Attachment E Example_BBWS Agenda.xlsx
XLSX spreadsheet 33 KB Posted
- Attached to
- USDA FS Region 4 Prescribed Fire Training Services Federal contract opportunity
- Solicitation number
- 1282B124Q0022
- Issued by
- Department of Agriculture Forest Service
About this file
This document provides details for a federal contract opportunity with the USDA Forest Service seeking prescribed fire training services. The solicitation seeks proposals for an IDIQ contract with a ceiling of $5 million over five years to provide various prescribed fire training, mentoring, and educational services to improve awareness and operational capabilities for fire professionals, administrators, and resource specialists. Services include planning and conducting trainings, providing hands-on field experience, logistical support, developing custom presentations using new technologies, conducting staff rides, reviewing burn plans, archiving documentation, participating in program reviews, and creating targeted field exercises. Quotes are due by March 15, 2024 and are to be sent electronically to the point of contact, Susan Kunath, at the provided email. The contract type will be firm-fixed-price IDIQ with multiple awards made.
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Other files for this federal contract opportunity
| File | Type | Posted |
|---|---|---|
| Attachment F Example_Burn Plan Writing Workshop.docx | DOCX document | |
| Attachment D Example R4 RX WS_Agenda.xlsx | XLSX spreadsheet | |
| Attachment G Example_BurnPlanWriting_Agenda.xlsx | XLSX spreadsheet | |
| Attachment I Quality Assurance Surveillance Plan_Draft_R4_01182024.pdf | ||
| Attachment H Example_Integrated Prescribed Fire Workshop Agenda.docx | DOCX document | |
| Attachment B Contractor Quote Breakdown worksheet.xlsx | XLSX spreadsheet | |
| 1282B124Q0022_final_2.29.24.pdf | ||
| Attachment C Performance WS_RX Fire Training Support_R4_01182024.pdf | ||
| Attachment A SOI_RX Fire Training Support_001302024_SK.xlsx | XLSX spreadsheet | |
| 1282B124Q0022_SOL Body_FINAL.pdf |
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Text version
Steps
| To Do List |
| Identify the Cadre |
| Identify contact at the Forest that will be the coordinator to identify the local presenters, etc. |
| Reserve hotels and fairgrounds, guard station |
| Food (establish contact, needs) |
| Prepare agenda |
| Brief the cadre on the workshop dates, role, etc. |
| Set aside funding to cover contractor and misc costs |
| Cover award costs (sweatshirts) |
| Order and cover cost of potties, hand wash stations, and yurts |
| Develop Medical Plan |
| Assign Transportation |
| Confirm cadre commitments |
Agenda
| Day | Times | Hr:Min | Activity | Cadre | Intent | Equipment/Supply Needs | |
| Day 1 - | 800-0815 | 15 | Intent of the Workshop | 1 | Background of the workshop and intent | ||
| 815-0830 | 15 | Introduce Students | 1 | ||||
| 0830-0845 | 15 | Introduce Cadre | 1 | ||||
| 0850-0945 | 50 | Workshop Briefing | IC | 1 | Provide big picture brief on how the workshop will flow | ||
| Planning Ops / Field Ops | 1 or 2 | Provide operational plan | |||||
| Communications | 1 | Provide commo plan; assign radio cloning to 3 students | |||||
| Safety | 1 | Provide safety plan; cover RMA and get signatures during the following break | |||||
| Logistics | 1 or 2 | Provide logistical plan | |||||
| AA | 1 | Welcome participants | |||||
| 1000-1115 | 1:15 | Challenges Exercise | 3 | Ice breaker; initiate critical thinking; challenge current views, which embodies the WS | |||
| 1115-1135 | 20 | Grit Discussion | 1 | Articulate how success is tied to grit; demonstrate empathy in the challenges in developing a burn program (connection); embrace the unknown and inspire action. Consider providing a link to some Grit talks on YouTube. | |||
| 1135-1200 | 25 | Introduction to writing good burn plans and complexity analyses | 2 | Cover the characteristics of a good burn plan (clear, concise, flexible, consistent with policy). Second, address the foundations of a burn plan and slowly walk through the development of a complexity analysis. There will not be enough time to cover the common areas of concerns tied to CAs. That will be covered on the burn plan review day. - We are hitting key take aways in burn plan development early in the WS. | |||
| 1200-1315 | 1:15 | LUNCH | |||||
| 1315-1500 | 1:45 | Google Earth Burn Unit Exercise | 5 | Break students into 5 groups. All groups will be given the same scenario (via Google Earth) where they need to develop a firing and holding plan for an actual burn block on the local unit. When would you burn it, what firing devices are used, what sort of firing patterns are planned, what resources are needed, how many days would it take, what sort of prep is needed? This is strictly an operationally focused exercise. Its not about communication, partnering, etc. They would work on this in 5 separate groups. Then, we show them how the local unit actually burned it and what tools, and more importantly, what wasn't needed. We hope to demonstrate the importance of getting to know your ground, it takes trying different tools and methods, and it always comes back to the basics. | |||
| 1515-1545 | 30 | How they burn the on the local unit (strategy, methods, tools, lessons learned) | 2 to 3 | Demonstrate the larger picture of how they are burning on the unit. This will help the students gain a better understanding of the landscape condition that they will be working in for the week. It will take more than one expla/demo to enable understanding. | |||
| 1545-1630 | 45 | Element 2A | 1 | Understanding the role of the AA and the right kind of communication among key players | |||
| 1630-1645 | 15 | Brief for the next three days of camping, etc (if camping is a part of it). | 1 to 2 | General overview, objectives, communications, maps, safety, travel and vehicle assignments, grocery stores, etc. A thorough briefing is essential one week prior to the workshop to ensure students are well prepared. | |||
| 1650-1710 | 20 | Cadre meeting / students clone radios | 1 | Assigned students clone radios for the group |
| Day 2 - Field | 0730-0910 | 1:40 | TRAVEL TO STOP 1 | This day encompasses travel to our camp, but includes many stops along the way involving host discussions via Tac Channel 1. A georeferenced map for field trips is advised. | ||
| 10 | Reference A: Conifer Fence Site | 1 to 2 | Example: A brief stop pointing out conifer fencing, created by placing felled fir trees around aspen stands. An example of when you're not burning, your thinning or creating conditions favorable to future burns. We should make sure that this spot is well marked in the field as well as on georeferenced map. | |||
| 0910-1020 | 1:10 | Stop 1: Field Site | 2 to 4 | Example: Field reconnaissance of thinning and burning treatments around the WUI; demonstrate their phased approach to restoring fire, how they work with partners and cooperators in all phases, AND how they expanded their windows through a mechanical treatment. | ||
| 1020-1025 | 5 | Brief for the drive to Stop 2; listen to docent during drive | ||||
| 1025-1130 | 1:05 | TRAVEL TO STOP 2 | ||||
| 5 | Reference Pt A: | 1 | ||||
| 5 | Reference Pt B: | 1 | ||||
| 1130-1230 | 1:00 | LUNCH | ||||
| 1230-1315 | 45 | Stop 2: Field Site | 1 to 2 | Example: Discuss treatments among the various fuel and veg types (mastication, chaining, hand ignition, aerial ignition, seasonality of treatments). Review a map of the site with all of the treatments displayed and year of each treatment. Present photos of equipment used in mastication and chaining. | ||
| 1315-1345 | 30 | TRAVEL TO STOP 3 | ||||
| 5 | Reference Pt C: | 1 | Example: A great demonstration of using the right tool in the right location. This clear-cut (adjacent to a private parcel of land) met the mgt objectives while allowing fire to be used in other, more reasonable locations. | |||
| 1345-1530 | 1:45 | Stop 3: Field Site | 1 to 2 | Example: Demonstrate what shared stewardship looks like; and the mechanisms needed to burn on private lands or other lands. Present the application of fire among this high valued area. It's imperative that they see actual Wyden Agreements and how to use the State to burn on private. | Posters and easels to hold charts? | |
| 1530-1600 | 30 | Travel | ||||
| 1600-1700 | 1:00 | Set up Camp | Set up our camp |
| Day 3 - Field | 0730-0800 | 30 | Morning Brief | 1 | ||
| 800-0830 | 30 | TRAVEL TO STOP 4 | 1 to 2 | |||
| 830-0915 | 45 | Stop 4: Field Site | 1 to 2 | Example: The need for fire; developing a vision; ecological foundations for fire; understanding the value of your role (RXB). | ||
| 0915-0930 | 15 | TRAVEL TO STOP 5 | ||||
| 0945-1115 | 30 | Stop 5: Field Site | 2 to 3 | Example: Cover the role of the burn boss in planning, ordering, and managing aerial ignitions in RX (helicopters, drones, fixed wing). We want them to understand how to use these tools well. | 2 drones and pilots; helicopter, pilot, helitorch, helitorch base, crew | |
| 1115-1200 | 45 | Burn Briefing | 1 | Example: Participants are briefed on the two burns to be conducted simultaneously. The burns are visible. | 2 UTV-mounted terra torches and operators; 2 drones (PSD) and pilots. | |
| 1200-1330 | 1:30 | Burn: Group 1 (Drone and Terra Torch) | 1 to 2 | Example: Students will have the opportunity to use/observe a UTV-mounted terra torch and a drone. Note: during the burn (no allotted time), media shows up just like they do. We want to demonstrate how to react. | ||
| Burn: Group 2 (Drone and Terra Torch) | 1 to 2 | |||||
| 1330-1410 | 40 | TRAVEL TO VIEWING AREA FOR BURN | ||||
| 1415-1530 | 45 | Stop: Field Site | 1 | Example: Observe stand replacement operation; fine tuning Element 7; open for additional conversations | ||
| 1530-1600 | 30 | TRAVEL | ||||
| 1600-1700 | 1:00 | AARs in RX; Learning in the Thick of It | 1 | Leading effective AARs and transferring lessons forward | ||
| 1700-1730 | 30 | TRAVEL |
| Day 4 - Field | 800-0830 | 30 | Morning briefing | |||
| 0830-0900 | 30 | Stop 1: Field Site | 1 to 2 | Example: Using multiple tools and setting up larger burn units, increasing windows, or making life easier | ||
| 0900-0930 | 30 | Stop 1: Field Site | 1 | Example: Multiple organziations burning units simultaneously; progressive burn blocks | ||
| 1000-1100 | 1:00 | Stop 2: Field Site (Smoke Mgt; Burn Plans) | 1 | Example: Understanding the role of the air quality regulator and how to work as a team | ||
| 1100-1200 | 1:00 | Building a Successful Burn Team | 1 | Using trainees, jumpers, off unit folks, first of the year burns, 3 or more days in a role, size of the org, | ||
| 1200-1300 | 1:00 | LUNCH | ||||
| 1300-1430 | 1:30 | Learning from FLAs | 1 to 2 | Lessons from local FLAs; demonstrating how to conduct FLAs well | We will send them "Learning in the Thick of it" 2-4 weeks prior to the workshop | |
| 1440-1530 | 50 | The Power of Good Briefings | Panel | |||
| 1530-1630 | 1:00 | During the Burn: What-if Planning and Planning for Tomorrow | 1 | Demonstrate what a burn boss does during the burn. They are constatntly reevaluting their plans, especially, contingenc plans and emergency plans. Plus, they are planning for tomorrow. | ||
| 1630-1800 | 1:30 | TRAVEL | ||||
| Day 5 - | 0800-0900 | 1:00 | Writing Better Burn Plans | 2 to 4 | Walk through the elements while facilitating discussion among the class. Make the entire day available to others around R4 by way of Microsoft Teams. Provide hard copies of PMS 424, PMS 484, the red book, and an example of a good burn plan. | |
| 0910-1000 | 50 | |||||
| 1015-1130 | 45 | |||||
| 1130-1300 | LUNCH | |||||
| 1300-1400 | 1:00 | Writing Better Burn Plans | 2 to 4 | Students will bring their burn plans to the workshop and take notes through the entire review. | ||
| 1415-1500 | 45 | |||||
| 1515-1600 | 45 | |||||
| 1610-1630 | 20 | |||||
| 1640-1700 | 20 | Cadre Meeting | ||||
| Day 6 - with AAs | 0800-0830 | 30 | Introductions for attending AAs | 1 | Introduce the AA's and provide a very brief overview of the workshop. AAs attend through Declaration Reviews only (done at 1515). | |
| 0830-1000 | 30 | Expanding Burn Windows | 1 | Present PPT that the AA uses during the AAWS. | ||
| 1015-1115 | 1:00 | Liability | 1 | Play Hattenbach's video. PFTC has a copy, but it needs to be edited. | ||
| 1125-1200 | 35 | Working as a community, seeing the bigger picture | 1 | Solving the problem will require working as a community | ||
| 1200-1315 | 1:15 | LUNCH | ||||
| 1315-1430 | 45 | Declaration Exercises | 4 | Walk the class though 4 scenarios where fire as spotted outside the unit. Allow the class to determine whether they would declare and provide rationale. This exercise is very engaging and helps BBs and AAs understand the value of understanding policy and having well-defined expectations prior to lighting the match. | ||
| 1445-1515 | 30 | Declaration Reviews | 2 | We walked through a declaration exercises and now we should help BBs and AAs understand what happens once a burn is declared. | ||
| 1525-1615 | 40 | AAR with students | 1 to 3 | Learn how to improve the workshop by listening to the students | ||
| 1630-1700 | 30 | Workshop Wrap Up | 2 to 3 | Review of workshop, highlighting significant teachable moments; discuss the confidence/competence loop; | ||
| 1800-2000 | 2:00 | Close-out Dinner |
Key Agenda Topics
| Topics to be covered in our effort to develop highly skilled burn bosses | |
| This is more than a refresher, this is profesional development |
| Area 1: Leading as a burn boss: working well among the larger organization (AA, DO/FMO, FIRB, Holding, State Regulators, etc.) | |
| a) Building strong relationships with the AA, DO, FMO, Fuels Spec | |
| b) Building the best burn organization | |
| c) Great breifings (your first impression as a leader) | |
| d) During the burn: what-if planning and planning for tomorrow | |
| e) Effective AARs (learning, taking action) | |
| Area 2: Burn plans and complexity analyses: developing more effective plans and analyses | |
| Area 3: National policy and direction related to prescribed fire planning and implementation | |
| a) Regional authorizations and how to work within these parameters | |
| b) decalaration reviews, what to expect | |
| Area 4: Finding and creating windows |
Cadre + Cadre Agency Unit Position Cell Email Commitment made to WS Shirt Size Bio Supervisor Name Supervisor Phone
Presenters/Players
File details come from the government source that posted it. Updated .