Attachment 2_SOW _EROTD_Recompete_.pdf

STATEMENT OF WORK

TRAINING SUPPORT SERVICES

Office of Enforcement and Removal Operations ERO Training Division

1.0 Background

The Enforcement and Removal Operations Training Division (EROTD) is the primary training division within ERO Enforcement. EROTD is tasked with addressing the training needs of ERO and its partners. It’s existing training programs deliver basic, advanced, and specialized training to support a wide range of skillsets.

The EROTD offers traditional classroom instruction, practical exercises, firearms and tactical training, driver training, and computer lab-based instruction. Training at this site, along with field-based programs, requires consistent oversight to ensure both instructional quality and mission alignment. This includes ensuring all training upholds constitutional protections and officer safety standards established by the Department of Homeland Security. Programs must be designed to support operational objectives and be assessed for their instructional effectiveness.

To achieve these outcomes, EROTD must develop and implement a comprehensive accreditation strategy tailored to the unique mission and needs of ERO.

2.0 OBJECTIVES

The Enforcement and Removal Operations Training Division (EROTD) seeks contract personnel to support training in logistics, curriculum development, and instructional delivery. These services must be delivered on time and to a high standard to ensure EROTD can effectively enhance officer safety and advance the ICE law enforcement mission.

3.0 SCOPE OF WORK

The contractor shall provide training, development, and credential support services to enhance EROTD’s instructional programs and operational readiness. Services will span course design, facilitation, analysis, documentation, system integration, and consultation - aligned with federal and DHS training mandates.

Additionally, the Contractor shall support EROTD initiatives across all learning lifecycle phases, including:

• Instructional design and curriculum development

• Credentialing and certification support

• Briefing and presentation materials development

• Data analysis and reporting

• Project management and consultation

• Support of ICE systems and technologies

• Student and leadership engagement

• Performance monitoring and transition management

4.0 Applicable Laws, Regulations, and Policies

The Contractor shall comply with all applicable regulations, including but not limited to:

• Title 5, U.S. Code and Title 6 (Homeland Security)

• DHS Directives and Instructions

• DHS Learning and Development Policy

• ICE and ERO Policy Manuals and Training SOPs

• OPM Training and Development Policies

• Section 508 of the Rehabilitation Act

• DHS Instructional Systems Design Handbook

• ICE Records and Privacy Management requirements

5.0 ICE ERO Systems for Training and Credentialing

The Contractor shall support and interface with the following ICE ERO systems:

• ICE Training System/Acadis Readiness Suite: Manage employee and student training records, class assignments, certifications

• Student Administration and Scheduling System (SASS): Scheduling and class reports

• SharePoint: Internal collaboration, file sharing, and course documentation

• Performance Analysis Tools: Tableau, Excel, Survey Monkey, Power BI for reporting and dashboards

6.0 Task Descriptions

1) Training Program Support Services.

The Contractor assigned to this task must possess a minimum of five (5) years of experience supporting training program activities, demonstrating proficiency in instructional design, adult learning principles, and program evaluation methodologies.

6.1.1 Experience with Documentation and Management of Pre-Employment Fitness Test Records

• Provide comprehensive experience in documenting, maintaining, and tracking records related to the EROTD’s Pre-Employment Fitness Test (PFT).

• Experience in ensuring accurate record-keeping and maintenance of test results, maintaining confidentiality of applicant information, and tracking the progression and outcomes of fitness assessments in accordance with established protocols and standards.

6.1.2 Experience with Records Retrieval, Maintenance, and Management Using Microsoft Teams and SharePoint

• Demonstrated experience in utilizing Microsoft Teams and SharePoint to efficiently search, retrieve, and manage both electronic and physical records.

• Experience in conducting comprehensive searches across document libraries, databases, and archived files to locate pertinent records, supporting data, and historical documents.

• Proficient in leveraging SharePoint’s metadata tagging and search functionalities, as well as Teams’ integrated file management capabilities, is essential for maintaining organized and accessible repositories.

6.1.3 Experience with ICE ERO Training Programs

Possess and apply extensive knowledge and experience in the ICE ERO Academy programs.

This includes curriculum development, review, and updates, instructor and student coordination, logistical and operational support, classroom and field training setup, and records management:

• Basic Immigration Enforcement Training Program (BIETP):

o Create foundational training materials covering immigration enforcement principles, legal authorities, operational procedures, and agency policies o Format and organize instructional aids, job aids, and assessment tools to support entry-level officer development o Integrate interactive elements and performance-based learning activities where applicable

• Deportation Officer Training Program (DOTP):

o Prepare advanced training resources focused on detention operations, case management, and removal procedures o Develop case-based learning tools and scenario-driven presentations tailored to the deportation officer role o Ensure training materials incorporate current law, policy, and system updates

• Deportation Officer Spanish Program (DSP):

o Create bilingual or Spanish-language instructional materials emphasizing operational vocabulary, legal terminology, and conversational Spanish applicable to immigration enforcement settings o Design culturally appropriate learning aids and scenario-based role-playing materials to reinforce language proficiency in field contexts o Coordinate with language specialists to ensure translation accuracy and relevance to ERO enforcement operations

6.1.4 Prepare, Create, Format, and Edit Spreadsheets, Presentations, and Charts to Support Training Activities

• Develop and format Excel spreadsheets to track training metrics, schedules, attendance, evaluation data, and credentialing information

• Design and build PowerPoint presentations aligned with course objectives, incorporating instructional design principles, approved multimedia elements, and ICE ERO branding standards

• Create clear, visually compelling charts and graphs for use in briefings, training sessions, and reports

• Edit and update existing materials to reflect changes in policy, training objectives, or performance data

• Apply accessibility and 508 compliance standards to ensure all materials are usable by individuals with disabilities

• Collaborate with instructional designers and SMEs to ensure accuracy, clarity, and instructional effectiveness of all visual and data materials

6.1.5 Experience with ERO Reporting Requirements and Data Analysis

Demonstrate experience supporting the ERO reporting responsibilities to ICE Headquarter, Congress, and the Whitehouse by:

• Analyzing training data reported through internal systems databases

• Interpreting and applying applicable reporting requirements, legislative mandates, and policy directives

• Assisting in the preparation and formatting of high-level reports, summaries, and briefing materials

• Ensuring accuracy, consistency, and compliance with all federal and agency-specific reporting standards

• Providing quality control and assurance to confirm that all reporting deadlines and content requirements are met

6.1.6 Experience with Federal Law Enforcement Training (FLETA) Accreditation and Reaccreditation for ERO Training Programs

Demonstrate in-depth experience supporting the FLETA Accreditation process, including initial accreditation and reaccreditation effort for the following programs: BIETP, DOTP, and DSP, by:

• Conducting comprehensive reviews of program documentation, training materials, policies, and procedures to ensure alignment with FLETA standards

• Preparing and organizing required accreditation documentation, including training plans, course files, instructor qualifications, and assessment tools

• Coordinating with EROTD stakeholders to facilitate site visits, interviews, and inspections by FLETA assessors

• Tracking compliance timelines, maintaining accreditation records, and ensuring all corrective actions are completed and documented

• Assisting in development and execution of continuous improvement plans based on accreditation feedback and performance evaluations

• Providing subject matter expertise on FLETA’s Core Academy Standards and Instructional Systems Design (ISD) methodology as applied to each program

6.1.7 Experience with Federal Law Enforcement Training Centers (FLETC) and DHS Training Regulations and Policies

Demonstrate extensive knowledge and experience interpreting and applying FLETC and DHS regulations and policies related to training requirements for the following ICE ERO Training Division Programs: BIETP, DOTP, DSP:

• Analyzing and incorporating relevant FLETC and DHS directives, policies, and training mandates into curriculum development and instructional planning

• Ensuring all training programs are aligned with applicable compliance standards, operational requirements, and legal frameworks

• Maintaining up-to-date knowledge of FLETC’s training protocols, evaluation processes, and instructional quality standards

• Advising program leads and curriculum developers on regulation-based constraints and requirements that affect program structure and delivery

• Supporting audits, compliance checks, and documentation reviews related to DHS and FLETC oversight

• Assisting in the preparation of training materials, standard operating procedures (SOPs), and supporting documentation that demonstrate alignment with regulatory guidance

6.1.8 Experience with Student Mentorship, Counseling, and Engagement

Demonstrate experience in mentoring, counseling, and engaging with students within the ICE EROTD, while actively contributing to improved training outcomes and operational efficiency by:

• Providing individualized mentorship and academic counseling to support student success, address, challenges, and promote professional development throughout the training cycle

• Engaging with students through formal and informal feedback mechanisms to foster motivation, accountability, and constructive communication

• Identifying and addressing performance issues by offering targeted guidance and academic support strategies aligned with training objectives

• Recommending process improvements, instructional adjustments, or student support initiatives to enhance training efficiency, classroom management, and knowledge retention

• Collaborating with instructional staff, leadership, and program managers to streamline administrative and instructional processes within EROTD training programs

• Documenting student engagement activities, counseling outcomes, and performance trends to support data-drive improvements and reporting requirements

6.1.9 Experience with Training Materials, Policy and Procedure, and Program Evaluation

Demonstrate experience in developing, reviewing, and applying ERO training materials, policies, and procedures, as well as evaluating the effectiveness of the effectiveness of ERO training programs by:

• Reviewing and interpreting ICE ERO policies and procedures to ensure training content is current, compliant, and accurately reflects operational standards

• Developing, updating, and maintaining training materials, lesson plans, and course documentation in accordance with established ERO guidelines

• Conducting comprehensive evaluations of training programs to assess effectiveness, relevance, and alignment with ERO mission objectives and performance outcomes

• Utilizing data analysis, student feedback, and instructor input to recommend improvements to training content, delivery methods, and program structure

• Assisting in the development of standard operating procedures (SOPs) related to training implementation and quality assurance

• Coordinating with subject matter experts, instructional staff, and program managers to validate content accuracy and training impact

6.1.10 Experience with Levels I, II, and III of the Kirkpatrick’s Model including Survey Management and Results for Training Evaluation

The Contractor shall demonstrate proven experience in managing all aspects of survey administration related to training evaluation and program development within a federal law enforcement or similar structured training environment using the Kirkpatrick’s Model.

Specifically, the Contractor shall have experience in:

• Designing and developing survey instruments, such as student feedback or critique forms, that are aligned with instructional goals, learning objectives and credentialing standards to collect Level I data.

• Familiarity with examinations used to collect Level II data that measures the knowledge, skills, and abilities of the students based upon their participation in training.

• Tracking and documenting survey distribution and completion in coordination with training delivery schedules

• Uploading and managing surveys using ICE-approved platforms and tools, ensuring accessibility and data integrity

• Organizing and maintaining survey data and associated documentation in a systematic and auditable manner, including version control and secure storage

• Analyzing and interpreting data and survey results as a part of Level III to identify actionable trends, assess training effectiveness, and recommend enhancements based on the supervisor’s feedback once the student has returned to the field.

• Providing summarized results - both narrative and visual – to training staff, instructors, curriculum developers, and ICE ERO management in a clear, concise, and decision-supportive format

• Maintain a centralized repository of historical survey data and results, ensuring that all documentation is readily available for audits, performance reviews, and program accreditation

• Demonstrated experience working collaboratively with training managers, instructional designers, and credentialing personnel is essential to ensure that survey feedback directly informs training content updates and continuous improvement initiatives

• All work must be completed in accordance with applicable ICE ERO policies, data protection standards, and federal records management requirements

2). Training Development Support

The Contractor shall provide comprehensive Training Development Support services to the ICE EROTD. Personnel assigned to this task shall possess a minimum of five (5) years of demonstrated experience in instruction design, training lifecycle support, and curriculum development for adult learners in a law enforcement, military, or government training environment.

6.2.1Development and Management of the Training Program Project Management Plan (PMP).

The Contractor shall develop and maintain a comprehensive Project Management Plan (PMP) that serves as a dynamic, living document governing the planning, execution, and oversight of all training development activities within the ICE ERO Training Division.

Contractor personnel assigned to this task shall demonstrate extensive experience in project management and instructional program implementation, particularly in federal law enforcement training environments.

The PMP shall clearly define:

• All tasks assigned to the training development team in support of the ICE ERO training portfolio

• Detailed methods and standards for performing these tasks, aligned with project management best practices and instructional design principles

• A project schedule that includes timelines, milestones, dependencies, and deliverables for each training program

• A cost summary outlining labor hour, resource allocations, and any projected expenditures associated with training development and delivery

• The PMP shall also include Pilot Report for each training program. This report must capture:

• Draft training requirements to include but not limited to performance objectives, instructional approach, and resource needs

• An Initial Recommendations Plan addressing design strategies, anticipated challenges, and implementation considerations

• Identification of existing or newly proposed training programs applicable to the operational or instructional goals

• The PMP shall govern the following ICE ERO training programs, each with distinct development schedules and outputs:

• Basic Immigration Enforcement Training Program – 16 weeks

• Deportation Officer Spanish Program – 5 weeks

• ICE D Field Operations Training Program – Prosecutions Module – 3 weeks.

• ICE D Field Operations Training Program – 2 weeks.

• Deportation Officer Training Program – 6 weeks.

• Basic Instructor Training – 1 week.

• Operational Leadership Training – 1 week.

• On the Job Training – 6 weeks.

The Contractor shall ensure that any proposed updates or modifications to the Project Management Plan are formally submitted to the Contracting Officer Representative (COR).

No changes may be implemented without prior written approval from the Contracting Officer (CO) through the COR. This includes revisions to scope, schedule, cost, and deliverables.

All documentation, reports, and project artifacts shall be developed and maintained in compliance with ICE documentation standards, project management frameworks, and federal acquisition regulations.

6.2.2 Collaborative Training Needs and Gap Analysis with Subject Matter Experts

The Contractor shall conduct a comprehensive Coordinate Analysis in close collaboration with Subject Matter Experts (SME) and instructors from multiple ICE ERO program offices involved in immigration enforcement training. Personnel assigned to this subtask must possess demonstrated experience working directly with law enforcement training SMEs – particularly within the Enforcement and Removal Operations (ERO) environment – to assess, document, and improve training content, structure, and delivery.

This subtask requires the Contractor to:

• Establish and maintain strong working relationships with SMEs and stakeholders across multiple ICE ERO program offices to facilitate open communication and alignment of training goals.

• Conduct structured interviews, focus groups, and working sessions with SMEs and instructional staff to gather insights on existing practices, perceived deficiencies, and evolving training needs.

• Perform a systematic analysis of current training programs, materials, and documentation to identify:

o - Content gaps o Redundancies o Out-dated information o Misalignment with current operational requirements or ICE ERO policies

• Assess the organization, structure, and accessibility of training materials across the programs and platforms to evaluate consistency, usability, and relevance.

The outcome of this activity shall be a Training Needs and Gap Analysis Report, which must include:

• Identified gaps in training content, delivery methods, and supporting documentation

• Analysis of the current state of training material organization usability

• Recommendations from the instructional design phase to address identified deficiencies and enhance training effectiveness

• A summary of collaborative inputs gathered from SMEs and training personnel across relevant ICE ERO components

This report must be clear, actionable, and formatted for review by training leadership, program managers, and curriculum development staff. The Contractor shall also ensure findings are appropriately categorized by training program and aligned with ICE ERO’s mission priorities.

All deliverables under this subtask must adhere to ICE ERO formatting standards, security protocols, and any applicable policies related to training development, knowledge management, and records retention.

6.2.3 Development of Instructional Design Plan and Recommendations Report The Contractor shall develop a comprehensive Instructional Design Plan as part of the Design Phase of the Instruction Systems Design (ISD) framework. This subtask builds directly on the findings from the analysis phase and requires the Contractor to translate those findings into well-structured, actionable training solutions that address identified performance gaps, improve training documentation, and ensure organized archiving and retrieval of instructional materials.

The Contractor shall have demonstrated experience in designing law enforcement or immigration-related training programs within a federal environment, and shall apply best practices in adult learning, curriculum design, and systems documentation.

Design activities shall include:

• Creation of a Design Plan that outlines the instructional approach, rationale, and methodology for the delivery, update, and long-term maintenance of each training program.

• Incorporation of training needs identified in the analysis phase, including:

o Training content gaps o Inadequate or outdated documentation o Disorganized or inaccessible materials

• Development of a Recommendations Report to accompany the Design Plan, which shall include:

o Proposed templates for training materials o A systematic approach to organizing and archiving all training materials o A strategy to remediate identified training gaps o Prioritized recommendations with realistic, feasible completion deadlines for implementation The Contractor shall also:

• Document all changes made to existing:

o Learning objectives o Assessment activities o Instructional strategies

• Ensure all documentation adheres to ICE ERO standards for instructional design, version control, accessibility, and content management.

Deliverables must be structured to support review, approval, and implementation by ICE ERO Training Division leadership and stakeholders. The Contractor shall be expected to present draft and final versions of the Design Plan and associated reports for feedback and final approval.

All activities must be coordinated with the Contracting Officer’s Representative (COR) and follow ICE ERO policies, security protocols, and instructional standards.

6.2.4 Experience with Training Oversight, Instructor Collaboration, and Curriculum Support for Standardized Instructional Delivery

The Contractor shall provide training development oversight and instructional support in close coordination with ERO instructors and ICE training academies. While curriculum development will remain the primary responsibility of government personnel, the Contractor shall bring demonstrated experience working alongside ERO instructors and training academy staff to assist in development, revision, standardization, and quality assurance of instructional materials across multiple ERO training programs.

The Contractor shall be responsible for overseeing and supporting the development of training content to ensure alignment with:

• Operational requirements

• Instructional best practices

• ICE ERO Training Division goals

• Evaluation methodologies aligned with Kirkpatrick’s Four Levels of Evaluation

Specific responsibilities under this subtask include:

• Oversight and assistance in curriculum development and revisions based on government-approved recommendations and standardized formatting guidelines.

• Collaboration with EROTD personnel to ensure training materials:

o Align with clearly defined training objectives o Support current operational priorities o Incorporate principles of adult learning and learner engagement

• Development and maintenance of instructional artifacts including, but not limited to:

o Training catalogs and course syllabi o Course outlines and background reading materials o Lesson plans and instructor guides o Training aids and job aids o Student workbooks, handouts, and completion certificates o Presentations and slide decks o Course critiques and evaluation forms

The Contractor shall:

• Collaborate with EROTD personnel to identify topic leads responsible for content revision, instructional maintenance, and material archiving.

• Recommend and implement standardized formats to ensure consistency across all training materials and courses.

• Design and support courses that are either:

o Integrated with Web-Based Training (WBT) components, or o Standalone instructor-led modules with built-in activities, group discussions, and clear instructor notes to increase engagement and learning effectiveness

• Propose methods for condensing course delivery into shorter instructional blocks, incorporating active learning techniques and opportunities for application, feedback, and discussion.

All training content must be delivered in a manner that maintains fidelity to the original learning objectives while improving clarity, learner engagement, and operational relevance.

Deliverables must conform to ICE ERO policies, formatting guidelines, and documentation control standards, and all changes to course materials must be tracked, versioned, and archived appropriately.

6.2.5 Limited Instructional Support for Training Delivery and Instructor Certification Modules.

The Contractor shall provide limited instructional support to assist Government instructors in the delivery of ICE ERO training programs, as needed, and only when multiple instructors are required for specific blocks of instruction. This support shall be limited in both scope and subject matter and is intended to supplement – not replace – primary instruction led by Government personnel.

Contractor personnel assigned to this subtask must possess demonstrated experience in instructional systems design (ISD) and instructor certification and shall only support instruction on topics directly related to those areas. Contractor involvement shall be strictly limited to a maximum of 20 hours per month.

Instructional support may include:

• Co-facilitating training sessions in which instructional design or instructor development topics are being taught.

• Supporting delivery of training content related to adult learning principles, training evaluation models, curriculum development processes, and lesson planning best practices

• Assisting with learner engagement strategies, group discussions, practical exercises, or coaching activities as part of instructor certification training blocks

• Providing subject matter guidance on ISD models, training tools, and techniques that support the professional development of ERO instructors

All instructional support activities must:

• Be approved in advance by the Contracting Officer Representative (COR)

• Comply with ICE ERO training delivery standards and classroom procedures

• Be conducted in coordination with primary Government instructors to ensure seamless integration with existing instructional plans and schedules

Contractor personnel shall not independently develop or deliver instructional content outside of the approved scope, and shall maintain a clear, supporting role in accordance with ICE ERO guidelines.

6.2.6 Experience with Implementation and Evaluation of ERO Pilot Training Programs.

The Contractor shall support the implementation of pilot training programs and course designated by the ERO Training Division, leveraging prior experience in managing pilot training events within federal law enforcement or immigration-related environments.

The Contractor shall work closely with EROTD management, instructors, and subject matter experts to observe, document, and evaluate pilot trainings events. These pilots are critical components of the training solution implementation phase, serving to validate instructional design, content accuracy, instructional delivery methods, and alignment with operational requirements.

Responsibilities under this subtask include:

• Preparation and participation in pilot training sessions as identified by EROTD management, ensuring thorough understanding of training objectives and instructional strategies prior to delivery.

• Observation of training delivery to monitor the effectiveness of instructional materials, instructor performance, learner engagement, and the alignment of content with intended learning outcomes.

• Real-time documentation of observations, including logistical considerations, learner feedback, instructor input, technical or delivery issues, and training environment conditions.

• Analysis of pilot outcomes, identifying strengths, weaknesses, and areas for refinement in both content and delivery.

Following each pilot session, the Contractor shall develop and submit a comprehensive Pilot Report that includes:

• A summary of the pilot session, including delivery method, duration, participants, and any deviations from the planned approach.

• Successes and effective practices observed during the training.

• Challenges and deficiencies, including content gaps, pacing issues, learner comprehension challenges, or misalignment with learning objectives.

• Actionable recommendations for improvement, including suggested content revisions, instructional strategy adjustments, and logistical considerations for future sessions.

All reports must be clearly organized, formatted to ICE ERO standards, and suitable for presentation to senior training officials and curriculum developers. Recommendations shall be prioritized and, where applicable, accompanied by proposed timelines for revision and reimplementation.

The Contractor shall coordinate all pilot-related activities with the Contracting Officer Representative (COR) and follow all ICE ERO protocols for data collection, feedback handling, and report dissemination.

6.2.7 Training Evaluation, Data Analysis, and Reporting for Instructional Effectiveness.

The Contractor shall provide end-to-end support for evaluation of ICE ERO training solutions, applying instructional systems design (ISD) principles, using tools and methodologies to collect, analyze, and report on learner performance, satisfaction, and training effectiveness.

Contractor personnel shall demonstrate prior experience evaluating law enforcement training programs, including the use of the ICE Training System (ITS) for test and quiz development, and the creation of standardized evaluation tools for practical skill-based assessments.

Evaluation activities shall include:

• Development and implementation of evaluation instruments for each training program, including:

o Knowledge-based tests and quizzes administered through ITS to evaluate theoretical understanding o Checklists, rating scales, and rubrics to assess hands-on skills, including firearms qualification, arrest techniques, defensive tactics, and tactical performance in field-based scenarios.

• Collection and analysis of student feedback, including:

o Bi-weekly reaction surveys for courses exceeding three weeks in length.

o End-of-course critique for all training programs, capturing student perceptions, satisfaction, and perceived knowledge transfer.

• Review and evaluation of all assessment activities, ensuring alignment with course objectives and instructional strategies.

• Ongoing data analysis, potentially involving up to 800 students and/or supervisory responses on a bi-weekly basis, to track trends, identify areas for instructional improvement, and inform decision-making.

• Presentation and documentation of evaluation findings, including:

o A formal Evaluation Report, to be submitted two weeks prior to the annual curriculum review, summarizing:

Quantitative and qualitative evaluation data Observed trends in learner performance and satisfaction Recommendations for instructional or assessment modifications Evaluation methodology and data sources o Annual presentations to EROTD management and curriculum teams summarizing evaluation results and proposed improvements

All evaluations activities must comply with ICE ERO data protection standards and follow internal protocols for survey administration, records retention, and performance measurement.

The Contractor shall ensure all evaluation tools are accessible, measurable, and consistently applied across training programs.

Coordination with the Contracting Officer Representative (COR), training program leads, and subject matter experts is required to ensure the accuracy, utility, and integration of evaluation data into future instructional revisions.

6.2.8 Annual Curriculum Maintenance, Review, and Revision Implementation

The Contractor shall support and manage the curriculum maintenance process for ICE ERO training programs through the coordination and execution of an Annual Curriculum Review.

This review ensures that training materials remain current, legally compliant, and operationally relevant in accordance with ERO’s mission, evolving authorities, federal policy changes, and field-level operational procedures.

Contractor personnel assigned to this subtask shall have demonstrated experience in curriculum management, stakeholder engagement, and instructional systems design within federal law enforcement or immigration training environments.

Responsibilities include:

• Facilitating an annual curriculum review with instructor team leads, program stakeholders, and subject matter experts. When feasible, this review shall include representation from operational components impacted by training updates.

• Leading structured discussions and content audits to gather observations, instructional feedback, and recommended changes based on:

o Revisions in ERO’s mission and authorities o Changes to relevant federal law or ICE policy o Operational procedure and system updates o Job task modifications o Recommendations stemming from evaluation reports, pilot feedback, or field input

• Documenting and tracking all agreed-upon revisions, including:

o Specific content changes o Rationale for each revision o Feasible and prioritized timelines for completion and implementation o Responsible parties for revision and review

• Developing and delivering a formal Annual Curriculum Review Report, to be submitted no later than two weeks following the review session which shall include:

o Summary of the review process and participants o Detailed list of required updates by training program o Analysis of implications for learning objectives, instructional strategies, and assessment tools o Anticipated completion dates and revision milestones

The Contractor shall also be responsible for the organization, version control, and secure storage of all training materials across programs, ensuring:

• Timely and accurate retrieval for audit, update, or instructional use

• Maintenance of all course materials in a centralized repository in accordance with

ICE ERO documentation policies and recordkeeping protocols

All curriculum maintenance activities must be conducted in coordination with the Contracting Officer Representative (COR) and must adhere to ICE’s instructional and compliance standards.

6.2.9 Development and Adaptation of Instructor-Led Courses for Remote and Virtual Delivery

The Contractor shall support the ICE EROTD by developing and adapting existing instructor-led classroom training courses for delivery in a remote virtual learning environment. This subtask requires demonstrated experience in transforming traditional in-person instruction into engaging and instructionally sound virtual learning solutions, using platforms such as Microsoft Teams and Adobe Connect.

The Contractor shall ensure all remote learning adaptations maintain instructional integrity, alignment with EROTD learning objectives, and consistency in content delivery and evaluation standards, regardless of location or modality.

Key responsibilities under this subtask include:

• Converting in-person training materials for use in virtual formats, ensuring that all content is accessible, clear, and suitable for delivery in remote settings.

• Modularizing instructional content to allow for shorter, more digestible learning segments that fit within virtual training best practices.

• Incorporating interactive elements such as:

o Discussion prompts and breakout group activities o Polls and knowledge checks o Quizzes to reinforce key concepts and assess comprehension

• Enhancing instructor materials with virtual delivery guides, including:

o Pointers for managing virtual classrooms o Guidelines for pacing, engagement, and learner participation o Troubleshooting tips and platform-specific instructions for Microsoft Teams and Adobe Connect

• Facilitating or supporting online discussion forums and instructor-led Q&A sessions to encourage active participation and learner reflection.

• Ensuring instructional consistency across delivery formats by aligning all adapted content to existing evaluation tools and criteria, including formative assessments, course critiques, and final evaluations.

• Supporting the delivery of off-site virtual training events, ensuring instructors and learners receive clear guidance and consistent resources for participation.

All virtual training solutions must:

• Adhere to ICE ERO formatting, accessibility, and instructional design standards

• Include proper documentation of content changes, modular breakdowns, and platform-specific considerations

• Be reviewed and approved by the Contracting Officer Representative (COR) prior to implementation

Deliverables may include updated instructor guides, virtual course outlines, platforms checklists, restructured PowerPoint presentations, participant handouts, job aids, and asynchronous or synchronous support tools.

6.2.10 Development and Deployment of Field-Based Training Support Resources

The Contractor shall develop and maintain comprehensive field-based training support materials to assist ICE ERO personnel – particularly newly trained officers – as they transition from the training environment into operational field roles. These materials shall serve as ongoing learning aids, performance support tools, and readily accessible resources during the initial months of field deployment.

Contractor personnel assigned to this task must have experience developing instructional and reference content tailored to field operations in a federal law enforcement or immigration enforcement context.

Responsibilities under this subtask include:

• Designing and developing learning support materials, including:

o User guides and support manuals o Work instructions and quick reference guides for operational procedures, policies, and systems o Desk reference guides consolidating critical job functions, system navigation steps, and field protocols into an organized and searchable format

• Creating a centralized and structured digital repository – such as a Learning Management System (LMS) portal or a SharePoint site – for storing and accessing all support content. This platform shall:

o Be logically organized by topic, training phase, and job function o Host multimedia resources including documents, job aids, video walkthroughs, and recorded training sessions o Include search and tagging functionality to facilitate rapid access to key information in the field

• Ensuring mobile accessibility of all field support materials, enabling new officers to quickly reference procedures, standards, or job aids while on duty using government-issued mobile devices.

• Designing a content curation tool or framework for organizing and updating reference materials over time, including version control, user feedback loops, and collaboration with ERO field offices and SMEs for content relevance.

• Collaborating with EROTD instructors and program leads that all field-based materials:

o Align with training objectives and job performance standards o Reflect current ICE ERO policies, tehcnologies, and operational procedures o Provide consistent terminology, branding, and formatting across all content types

All materials must be reviewed and approved by the Contracting Officer Representative (COR) and comply with ICE accessibility, formatting, and digital security requirements.

Deliverables shall include packaged content libraries, publishing schedules, mobile-ready formats, and a plan for periodic content review and user-driven updates.

7.0 Transition Plan / Knowledge Transfer

7.1 Transition-In Plan

The Contractor shall implement a Transition-In Plan to ensure a seamless start to contract activities without disruption to ICE EROTD operations. The final plan shall be submitted to the Contracting Officer Representative (COR) for approval within 14 business days of the contract award reflecting all necessary activities to facilitate the transition of services to the contractor and expected completion dates of those technical activities. All activities must be completed within 60 days after the kickoff meeting. The following technical activities include but are not limited to:

• A staffing ramp-up plan, workplace logistics, and transfer of current project activities.

• A timeline for initial meetings with EROTD program managers, instructors, and key stakeholders to gather baseline understanding of ongoing work.

• A document and data review process to ensure comprehension of current training schedules, instructional materials, policies, SharePoint architecture, and legacy files.

• Identification of all required tools, software, systems access, and coordination with ICE IT and administrative offices for account provisioning.

• A risk assessment outlining potential startup issues and mitigation strategies.

• A communication protocol outlining points of contact, status meeting cadence, and document exchange methods.

• Inventory and orderly transfer of all Government Furnished Equipment and Property (GFE/GFP).

• Transfer of documentation

• Coordination of knowledge transfer sessions with the incumbent Contractor

• On-boarding schedules aligned with ICE security and clearance procedures.

Favorable Entry of Duty (EOD) for all Contractor staff from the ICE Personnel Security Unit

The Transition-In Plan shall be finalized and approved by the COR prior to full operational engagement.

7.2 Transition-Out and Knowledge Transfer Plan

The Contractor shall prepare and implement a Transition-Out and Knowledge Transfer Plan no later than 60 calendar days prior to contract expiration or termination. The goal is to ensure continuity of operations, retention of institutional knowledge, and minimal impact to ICE EROTD programs.

The plan shall include at a minimum:

• A complete transfer of all project files, course materials, deliverables, system access credentials (if applicable), and standard operating procedures to the Government or incoming contractor.

• A comprehensive Knowledge Transfer Matrix, detailing:

o Task description o Responsible personnel o Locations of all documentation o Relevant policies and procedures o Critical deadlines, recurring reporting cycles, and points of contact

• Documentation of all ongoing projects, pending revisions, training program statuses, and recommendations for continuation or improvement.

• Final updates to the Project Management Plan (PMP), Evaluation Reports, Curriculum Review Logs, and Training Needs Assessments.

• Briefings and walkthroughs with designated Government personnel or incoming contractor staff to explain key work products, tools, processes, and lessons learned.

• Return or certification of destruction of any Government-Furnished (GFE), sensitive documents, or access credentials.

The final Transition-Out Plan must be submitted for COR approval no later than 60 days prior to contract closeout.

8.0 CONTRACTOR PERSONNEL

8.1 Qualified Personnel/Key Personnel

The Contractor shall provide qualified personnel to perform all requirements specified in this

SOW.

8.1.1 Administrative Task Support Personnel/Analyst (2 FTE)

• Academic high school diploma or G.E.D. plus a minimum of five years of office/clerical work experience to include training development management and financial management OR associate degree plus three years of office/clerical work experience to include training development management and financial management.

Three years of experience with the ERO training academy.

• Experience reading and understanding federal contracts and allocated funding and period of performance of contract line-item numbers (CLINs) and task orders (TOs).

• Working knowledge of personal computers and related Microsoft Office products to include an intermediate level of proficiency in Word and Excel.

• Ability to learn and demonstrate proficiency in DHS/ICE/ERO training data systems.

• Ability to learn and understand the Federal Travel regulations (FTRs) and apply that knowledge to acceptable invoice costs.

• Excellent interpersonal communications skills are required, and the ability to work independently.

• Experience working on FLETA courses.

• Experience with federal immigration law enforcement ICE/ERO training and subject matter.

• Experience with ICE/ERO regulations and policies that may be applicable to training requirements as they relate to mission objectives.

• Experience providing counsel or suggestions to increase performance efficiency and effectiveness and streamline processes related to ERO Academy training.

• Updating and maintaining course content for instructor-led and web-based courses.

8.1.2 Instructional System Designer/Curriculum Development Personnel (2 FTE)

• Bachelor of Arts or Bachelor of Science degree from an accredited institution plus a minimum of 2 years of experience working with ERO Academy staff to develop performance-based training in law, operations, physical techniques, firearms, and tactics.

• Experience designing and developing federal immigration law enforcement.

• Working with subject matter experts and instructors to design and develop lesson plans, student guides, quizzes, and other elements of scenario-based and performance-based instructor-led and web-based training under the guidance of a Sr.

ISD.

• Working with an instructional design team (instructional designers, graphic artists, SMEs, instructors) and project and program managers to design responsive training and/or performance support solutions and schedules.

• Demonstrating knowledge of law enforcement and leadership training principles and assisting the Senior ISD in fostering design innovation in training these areas.

• Updating and maintaining course content for ERO instructor-led and web-based courses.

• Working with ERO subject matter experts and instructors to design and develop lesson plans, student guides, quizzes, and other elements of scenario-based and performance-based instructor-led and web-based training under the guidance of a Sr.

ISD.

• Working with an instructional design team (instructional designers, graphic artists, SMEs, instructors) and project and program managers to design responsive training and/or performance support solutions and schedules.

• Demonstrating knowledge of ERO Academy law enforcement and leadership training principles and assisting the Senior ISD in fostering design innovation in training these areas.

• Extensive knowledge with BIETP FLETA reaccreditation and initial accreditation of other ERO Academy programs.

• Ability to supervise and provide professional guidance to Contract personnel.

• Experience developing instructor-led and web-based systems training for the ERO training academy.

• Exceptional interpersonal skills and superior oral and written communication skills.

• Ability to apply expertise on multiple complex work assignments which are broad in nature, requiring originality and innovation to determine how to accomplish tasks.

• Ability to apply comprehensive knowledge across key tasks and high impact assignments.

• Plans and leads major assignments.

• Evaluates performance results and recommends major changes affecting short-term project growth and success.

• Functions as a technical expert across multiple project assignments.

• Instructional Systems Design Certification preferred but not required.

8.1.3 Senior Instructional Systems Designer

The Contractor shall provide a Project Manager or Point of Contact who shall be responsible for all Contractor work performed under this SOW. Five years of experience with the ERO training academy. The Project Manager or Point of Contact shall be a single point of contact for the Contracting Officer and the COR. The lead Project Manager or Point of Contact shall also be the Instructional System Designer/Curriculum Development Personnel provided by the Contractor for this work effort. The name of the Project Manager, and the name(s) of any alternate(s) who shall act for the Contractor in the absence of the Project Manager or Point of Contact, shall be provided to the Government as part of the contractor's proposal. During any absence of the Project Manager or Point of Contact, only one alternate shall have full authority to act for the Contractor on all matters relating to work performed under this contract. The Project Manager or Point of Contact and all designated alternates shall be able to read, write, speak and understand English. Additionally, the Contractor shall not replace the Project Manager or Point of Contact without prior approval from the Contracting Officer.

The Contractor Project Manager or Contractor Point of Contact shall be available to the COR via telephone between the hours of 0800 and 1600 EST, Monday through Friday, and shall respond to a request for discussion or resolution of technical problems within 24 hours of notification.

8.2 Continuity of Support

The Contractor shall ensure that the contractually required level of support for this requirement is maintained at all times. The Contractor shall ensure that all contract support personnel are present for all hours of the workday. If for any reason the Contractor staffing levels are not maintained due to vacation, leave, appointments, etc., and replacement personnel will not be provided, the Contractor shall provide e-mail notification to the Contracting Officer’s Representative (COR) prior to employee absence. Otherwise, the Contractor shall provide a fully qualified replacement.

8.3 Key Personnel

The Project Manager/…