSO, BANA, ORAN, GABU, JAVI, BFGR, WCTH, BTBW, OVEN, WEWA.

The afternoon session, 1400-1800, included a quiz covering wing topography terms and Bander’s Code of Ethics; and discussion of the characteristics of juvenile versus adult flight feathers, the molt annual cycle, bird topography, and ageing and sexing terminology. The Forestry surveyors found their way back to WRC by late afternoon with help from workshop Forestry folks. The participants had the weekend off and were asked to return by Sunday evening. Reading assignment: Pyle 1-40; Handbook 7-20; Bander’s Study Guide 9-36, 39-46.

10 January 2004. The course participants have the weekend off. SK, RF, and KL operated the “Tick Pasture” (T4) site 0640-1240. During the banding period we focused on molt, molt limits, and plumage of resident birds. Birds captured SBAN, RBST, GABU, ORAN, BANA, BTBW. We broke down the station at the end of the banding session.

Mike Schwartz presented an enjoyable history of Windsor Great House and WRC after dinner.

11 January 2004. Data management seminar by KL for SK and MS. Some early-returning participants setup the “T1” station in the afternoon. Instructors and a few participants went birding.

12 January 2004. We operated the WRC T1 station 0625-1225. Banding skills have progressed and teams of participants continued to extract independently with the use of two-way radios. Today we set up the magnifying lamp on a separate table adjacent to the processing table to demonstrate skulling and molt with birds just.

We introduced the concept of the area search survey method and its value as supplemental data to banding efforts. After KL’s discussion with the participants CS lead one member on an area search. From this day forward CS was responsible for leading another participant each day on the area search. Birds captured WBDO, JAMA, RBST, RTFL, LOKI, OVEN, BANA, YSGR, GABU, ORAN.

During the afternoon session, 1400-1800, we quizzed the participants on species four-lettered code, BBL age and sex codes, and several scenarios for ageing and sexing birds. The quiz included filled out datasheets without the age and sex completed. The quiz was followed up by a molt lecture, a review of the Bander’s Code of Ethics, and reviewed each person’s field notebooks. Participants’ skills report cards were reviewed and signed off by instructors.

13 January 2004. Operated the WRC T1 site 0625-1025. During the banding session, we focused on processing skills, molt, and skulling. Birds captured SAFL, BANA, YFGR, BFGR, GABU, WBDO, OVEN.

Immediately following closing, we broke down the station and packed up for the road trip to Marshall’s Pen (Ann Sutton’s ranch) in south central Jamaica near Mandeville. Upon arrival at 1730, we met Brandon, of Marshall’s Pen Bird Observatory, to discuss the next days banding operations. The participants worked with Brandon to setup the station for the next day. Reading assignment: Handbook 35 (area search section); Bander’s Study Guide 39-47 (Sec. 13 & 14).

14 January 2004. Operated the Marshall’s Pen site 0635-1235. Introduced hummingbird banding with the assistance of Brandon. We rotated KB, OL, GI, SK, PB, and CS as processors while focusing on net extraction and area search method throughout effort. During the banding session, we presented the following topics: use of the Pyle Guide (1997) in ageing and sexing birds, reviewed station and net site selection, and mapping stations. Birds captured RUGD, JAMA, RBST, JAPE, SAFL, WETH, WCTH, NOMO, JAVI, BTBW, OVEN, BANA, BFGR, YSGR, GABU, ORAN, JAOR.

After banding, we broke down the station and packed up the equipment for banding the next day at Portland Bight. Afternoon lecture topics included a review of molt cycle with further detail of feather characters; use of Pyle species accounts (especially molt section and bar graphs) and the Introduction section; and net site selection factors.

15 January 2004. We arrived at Two Sisters near Mitchell Town at Portland Bight at 0620 and set up the nets. This is a coastal area with nets set upon levees surrounded by mangrove swamp. Nets operation occurred 0710-1240. Due to predators, we left participants stationed one end of both sets of nets to continually extract birds. During the banding session, we discussed sexing birds (CP and BP) and molt limits. The numerous people walking through the netting area to go fishing prompted discussion of dealing with public use at a netting station. Birds captured GRHE, LOKI, BAWW, WEWA, AMRE, NOWA, BANA, YWAR, BEKI.

Immediately after closing the station, we packed up the nets and banding equipment and left for lunch and the Harris Savanna where we will band birds the next day. Upon arrival to the Harris Savannah, we conducted a walking discussion of how to select net sites and layout a station. After flagging the net lanes, we cleared them out and set up for netting tomorrow.

16 January 2004. We arrived at the Harris Savanna early setting up the nets and opened the station at 0635. We operated the station until 1135 when we closed due to the heat. During the banding session, participants created a site map in their field notebooks. Due to the heat and exhaustion of the participants, we restricted activities to net runs and processing! Species captured WPWA, HOWA, BTBW, BANA, GABU, PRAW, BAWW, SBAN, OVEN, YFGR, YSGR.

At the end of the banding session the group broke down the station and headed to Kingston to assist Catherine Levy operate the Lone Mountain banding station for the weekend. SK put in an extremely long day meeting Catherine Levy in the late afternoon to setup the banding station without the rest of the participants.

17 January 2004. We operated the Lone Mountain banding station at the University of the West Indies, Kingston Jamaica from 0630-1230. Catherine Levy was assisted by Peter and Donna. Although it was very busy throughout the banding session, we rotated all of the course participants through as banders. During the banding session, we further discussed sexing birds, molt, molt limits, net check scheduling, and station setup. The sighting of a mongoose at net 5 prompted discussion of dealing with presence of predators at a netting site. For the remainder of the netting effort nets were checked every 20-30 minutes. Each participant created a station map. Birds captured WEWA, AMRE, BTBW, BANA, LOKI, JAOR, YSGR. Everyone had the afternoon off to relax.

18 January 2004. We operated the Lone Mountain site again 0630-1230 with Catherine Levy, Peter, and Donna. The banding session went extremely well with most participants banding and processing birds. We continued our discussion of molt, molt limits, and ageing and sexing. Net checks were scheduled every 20 minutes due to the presence of a mongoose. Birds captured WEWA, AMRE, BTBW, BANA, LOKI, JAOR, YSGR, SWWA, NOPA.

At the end of the session, we broke down the banding station and traveled back to WRC in Trelawny.

19 January 2004. The WRC T1 station was set up and operated 0705-1155. Impressive that the participants got the site set up quickly and efficiently. RF focused on net extraction training, KL focused on advanced ageing and sexing criteria and general processing with SK, and CS conducted area search survey, assisted with extraction and the processing training.

Rohan Esty decided that he was no longer interested in participating in the workshop and left during the morning. KL left WRC and the workshop at 1100, and RF led the remainder with the assistance of SK and CS. Birds captured ORAN, BANA, WCTH, WETH, BTBW, LOWA, OVEN, YFGR, YSGR, GABU.

The afternoon lecture included review discussion of molt cycle and hypothetical bird ageing by molt using examples of PAWA & NOWA; review of skulling with % ossification exercise; bird 1^st aid, prevention, and treatment of common injuries; euthanasia – when, why, how; releasing and escaping birds. RF reviewed field notebooks and signed off skills report cards as appropriate.

Reading assignment: Pyle 50, 467-469; Banders Study Guide 21-28, 39-45.

20 January 2004. Operated the WRC T1 site again. Banding table topics focused on improving processing times for banders. Prompted banders and recorders to collect data together in a rapid-fire manner by speaking to each other in appropriate codes, examining groups of character fields, and quizzing code definitions. SK and CS led most of net checks; CS led area search with participants and presented skulling. RF followed two net checks and mis-set random nets and each was corrected, unsolicited, during following check round by participants.

Afternoon discussion topics included Rare/Unusual Bird documentation; sexing characters – CP/BP, dimorphism, dichromatism (CS & RF); a quiz covering molt terminology and standard measurement descriptions; and demonstration and practice of net repair. The group set up the T2 Mike’s Five Acres site.

Reading assignment: Pyle 34-40, 50-53, 514-515, and 732.

21 January 2004. Operated T2 (Mike’s Five Acres) site. Banding table topics again focused on improving processing time. CS led group of participants on area search – a detection of rare migrant YTWA prompted review discussion of value of surveys such as area searches conducted concurrent to netting effort. Group asked and reminded throughout day to come to tomorrow’s banding & afternoon sessions with questions of any topic they are not totally clear about. Birds captured COGD, RBST, JATO, JAEL, SAFL, RTSO, WCTH, AMRE, BAWW, BTBW, OVEN, BANA, ORAN, BFGR, YSGR, YFGR, GABU.

22 January 2004. Operated T2 Mike’s Five Acres site again 0625-1025. Banding table topics again focused on improving processing time. SK, CS, and RF shared banding table and net check instruction. Group reminded to ask questions of any topic they are not totally clear about during banding and afternoon sessions. Closed nets a bit early due to workers spraying coffee-banana field immediately north of banding station. Birds captured RBST, JATO, JAEL, RTFL, BTBW, COYE, OVEN, BANA, ORAN, YFGR, BFGR, YSGR, GABU.

Afternoon included net repair practice and an open topic discussion. Group took down the T3 site and led by CS, selected net sites for a 10-net array on eastern border of WRC grounds. Group applied guidelines covered earlier in workshop in laying out this new site named by the group Sugarbelly’s Circle (in honor of WRC chef Sugarbelly on his birthday).

23 January 2004. Operated Sugarbelly’s Circle site 0630-1100. The workshop participants ran the site under CS’s supervision with SK & RF observing. CS, SK, and RF banding table and net check instruction. Birds captured COGD, JALC, JAMA, RBST, JATO, RTFL, RTSO, JAVI, BTBW, COYE, OVEN, BANA, ORAN, YFGR, GABU.

Afternoon session consisted of workshop evaluations, words of praise and thanks all around and farewells.

Reading assignment: Pyle 1-732; Banders’ Study Guide 1-66 once a month.

Appendix C. Recommendations.

The following recommendations were compiled out of the collaborative training and banding experience between the instructors and WRC staff during the workshop. We include them here as a reference for, and to benefit, future operations and training efforts.

Station Operations

1. Always use the Optivisor magnifying lens when processing birds. It is essential for accurately and quickly reading band numbers, skulling, evaluating wing molt, and feather condition.

2. The body grasp net extraction method should be used as the preferred method as is not only quicker, but helps prevents injuries such as wing strain at the net. In training situations, this method is safer and more quickly learned than other extraction methods.

3. In order to document birds present, but not detected by banding, at least one area search should be conducted during the six-hour banding period.

4. All assistants should use field notebooks. These are useful for recording the details of a bird released at the net or to record times nets are opened and closed due to the rain or direct sun, and other observations.

5. Use red or brightly colored clothespins at each net location with net number on pins for fragile species e.g., hummingbirds or extremely large birds in restrictive bird bags. These “priority” birds should be processed first when brought back to banding area.

6. For resident birds (sample 100 individuals) use digital calipers to record minimum and maximum tarsus width. Determine recommended band sizes for each species of Jamaican resident birds. Statistical analysis of data can identify if variance in sample requires additional samples from each species to have 95% or greater confidence intervals.

7. When capture rates increase, it may require limiting data collected to primary data (i.e., skulling, wing molt, CP, BP). If you do not have the time to measure the wing, do not score fat, muscle, or weigh the bird.

8. Put the hummingbird and “unbanded” datasheets in separate binders, which will allow additional processors when busy.

9. Processing instructions should include definitions of primary and secondary data collected.

10. Use digital calipers for all leg and bill measurements.

11. Increase frequency of net runs to 20-30 minutes if there are known predators present.

Training methods

1. In future workshops, instructors need to take a more active role ensuring the daily log is properly filled out and review banding data sheets for errors and issues of misunderstanding.

2. Workshop banding periods can be operated as many hours necessary for instruction requiring live birds. Training opportunities with live birds should take priority over regular monitoring efforts.

a. Nets should be closed if capture rates become too high to allow maximizing safe training efforts. They can be reopened if necessary.

3. At the beginning of afternoon lectures, using the present day’s captures, have the participants summarize the captures with totals, calculate the day’s effort, and ultimately calculate the daily capture rate. This is a very useful exercise and allows instructors an opportunity to discuss any issues or problems with data sheets from the previous day.

4. The body grasp method should be emphasized in all aspects of training.

5. Once participants handling and extraction skills are determined adequate by instructors, they should be allowed to attempt net runs independent of instructors. They are given one minute to extract a bird before calling for help and should work in groups of at least two. Groups should carry portable radios so that instructors can assist if necessary.

6. We discussed the importance of recording times of net closures in field notebooks in order to ensure and accurate description of net effort in daily log which is used to calculate capture rates.

7. When to close nets and when to increase net check frequency. Issues of heat, cold, rain, predators, and high capture rates are all reasons to consider.

8. Most participants are new to extracting it is critical to oversee; extraction does not result in rough handling of birds. How to extract and handle to minimize chances of wing strain.

9. We found ectoparasites on a White-eyed Thrush. This brought up the issue of hand cleaning and when not to use bird bags again until cleaned. Banding operations should have hand sanitizer in banding kits.

10. Discuss different scenarios for “unbanded” birds. What to do when you release a bird at the net (record all details possible in field note book for later transfer to unbanded datasheet).

11. Limit processing demonstrations to five minutes. If bander trainee reaches three minutes with no hope of completing processing by five minutes, instructor will take over and complete processing with trainee as observer. In addition, limit post-processing demonstrations to one to two minutes. It is incumbent upon the instructors to keep track of time and consider exceptions as appropriate and safe.

12. During afternoon sessions discuss ageing, sexing, and molt for species captured earlier in the day. Create an annual molt table for these species. Use of dummy datasheets for participants to record example birds during these sessions where each person then determines age, plumage/molt, and sex.

13. Discuss four-letter species codes and rules used to determine code.

14. Use of fault, growth bars, feather shape (tapered or truncate outer rectrices, primaries, and primary coverts) to assist in determining feather generation, plumage, and age.

15. Locate the demonstration area away from the processing table to reduce the distraction to the participants learning to band birds.

16. Use of calipers should include instruction that the tool be opened to the measurement, not closed.

17. It is important to make sure that everyone has at least one day free per week to avoid exhaustion.

18. Future workshops should include vegetation surveys and monitoring.

Marshall’s Pen Bird Observatory

1. Limit the collection of biometric data unless specific samples sizes are deemed inadequate for analysis. Collection of primary data should in most cases take priority over biometric data.

a. Summarized biometric data and combine with data from other locations in Jamaica. This would likely lead to an excellent paper.

2. Some resident species captured would be best fitted with “0A” band size. It is suggested that all Jamaica banding operations have this size on hand.

3. Telephones can create an unnecessary distraction to safe and effective banding operations. Cell phones should be turned off during banding operations.

4. Do not fully open bands on wire. This causes the bands to be shaped asymmetrical affecting their closing.

5. Use different datasheets for each band size, unbanded birds, and recaptures.

6. Create and maintain a daily log for tracking net hours, summarizing captures, tracking banders and visitors, and environmental conditions.

7. Trammel of capture data collected to date should be examined for adequate sample and discontinued if deemed sufficient for analysis.

8. Separate data sheets should be used for resident and migrant bands. Separate sheets for each band size would benefit more efficient data entry and recordkeeping.

9. Bird bags should be turned so that the loose seam is on the outside of the bag for bird safety.

Lone Mountain Bird Observatory:

1. Nets should be uniform in size with appropriate length poles used.

2. Increase net run frequency to 20 minutes due to known presence of predators.

3. An electronic scale with accuracy to 0.1 gram should be used for collecting bird mass. The Paola scale has a potential error rate of up to 20 percent of the mass range of most birds captured.

4. Use of the retrap cards slows down station operation. If the data is computerized, this information can be referenced following banding operations.

Windsor Research Centre (and other banders in Jamaica):

1. Compile a second kit so that when it is busy there can be two people processing birds simultaneously.

2. Create molt datasheet for scoring molt of resident birds.

3. Do not include occipital triangle in skull ossification score.

4. Establish a code for indeterminate for use when a field cannot be determined.

5. Use Rite-in-Rain paper for datasheets and use a 3/8” three hole punch for datasheets. These larger holes will help reduce tearing out of punched holes.

6. When scoring flight feather wear and shape use the outer two or three feathers only. This ensures that each bird is compared similarly.

7. Create reference table of species, species codes, and page number in various guides.

8. Use of water in skulling.

9. Bill striations should be a primary ageing tool for hummingbirds.

10. Recommended band sizes:

a. Should record leg minimum and maximum width to come up with recommended band sizes for target species:

i. BBL would like this data;

ii. Easy NABB, Neotropical Ornithology Society publication.

11. Start to develop key for ageing and sexing birds:

a. For use with Jamaica residents;

b. Start with basics (e.g., skull, molt limits, bill striations);

c. This will be a work in process.

Appendix D. Common, scientific names, and 4-letter code for species captured during workshop.

Green Heron Butorides virescens GRHE

Common Ground-Dove Columbina passerine COGD

Caribbean Dove Leptotila jamaicensis WBDO

Ruddy Quail-Dove Geotrygon montana RUGD

Jamaican Lizard-Cuckoo Saurothera vetula JALC

Smooth-billed Ani Crotophaga ani SBAN

Jamaican Mango Anthracothorax mango JAMA

Red-billed Streamertail Trochilus polytmus RBST

Belted Kingfisher Ceryle alcyon BEKI

Jamaican Tody Todus todus JATO

Jamaican Eleania Myiopagis cotta JAEL

Jamaican Pewee Contopus pallidus JAPE

Sad Flycatcher Myiarchus barbirostris SAFL

Rufous-tailed Flycatcher Myiarchus validus RTFL

Stolid Flycatcher Myiarchus stolidus STFL

Loggerhead Kingbird Tyrannus caudifasciatus LOKI

Northern Mockingbird Mimus polyglottos NOMO

Rufous-throated Solitaire Myadestes genibarbis RTSO

White-eyed Thrush Turdus jamaicensis WETH

White-chinned Thrush Turdus aurantius WCTH

Jamaican Vireo Vireo modestus JAVI

Northern Parula Parula americana NOPA

Yellow Warbler Dendroica petechia YWAR

Magnolia Warbler Dendroica magnolia MAWA

Black-throated Blue Warbler Dendroica caerulescens BTBW

Prairie Warbler Dendroica discolor PRAW

Western Palm Warbler Dendroica palmarum palmarum WPWA

Black-And-White Warbler Mniotilta varia BAWW

American Redstart Setophaga ruticilla AMRE

Worm-eating Warbler Helmitheros vermivorus WEWA

Swainson’s Warbler Limnothlypis swainsonii SWWA

Ovenbird Seiurus aurocapilla OVEN

Northern Waterthrush Seiurus noveboracensis NOWA

Louisiana Waterthrush Seiurus motacilla LOWA

Common Yellowthroat Geothlypis trichas COYE

Hooded Warbler Wilsonia citrine HOWA

Bananaquit Coereba flaveola BANA

Orangequit Euneornis campestris ORAN

Jamaican Euphonia Euphonia jamaica JAEU

Yellow-Shouldered Grassquit Loxipasser anoxanthus YSGR

Yellow-faced Grassquit Tiaris olivacea YFGR

Black-faced Grassquit Tiaris bicolor BFGR

Greater Antillean Bullfinch Loxigilla violacea GABU

Greater Antillean Grackle Quiscalus niger GAGR

Jamaican Oriole Icterus leucopteryx JAOR

Appendix E. List of course material citations.

NABC. 2001a. The North American Banders’ Study Guide. 69 pp.

NABC. 2001b. The North American banders' manual for banding passerines and near

passerines (excluding hummingbirds and owls). 18 pp.

Pyle, P. 1997. Identification Guide to North American Birds, Part I. Slate Creek Press,

Bolinas, California. 732 pp.

Raffaele H., Wiley, J., Garrido, O., Keith, A., and J. Raffaele. 1998. A Guide to the Birds

of the West Indies. Princeton University Press, Princeton, New Jersey. 511 pp.

Raffaele H., Wiley, J., Garrido, O., Keith, A., and J. Raffaele. 2003. Birds of the West

Indies. Princeton University Press, Princeton, New Jersey. 216 pp.


Ralph, C. J., G. R. Geupel, P. Pyle, T. E. Martin, and D. F. DeSante. 1993. Handbook of

field methods for monitoring landbirds. USDA Forest Service, General Technical Report, PSW-GTR-144, Albany, California. 41 pp.