CCA_Performance_Work_Statement_SLS_DW.pdf

PERFORMANCE WORK STATEMENT (PWS)

Collaborative Conservation Training

Part 1

General Information

1. GENERAL: The U.S. Fish and Wildlife Service (Service), National Conservation Training Center (NCTC), Division of Training (DoT) is seeking a vendor to co-design and co-facilitate a customized skills-based course(s); 1) one face-to-face course for approximately 220 Service employees who are working to implement the Service’s Standards of Excellence [(SOE) (see below)], and 2) one online “train the trainer” course for 15-20 USFWS who will serve as instructors. The face-to-face course will be delivered at the NCTC, in Shepherdstown, West Virginia, August 26-30, 2024. The online “train the trainer course will be delivered up to three times August 1-9, 2024.

The timeframe for this contract is May 13, 2024 (or the date the contract is awarded) through September 30, 2024.

1.1 Description of Services/Introduction: The contractor shall provide all personnel, equipment, supplies, facilities, transportation, tools, materials, supervision, and other items and non-personal services necessary to perform co-design and co-facilitate a customized skills-based course as defined in this Performance Work Statement except for those items specified as government furnished property and services. The contractor shall perform to the standards in this contract.

1.2 Background: An understanding of, and respect for, a community’s culture, goals, assets, and unique needs, are an underpinning of successful, transformational partnerships. As such, this training is in response to the Service’s desire for our natural resource conservation work to become more intentional and inclusive. Thus, this training’s outcomes are related to developing essential skills for collaborative conservation efforts.

The training audience will be Service employees in all Service programs. The SOE advance an innovative, community-centered approach to wildlife conservation with various communities, both internal and external to the Service. Externally, the Service works to understand social and conservation issues as they affect the community interests (defined by location/culture/goals). Then, in partnership with the community, deploys customized, collaborative approaches to address both conservation and community issues.

The course will be delivered at the National Conservation Training Center in Shepherdstown, WV. The NCTC Division of Training is the lead for this training and will make all final decisions concerning the content, development, design, and delivery of this training.

1.3 Objectives:

• Take part in one initial 2-hour meeting (via video conference) to discuss process, timeline, and contract deliverables.

• Co-design instruction and produce an agenda for a skills-based training (to include implicit and institutional bias, emotional intelligence, active-reflective listening, cross-cultural communication, trust-building, and navigating difficult/critical conversations) with the Service/NCTC DoT.

• Develop instructional and training materials for the training, with input from the Service/NCTC DoT.

• Take part in up to six 90-minute meetings (via video conference) to discuss and come to agreement on course design, instructional methods, training materials, and delivery dates.

• Revise instructional methods and instructional and training materials based on review and feedback from the Service/NCTC DoT.

• Develop an online training in course delivery/facilitation for 15-20 Service employees who will serve as instructor-facilitators.

• Deliver the online training in course delivery/facilitation 2-3 times as needed to accommodate Service employee participation.

• Deliver instructional and training materials (in electronic format; Section 508 compliant) to NCTC DoT.

• Attend in-person (at NCTC), pre-course meeting on August 25 to tour the facility and to finalize the training logistics and presentation.

• Provide instructor-facilitators and deliver the course on-site at NCTC; and

• Attend a 2-hour post-training meeting (video conference) to debrief and discuss lessons-learned that need to be addressed for future courses based on the participant evaluations, and instructors’ and course leaders’ feedback.

1.4 Scope: The contractor will provide instructional design and subject matter expertise in social/behavioral science applied to conservation efforts to collaboratively design the course with the Service/NCTC DoT, using an industry standard instructional system design process. This includes providing expertise in developing skills-based training on implicit and institutional bias, emotional intelligence, internal power-building, external power sharing, active-reflective listening, cross-cultural communication, trust-building, and navigating difficult/critical conversations. The content and skill-building activities are to be delivered in 24 hours over four days (Monday-Thursday).

The contractor will develop instructional and training materials, including a participant guide and a formatted instructor’s guide with detailed lesson plans for the training. All instructional and training materials will be grammatically correct, meet the Americans with Disabilities Act (ADA) design standards, and be delivered to the Service in an electronic format (Section 508 compliant) as specified by the NCTC DoT. The Service will review all materials and provide feedback throughout the design process that will be incorporated into instructional/training materials for the course.

Upon completion of the training development, the contractor will provide online training in course delivery/facilitation for 15-20 Service employees, who will serve as instructor-facilitators for groups of 25- 45 course participants.

During the course, at the NCTC, the contractor will facilitate the training using instructors experienced in delivering the subject matter (i.e., implicit, and institutional bias, emotional intelligence, internal power-building, external power-sharing, active-reflective listening, cross-cultural communication, trust-building, and navigating difficult/critical conversations as they apply to conservation efforts).

Following delivery, the contracted facilitator-instructors who delivered the training will take part in one additional post-training meeting. The purpose of this meeting is to review the instructional materials and methods based on the NCTC evaluations, observations, and feedback received.

1.5 Period of Performance: The period of performance for this contract is May 13, 2024 (or the date the contract is awarded) through September 30, 2024.

1.6 General Information:

1.6.1 Quality Control: The contractor shall develop and maintain an effective quality control program to ensure services are performed in accordance with this PWS. The contractor shall develop and implement procedures to identify, prevent, and ensure non-recurrence of defective services. The contractor’s quality control program is the means by which he assures himself that his work complies with the requirement of the contract.

1.6.2 Quality Assurance: The government shall evaluate the contractor’s performance under this contract in accordance with the Quality Assurance Surveillance Plan. This plan is primarily focused on what the Government must do to ensure that the contractor has performed in accordance with the performance standards. It defines how the performance standards will be applied, the frequency of surveillance, and the minimum acceptable defect rate(s).

1.6.3 Recognized Holidays: The contractor is not required to work on the following holidays:

New Year’s Day Juneteenth Labor Day Dr. Martin Luther King Jr.’s Birthday Columbus Day President’s Day Veteran’s Day Memorial Day Thanksgiving Day Independence Day Christmas Day

1.6.4 Hours of Operation: Contractor personnel are responsible for providing services i.e., for 8 hours per day, with those 8 hours occurring between the hours of 7:00 am and 6:00 pm Monday thru Friday except Federal holidays or when the Government facility is closed due to local or national emergencies, administrative closings, or similar Government directed facility closings. For other than firm fixed price contracts, the contractor will not be reimbursed when the government facility is closed for the above reasons. The Contractor must at all times maintain an adequate workforce for the uninterrupted performance of all tasks defined within this PWS when the Government facility is not closed for the above reasons. When hiring personnel, the Contractor shall keep in mind that the stability and continuity of the workforce are essential.

1.6.5 Place of Performance: The work to be performed under this contract will be performed at contractor’s facility and National Conservation Training Center, Shepherdstown, West Virginia.

1.6.6 Type of Contract: The government will award a firm-fixed contract for the entire performance period, exclusive of travel (travel costs will be paid separately).

1.6.7 Security Requirements: Not applicable

1.6.7.1 PHYSICAL Security: The contractor shall be responsible for safeguarding all government equipment, information and property provided for contractor use. At the close of each work period, government facilities, equipment, and materials shall be secured.

1.6.7.2 Key Control. Not applicable

1.6.7.3 Lock Combinations. Not applicable

1.6.8 Special Qualifications: To be considered for award of this contract, the Contractor (and any subcontractor(s) being used to fulfill this requirement, if applicable) must possess the following qualifications:

• A minimum of 5 years documented experience and knowledge of social science as it applies to conservation efforts, including implicit and institutional bias and cross-cultural communication;

• A minimum of 5 years documented experience developing training methods and materials for face-to-face and online synchronous training using an industry standard instructional system design process;

• A minimum of 5 years’ documented experience teaching adult learners;

• A minimum of 5 years’ documented experience delivering training related to cultural humility (or equivalent) via in-person face-to-face (classroom setting), with demonstrated ability to manage conflict and sensitive situations; and

• A minimum of 3 years’ experience delivering train-the-trainer courses related to cultural humility (or equivalent) via an online platform, with demonstrated ability to teach conflict management and navigating sensitive situations.

1.6.9 Post Award Conference/Periodic Progress Meetings: The Contractor agrees to attend any post award conference convened by the contracting activity or contract administration office in accordance with Federal Acquisition Regulation Subpart 42.5. The contracting officer, Contracting Officers Representative (COR), and other Government personnel, as appropriate, may meet periodically with the contractor to review the contractor's performance. At these meetings the contracting officer will apprise the contractor of how the government views the contractor's performance and the contractor will apprise the Government of problems, if any, being experienced. Appropriate action shall be taken to resolve outstanding issues.

These meetings shall be at no additional cost to the government.

1.6.10 Contracting Officer Representative (COR): The (COR) will be identified by separate letter. The COR monitors all technical aspects of the contract and assists in contract administration The COR is authorized to perform the following functions: assure that the Contractor performs the technical requirements of the contract: perform inspections necessary in connection with contract performance:

maintain written and oral communications with the Contractor concerning technical aspects of the contract:

issue written interpretations of technical requirements, including Government drawings, designs, specifications: monitor Contractor's performance and notifies both the Contracting Officer and Contractor of any deficiencies; coordinate availability of government furnished property, and provide site entry of Contractor personnel. A letter of designation issued to the COR, a copy of which is sent to the Contractor, states the responsibilities and limitations of the COR, especially with regard to changes in cost or price, estimates or changes in delivery dates. The COR is not authorized to change any of the terms and conditions of the resulting order.

1.6.11 Key Personnel: The follow personnel are considered key personnel by the government: Sandra Spakoff, Training and Education Specialist, Laurie Heupel, Outdoor Recreation Planner. The contractor shall provide a contract manager who shall be responsible for the performance of the work. The name of this person and an alternate who shall act for the contractor when the manager is absent shall be designated in writing to the contracting officer. The contractor shall provide a contract manager who shall be responsible for the performance of the work. The name of this person and an alternate who shall act for the contractor when the manager is absent shall be designated in writing to the contracting officer. The contract manager or alternate shall have full authority to act for the contractor on all contract matters relating to daily operation of this contract.

1.6.12 Identification of Contractor Employees: All contract personnel attending meetings, answering Government telephones, and working in other situations where their contractor status is not obvious to third parties are required to identify themselves as such to avoid creating an impression in the minds of members of the public that they are Government officials. They must also ensure that all documents or reports produced by contractors are suitably marked as contractor products or that contractor participation is appropriately disclosed.

1.6.13 Contractor Travel: Contractor will be required to travel to the National Conservation Training Center in Shepherdstown, WV. Contractor will be authorized travel expenses consistent with the substantive provisions of the Joint Travel Regulation (JTR) and the limitation of funds specified in this contract. All travel requires Government approval/authorization and notification to the COR. The Contractor will be reimbursed for actual expenses only to the extent permitted by FAR 31.205-46.

Receipts for travel expenses claimed must accompany the contractor’s invoice. The contractor’s lodging and meals may not exceed the Federal Government’s per diem rate for any travel.

https://www.gsa.gov/travel/plan-book/per-diem-rates.

1.6.14 Other Direct Costs: Not applicable

1.6.15 Data Rights: The Government has unlimited rights to all documents/material produced under this contract. All documents and materials, produced under this contract shall be Government owned and are the property of the Government with all rights and privileges of ownership/copyright belonging exclusively to the Government. These documents and materials may not be used or sold by the contractor without written permission from the Contracting Officer. All materials supplied to the Government shall be the https://www.acquisition.gov/far/31.205-46 http://www.gsa.gov/travel/plan-book/per-diem-rates sole property of the Government and may not be used for any other purpose. This right does not abrogate any other Government rights.

1.6.16 Organizational Conflict of Interest: Contractor and subcontractor personnel performing work under this contract may receive, have access to or participate in the development of proprietary or source selection information (e.g., cost or pricing information, budget information or analyses, specifications or work statements, etc.) or perform evaluation services which may create a current or subsequent Organizational Conflict of Interests (OCI) as defined in FAR Subpart 9.5. The Contractor shall notify the Contracting Officer immediately whenever it becomes aware that such access or participation may result in any actual or potential OCI and shall promptly submit a plan to the Contracting Officer to avoid or mitigate any such OCI. The Contractor’s mitigation plan will be determined to be acceptable solely at the discretion of the Contracting Officer and in the event the Contracting Officer unilaterally determines that any such OCI cannot be satisfactorily avoided or mitigated, the Contracting Officer may effect other remedies as he or she deems necessary, including prohibiting the Contractor from participation in subsequent contracted requirements which may be affected by the OCI.

1.6.17 PHASE IN /PHASE OUT PERIOD: To minimize any decreases in productivity and to prevent possible negative impacts on additional services, the Contractor shall have personnel on board May 13, 2024 (or the date the contract is awarded) through September 30, 2024.

PART 2

DEFINITIONS & ACRONYMS

2. DEFINITIONS AND ACRONYMS:

2.1. BLENDED LEARNING. Instructional technique that includes both virtual (webinars, teleconferences, online presentations, etc.) and face-to-face sessions as part of the overall training course.

2.1.1. CONTRACTOR. A supplier or vendor awarded a contract to provide specific supplies or service to the government. The term used in this contract refers to the prime.

2.1.2. CONTRACTING OFFICER. A person with authority to enter into, administer, and or terminate contracts, and make related determinations and findings on behalf of the government. Note: The only individual who can legally bind the government.

2.1.3. CONTRACTING OFFICER'S REPRESENTATIVE (COR). An employee of the U.S. Government appointed by the contracting officer to administer the contract. Such appointment shall be in writing and shall state the scope of authority and limitations. This individual has authority to provide technical direction to the Contractor as long as that direction is within the scope of the contract, does not constitute a change, and has no funding implications. This individual does NOT have authority to change the terms and conditions of the contract.

2.1.4. COURSE MATERIALS. All instructional, training, and evaluation materials.

2.1.5. DEFECTIVE SERVICE. A service output that does not meet the standard of performance associated with the Performance Work Statement.

2.1.6. DELIVERABLE. Anything that can be physically delivered but may include non-manufactured things such as meeting minutes or reports.

2.1.7. DISCUSSION POINTS. All the important pieces of information, including elaborations, a presenter or instructor needs to emphasize during an instruction. The discussion points are the actual words a presenter needs to say; therefore, a statement such as “discuss the topic here” within the lesson plan is inadequate and does not meet the definition of discussion points.

2.1.8. DISTANCE LEARNING. The process by which technology is used for training in ways where the student does not have to physically be in the place where the teaching is taking place.

2.1.9. EVALUATION INSTRUMENT. The various instruments that can be used to collect the data for a summative evaluation include questionnaires, surveys, interviews, observations, and testing.

2.1.10. EXPERIENTAL. A process of learning where the learner derives conclusions on their own by experiencing activities individually or as a group. The learning is not instructor-based but participant-based.

2.1.11. KEY PERSONNEL. Contractor personnel that are evaluated in a source selection process and that may be required to be used in the performance of a contract by the Key Personnel listed in the PWS. When key personnel are used as an evaluation factor in best value procurement, an offer can be rejected if it does not have a firm commitment from the persons that are listed in the proposal.

2.1.12. FACE-TO-FACE TRAINING. An interactive, instructor-led approach where the presenter and participants meet in a classroom for a specific duration of time in a common location.

2.1.13. INQUIRY EDUCATION. The process by which students develop a question and hypothesis then do research and/or field experiments to find the answer.

2.1.14. INSTRUCTIONAL DESIGNER. A person skilled and experienced in designing instruction and developing instructional materials for a training course or event using an industry accepted instructional systems design methodology.

2.1.15. INSTRUCTIONAL MATERIALS. All materials that assist the instructor/presenter in delivering the instruction. Instructional materials include, but are not limited to, handbooks, guides, detailed lesson plans, handouts, worksheets, PowerPoint presentations, materials used in a training activity, case studies, etc.

2.1.16. INSTRUCTOR’S GUIDE. A complete guide of lesson plans which contains all the information needed to present instruction, including all information presented in the participant guide and all instructional materials.

2.1.17. LESSON PLAN. A detailed, organized plan for a lesson topic. A lesson plan includes all the information an instructor or presenter needs to present the lesson which includes, but is not limited to all information found in the participant’s manual, all handouts and instructional aids, all discussion points, guided questions with actual or possible responses, instructions on how to complete any training activity, etc.

2.1.18. MICROSOFT TEAMS. Internet program used to conduct distance learning education through video conferences in a controlled, synchronous virtual classroom setting.

2.1.19. PAPER-BASED TRAINING MATERIAL. Training aids that are made of paper, such as participant guides, reports, workbooks, paper handouts, etc.

2.1.20. PARTICIPANT GUIDE. A manual, notebook, etc. which contains information specifically designed for the participant.

2.1.21. PARTNERSHIPS. A voluntary collaboration among organizations working towards a common goal.

2.1.22. PHYSICAL SECURITY. Actions that prevent the loss or damage of Government property.

2.1.23. QUALITY ASSURANCE. The government procedures to verify that services being performed by the Contractor are performed according to acceptable standards.

2.1.24. QUALITY ASSURANCE Surveillance Plan (QASP). An organized written document specifying the surveillance methodology to be used for surveillance of contractor performance.

2.1.25. QUALITY CONTROL. All necessary measures taken by the Contractor to assure that the quality of a product or service shall meet contract requirements.

2.1.26. REFUGE FRIENDS. Dedicated community members who magnify the power of conservation efforts and help national wildlife refuges meet conservation goals that would otherwise be out of reach.

They do this by donating volunteer hours, building partnerships, and raising funds for their refuge partner.

The Friends partnership is made up of a 501(c)(3) nonprofit Friends organization and a refuge or complex of refuges and is formalized in a Friends Partnership Agreement. All Refuge Friends organizations share the same primary mission: the support of a refuge, complex of refuges or program of the U.S. Fish and Wildlife Service.

2.1.27. SYCNCHRONOUS LEARNING. All students and instructors are present and learning at the same time. The learning can occur either face-to-face or in a webinar format.

2.1.28. SUBCONTRACTOR. One that enters into a contract with a prime contractor. The Government does not have privity of contract with the subcontractor.

2.1.29. TRAINING ACTIVITY. An event leading to accumulation of knowledge and/or skill through active participation.

2.1.30. TRAINING MATERIALS. All materials that assist the participant in learning and applying the course content in their work. Training materials include, but are not limited to, the participant guide/handbook, books, instructions, charts, information or programs, regardless of whether such materials are made available in print, electronic media, online or otherwise.

2.1.31. WORK DAY. The number of hours per day the Contractor provides services in accordance with the contract.

2.1.32. WORK WEEK. Monday through Friday, unless specified otherwise.

2.2. ACRONYMS:

ACOR Alternate Contracting Officer's Representative AFARS Army Federal Acquisition Regulation Supplement AR Army Regulation CCE Contracting Center of Excellence CFR Code of Federal Regulations CONUS Continental United States (excludes Alaska and Hawaii) COR Contracting Officer Representative COTR Contracting Officer's Technical Representative COTS Commercial-Off-the-Shelf DA Department of the Army DD250 Department of Defense Form 250 (Receiving Report) DD254 Department of Defense Contract Security Requirement List DFARS Defense Federal Acquisition Regulation Supplement DMDC Defense Manpower Data Center DOD Department of Defense DoT Division of Training FAR Federal Acquisition Regulation FWS Fish and Wildlife Service HIPAA Health Insurance Portability and Accountability Act of 1996 KO Contracting Officer LMS Learning Management System NCTC National Conservation Training Center NWRS National Wildlife Refuge System OCI Organizational Conflict of Interest OCONUS Outside Continental United States (includes Alaska and Hawaii) ODC Other Direct Costs PIPO Phase In/Phase Out POC Point of Contact PRS Performance Requirements Summary PWS Performance Work Statement QA Quality Assurance QAP Quality Assurance Program QASP Quality Assurance Surveillance Plan QC Quality Control QCP Quality Control Program SOE Standards of Excellence TE Technical Exhibit USFWS United States Fish and Wildlife Service

PART 3

GOVERNMENT FURNISHED PROPERTY, EQUIPMENT, AND SERVICES

3. GOVERNMENT FURNISHED ITEMS AND SERVICES:

3.1. Services. The Government will provide:

• NCTC DoT instructional designer/course leader;

• Collaboration on course design;

• Feedback on the course materials;

• Feedback on course delivery/methods/instruction;

• Organization and logistics of training (e.g., participant registration), training site and the pre-course meetings;

• Facilitation for conference calls and meetings, if desired by the contractor;

• Copies/dissemination of all training materials, unless otherwise specified by the contractor;

• Microsoft Teams technology and staff to host any meeting and/or online training components, if needed/desired by the contractor;

• Registration of course participants;

• Pre- and post-course information to course participants; and

• Post-course evaluation.

3.2 General. The Government will provide access to all required space, supplies, and facilities as needed for the provided services, meetings, briefings, and other required on site activities with FWS staff.

Government Furnished Property (GFP), Equipment, and/or Material will be provided on an as-needed basis under this contract in accordance with applicable standards, regulations and guidance. All on-site contractor employees will have use of standard office equipment and reasonable supplies. Government facilities and services which may be authorized under this contract include, but are not limited to, office space, general office equipment, specialized equipment, communications services and devices, and reproduction services. Government furnished resources shall not include Government Vehicles.

PART 4

CONTRACTOR FURNISHED ITEMS AND SERVICES

4. CONTRACTOR FURNISHED ITEMS AND RESPONSIBILITIES:

4.1 General: The Contractor shall furnish all supplies, equipment, facilities and services required to perform work under this contract that are not listed under Section 3 of this PWS.

PART 5

SPECIFIC TASKS

5. SPECIFIC TASKS

5.1. Basic Services. The contractor shall provide:

1. Subject matter expertise in social science as applied to conservation efforts; this includes expertise in implicit and institutional bias (conservation focus), emotional intelligence, internal power-building, external power-sharing, active-reflective listening, cross-cultural communication, trust-building, and navigating difficult/critical conversations;

2. Instructional designer with expertise in developing face-to-face skills-based training on implicit and institutional bias (conservation focus), emotional intelligence, internal power-building, external power-sharing, active-reflective listening, cross-cultural communication, trust-building, and navigating difficult/critical conversations;

3. Instructor(s) with experience delivering face-to-face and online skills-based training on implicit and institutional bias (conservation focus), emotional intelligence, internal power-building, external power-sharing active-reflective listening, cross-cultural communication, trust-building, and navigating difficult/critical conversations who meet or exceed the primary qualifications listed below;

4. Participation in meetings as described in procedures and deliverables (above);

5. Instructional and training materials that include all presentations and print-ready participant guide and instructor’s guide/lesson plans (all in electronic format; Section 508 compliant). All must be editable and in Microsoft software (i.e., Word, PowerPoint, Excel, etc.);

6. Asynchronous, online components (if required); compatible with Department of Interior’s

LMS;

7. Design and delivery of a synchronous online training in face-to-face course facilitation/instruction (i.e., train the trainer), for 15-20 Service employees who will serve as instructor-facilitators for the course. To include a facilitator guide; and

8. Delivery of on-site instruction/facilitation and instructor coaching for the training course.

5.2 Timeline:

Milestone Date Required Travel

Contractor: Participate in initial 2-hour meeting Purpose is to discuss the design process, timeline, and contract deliverables.

May 20, 2024, or within 10 working days following the date the contract is awarded.

No

Contractor: Participate in 90-minute conference calls, approximately biweekly. Purpose is to collaborate and co-design the course.

June-August, 2024 No

Contractor & NCTC DoT: Finalize course objectives (learning and performance).

May/June 2024 No

Contractor & NCTC DoT: Collaboratively design course. June 2024 No

Contractor: Complete drafts of course materials and deliver to NCTC DoT.

June-July 8, 2024 No

NCTC DoT: Provide feedback on course materials to Contractor. Within 3 days of materials receipt

No

Contractor: Develop online instructor-facilitator training. July 18, 2024 No

Contractor: Revise course materials. July 18, 2024 No

Contractor: Deliver instructional and training materials to NCTC DoT in MS Office electronic format.

July 2024 No

Contractor: Deliver online instructor-facilitator training (up to 3 times).

August 1-9, 2024 No

Contractor: Participate in pre-course instructor meeting at NCTC August 25, 2024 Yes

Contractor: Deliver (co-facilitate) course at NCTC August 26-30, 2024 Yes

Contractor: Participate in post-course meeting to discuss instructional methods and course materials.

September 2024 No

PART 6

APPLICABLE PUBLICATIONS

6. APPLICABLE PUBLICATIONS (CURRENT EDITIONS)

6.1. The Contractor must abide by all applicable regulations, publications, manuals, and local policies and procedures.

6.1.2. USFWS STANDARDS OF EXCELLENCE. The future success of conservation lies ultimately in our ability to inspire Americans to connect with the outdoors and nature, and to become stewards of the environment. Americans are spending less time outdoors and are becoming more ethnically and racially diverse. With more than 80% of Americans now living in urban areas, our challenge is to become relevant in their daily lives.

Without public awareness and support, our conservation mission will not succeed.

Conserving the Future: Wildlife Refuges and the Next Generation (2011) challenged us to enhance the relevance of the National Wildlife Refuge System (System) and the U.S. Fish and Wildlife Service (Service) to a rapidly changing America. Building a connected conservation constituency requires engaging with the ever-growing urban population to ensure that Americans care about conservation. To this end, the Conserving the Future document was created and contains a specific recommendation:

RECOMMENDATION 13: Create an urban refuge initiative that defines excellence in our existing urban refuges, establishes the framework for creating new urban refuge partnerships and implements a refuge presence in 10 demographically and geographically varied cities across America by 2015.”

WHY URBAN?

Urban areas present a strategic opportunity to reach new audiences who don’t know about the Service and therefore are less likely to visit our public lands. National Wildlife Refuges close to highly-populated areas provide the greatest opportunity to engage new and diverse audiences, whether through an urban refuge or an urban wildlife refuge partnership. Strategically building an urban conservation constituency ultimately benefits the entire Service and the broader conservation community by nurturing increased support among these audiences. Excellence in engaging communities as partners in wildlife conservation may be achieved through the eight Standards for collaboration on or off Service lands. The approach to excellence must be as flexible and unique as the very communities we serve. The Service must strive to understand both human and natural environments to best address the expectations of the community. The Service must provide programs and leadership on conservation initiatives that are relevant to their audiences while highlighting the many ecosystem services and aesthetic benefits nature provides. Service staff, volunteers, and partners must proactively engage communities to develop meaningful connections to nature that will last a lifetime. This starts by building awareness, fostering deeper understanding, and growing participation through programs that will bring more people from the urban world into the broad conservation community. Developed with input from Service staff and local and national partners, these Standards support the Service mission to conserve wildlife for the continuing benefit of the American people.

[presented in its original language v.2014]

STANDARD 1: KNOW AND RELATE TO THE COMMUNITY

A “community” has varied definitions; some may think it of as a residential neighborhood while others envision it as a city, county or region. To effectively implement the Urban Wildlife Refuge Program, each Service site has a responsibility to define the geographic boundaries of the urban it serves, cultivate an understanding of the community within those boundaries, and work to build a presence that is inclusive of, and welcoming to, the diverse individuals that make up that community. While maintaining our identity is fundamental to achieving our mission, we must also endeavor to integrate with our neighbors, becoming a strong, indispensable thread in the community fabric.

To become an integral part of the community fabric, the Service must build robust relationships with its urban neighbors. Given the numerous many possibilities of community composition and the need to be pragmatic, the use of demographic data and input from an array of community leaders is essential to begin to identify, understand, and relate to those who live and work in the neighborhoods surrounding the urban refuge, but are not currently visiting. It is crucial that we learn from and about the audiences we intend to engage; be willing to allow what we learn to guide our work – even if that sometimes means changing course; create an environment in which people feel safe to express culturally-based values, perceptions, and experiences; and practice earnest two- way communication to ensure the community knows its voice is heard, respected, and valued.

STANDARD 2: CONNECT PEOPLE WITH NATURE VIA STEPPING STONES OF ENGAGEMENT

To garner and retain broad support and participation in the conservation of natural resources, the Service must reach out, connect with, and serve a broad diversity of urban dwellers, providing reasons and opportunities for urban residents to find, appreciate, and care for nature in their communities and beyond.

Presenting both a challenge and an opportunity, engaging our urban neighbors and fostering a sense of stewardship reflect the heart of the Urban Wildlife Refuge Program. An increasing “disconnect” between American people – especially younger generations – and the natural world has been well documented. Yet, this disconnect does not equal a lack of caring and proximity to natural places; it does not necessarily reflect how nature is valued. In addition, American society is more ethnically and socially diverse and increasingly more urban, with 80% of Americans living in urban or suburban areas (2010 U.S. Census).

These societal changes may contribute to a lessened understanding and awareness of humans’ reliance on the natural environment. Open spaces are valuable to humans for clean air, clean water, healthy recreational opportunities, and community enhancement. If the American people are not aware of interdependent connections and the benefits nature provides, the Service will not succeed at gaining support of, and assistance with, conservation efforts. Therefore, it is critical to offer an array of programs and activities that link urban residents, starting in early childhood, with the natural environment, providing increased opportunities for meaningful experiences in nature.

While traditional visitors to Service lands are most likely comfortable in natural settings, many potential refuge visitors, or those who might participate in nature programs in other natural areas, may have less comfort and lack nature-based skills. To engage these non-traditional audiences, we need to create programs that are relevant to and targeted for individuals of different comfort and skill levels and from varying backgrounds. We must offer a wide variety of nature-based programs, often considered “conservation education,” and provide experiences aimed at gently increasing these audiences’ comfort level in the outdoors. Then, we can strategically build on those experiences to encourage participation in natural resource conservation. To do this, we must understand the diverse perspectives, values, and cultures of urban communities and adapt our approach accordingly. To be successful, our efforts will proceed in increments that are manageable, focus on quality of experience, and allow for innovation, flexibility, and adaptive management by Service staff and partners.

STANDARD 3: BUILD PARTNERSHIPS

To foster a society that values nature and supports fish and wildlife conservation, the Service must expand its presence within urban communities. To accomplish this, we must gain the support of community partners to share resources, broaden our skills, and help us understand the joys, challenges, and opportunities of living and working in urban environments. Working with organizations, institutions, community leaders, and Friends groups that strengthen our ability to spread the wildlife conservation message to new audiences will facilitate implementing programs and projects that benefit the health and well-being of humans and wildlife, and will help us achieve conservation goals previously unachievable.

Establishing successful, long-lived partnerships is not the sole responsibility of a charismatic project leader or refuge manager. Indeed, relationships must be cultivated and supported by multiple Service staff over time to ensure partnerships are sustained over the long term. To that end, the Service will work closely with its partners in the urban community, ensuring they recognize our commitment to the partnership and to conservation and outreach in the community.

In the case of partnerships, quality should be more important than quantity; the type of partnership inconsequential. Both formal and informal partnerships have proven to be effective in building strong relationships. Partnerships that are formalized (i.e., whether through funding agreements or memoranda of understanding) and operate under a written agreement that describes shared goals, objectives, roles, and responsibilities between the community partner and the field station can increase the success of the partnership and the likelihood that it will last. However, not all partnerships can or should be formalized. We need to remain flexible to participate in relationships as they evolve and build partnerships that serve the best interests of all parties.

STANDARD 4: BE A COMMUNITY ASSET

To remain relevant to a growing population of urban Americans, the Service must lend support, skills, services, resources, and expertise in natural resource conservation to members within that community. To thrive, the Service must be a community asset, collaboratively working to meet those needs that strengthen the urban community as a whole.

A community asset is anything that improves the quality of community life. People, such as refuge staff, provide time, expertise, and resources to the community. A structure or place -- such as a visitor center, wildlife viewing area, meeting room, schoolyard habitat, or other open space -- provide a place to gather and engage in various activities. The asset can also be an organization or agency, such as the Service, which provides jobs and supports the local economy. The greater an asset the Service is to the community, the more likely the Service will maintain relevance for community members.

Being involved in community-based projects beyond refuge boundaries allows the Service to build credibility with and have an influential presence within the urban community. Generating revenue in the local economy, providing places to gather, and contributing talents and services to communities garner appreciation and trust for the dedication, support, and unique expertise of the Service. By being a value-added partner, the Service increases cooperative efforts and collaboration to implement mutually-beneficial programs that ultimately help accomplish the agency’s natural resource conservation mission.

ENSURE ADEQUATE LONG-TERM RESOURCES

Urban refuges and the partnership-based work of the Service must have sustainable resources to make lasting commitments to achieve the mission of the Service, the Refuge System and local refuges, and to maintain a meaningful presence in urban communities. Therefore, each Service region must ensure adequate, consistent resources in the form of funding and staffing.

A viable urban national wildlife refuge presence, whether land or partnership based, is key for the local urban community. To achieve this presence, urban refuges must have adequate and stable funding to support staffing, facilities, maintenance, operations, and the ever-changing needs associated with increased participation and visitation. Funding to ensure refuge facilities are of the highest quality is critical to establishing and maintaining a credible, stable, and safe presence in the urban environment. Sufficient staff dedicated to outreach efforts, volunteer management, environmental education, and interpretation is essential for building relationships with the various audiences within the urban community.

Urban refuges also need a specific organizational and management structure to address the typical issues of the urban environment and to ensure that the Service presence meets the unique needs of reaching urban audiences while accomplishing the Service mission.

Urban refuges can be a conduit for long-term support of off-refuge projects and support of other organizations in the local community. While ideally these projects would enhance conservation in the urban environment, urban refuges should consider a wide range of activities that further the Service mission and its relevance to the community. This participation may be in the form of providing grants for development and enhancement of schoolyard habitat projects; staff participation in local youth programs or community events; providing input and technical assistance in urban planning for open spaces and aquatic habitats; and participation in local organizations that have similar conservation goals or those that have the potential to increase visitation and partnerships at a refuge. All of these activities require stable financial and staff resources. At the same time, resources with community partners can be leveraged to increase effectiveness and to reach shared goals.

STANDARD 6: PROVIDE EQUITABLE ACCESS

Time spent in nature is vital to human health and well-being. However, in the built environments of urban areas, opportunities for individuals to connect with nature are often limited. Too often the ability to access refuges in urban communities is constrained by inadequate transportation options and/or physical or financial challenges. These barriers must be reduced to the greatest extent possible if the Service is to be relevant to urban communities.

STANDARD 7: ENSURE VISITORS FEEL SAFE AND WELCOME

National wildlife refuges and other natural areas often are undiscovered places of beauty. Each year thousands of visitors experience these lands for the first time and are captivated by the wildlife and habitats.

However, one barrier for some potential visitors is the perception that natural areas are dangerous, with examples of “danger” spanning a wide range.

At the same time, real threats often do exist on Service lands; for example, venomous snakes are not uncommon at many sites, including urban wildlife refuges. Therefore, before we can ask visitors to appreciate the wonders of nature, we must first address their basic need for safety – both real and perceived. We must help our urban guests examine their perceptions and develop a better understanding of how to behave around the wild animals they tell us they fear, increasing their comfort level in nature.

People who live in large cities are keenly aware of the precautions they need to take to be safe. The same awareness is needed when visiting an urban wildlife refuge, especially when there is the potential for encountering a dangerous situation. While the Service cannot remove all of the dangers present in the outdoors, measures can be taken to ensure that the refuge is safe from crime and other hazards, and that visitors are educated on ways to be safe in nature. Providing visitors with the information they need to distinguish real threats from perceived threats, and how to take precautions to avoid dangerous situations, will impart the knowledge and skills they need to feel and be safe in order to engage and learn.

Communicating clearly what to expect will make visiting an urban wildlife refuge a safe, comfortable, and rewarding experience.

Just as people never get a second chance to make a good first impression, neither do national wildlife refuges.

A person’s behavior is governed not by what objectively exists in the environment, but by what is perceived to exist. Therefore, to attract visitors from the community, urban refuges must be safe and welcoming, portrayed as safe and welcoming in outreach materials, and appear to be safe and welcoming to community members from different cultures.

STANDARD 8: MODEL SUSTAINABILITY

Sustainability has been defined as “improving the quality of human life while living within the carrying capacity of supporting ecosystems” (IUCN - The World Conservation Union, United Nations Environment Programme, World Wide Fund for Nature). Thus, sustainability is about more than conserving natural resources; it's also about creating an environment where we are able to live well and future generations can truly thrive.

Hence, to model sustainability, we must expand our thinking and change our actions to include practices that extend beyond Service boundaries. One example that can cross boundaries and support living sustainably is a bike share program for lower-income urban residents with a focus on improving the environment and human health (by reducing air pollution and curtailing obesity related diseases).

As a leader in conservation and a trustee of our nation’s natural resources, the Service has a responsibility to set the standard for sustainable use of resources, energy conservation, and promotion of biological diversity.

Sustainability will be achieved through the day-to-day decisions and actions of Service employees, Friends, volunteers, partners, and the greater community, as well as by land management actions.

To foster responsible decision-making and actions supporting a desirable planet for all species now and in the future, it is necessary to actively promote the benefits of living sustainably. We must educate, inspire, and assist others to adopt sustainable practices. For example, often what is good for one’s health (such as reducing the risk of heart disease by eating lower on the food chain) is also a strategy for conserving natural resources, a critical element of sustainability.

Let’s communicate our approach to sustainability in ways that engage our urban neighbors and invite them to do their part during their visits to the refuge and at home. Consistently showcasing our sustainability efforts will generate a positive ripple effect throughout the community and landscape, which in the long-term will contribute to the mental, physical, spiritual, and social health of those involved.

PART 7

ATTACHMENT/TECHNICAL EXHIBIT LISTING

7. Attachment/Technical Exhibit List:

• Performance Requirements Summary 1.0: Course Design and Delivery.

• Performance Requirements Summary 2.0: Synchronous online training in course facilitation/instruction.

• Performance Requirements Summary 3.0: Face-to-Face Course Delivery (facilitation and instruction)

Performance Requirements Summary

1.0 Course Design and Development

Performance Objective

Standard Performance Threshold Method of Surveillance

PRS # 1.1

The contractor shall provide expertise in social science that supports DOI priorities for advancing environmental justice and America the Beautiful and the PWS paragraphs 1.6.8 and 5.1.1

The contractor provided expertise in social science that supports DOI priorities for advancing environmental justice and America the Beautiful and the PWS paragraphs 1.6.8 and 5.1.1. The SME performed to the NCTC Division of Training’s satisfaction.

Zero…