https://cpw.cvlcollections.org/files/original/14f5b8abbf33a186de2824477b855969.pdf 60acaa046c3dcd245fb0d1e9e11b8b07 PDF Text Text Offici O ial Co olorad do Wa atercrraft In nspecction n an nd Decconta amina ation n Prrocedures TR RAINER’S S WO ORKB BOOK Certiification n Curricu ulum for A Authorizzed Agen nts uary 17, 20220 Febru �Colorado Parks & Wildlife Invasive Species Program Aquatic Nuisance Species 6060 Broadway, Denver, CO 80020 Program Office: 303‐291‐7295 Elizabeth Brown Invasive Species Program Manager Elizabeth.Brown@state.co.us Robert Walters Invasive Species Specialist Robert.Walters@state.co.us �Table of Contents Chapter 1 ‐ Purpose ....................................................................................................................................................... 1 Legal Basis .................................................................................................................................................................. 1 Chapter 2 ‐ Training Description .................................................................................................................................... 3 State Certified Training Components ........................................................................................................................ 3 Definitions.................................................................................................................................................................. 4 Trainers ...................................................................................................................................................................... 4 Authorized Agents (a.k.a. Inspectors) ........................................................................................................................ 6 Chapter 3 – Quality Assurance....................................................................................................................................... 8 Evaluation Goals ........................................................................................................................................................ 8 Secret Shopper Evaluation Process............................................................................................................................ 8 Utilizing Quality Assurance Data to Improve Inspections and Decontaminations .................................................... 9 2020 Quality Control Program ................................................................................................................................. 14 Chapter 4 ‐ Preparing for Class .................................................................................................................................... 15 Chapter 5 – Materials for Class .................................................................................................................................... 16 Chapter 6 – Presentation Tips ...................................................................................................................................... 17 Chapter 7 – Agendas .................................................................................................................................................... 18 Chapter 8 ‐ Student Curriculum Guidance by Chapter ................................................................................................. 21 Course Overview ...................................................................................................................................................... 22 Presentation and Curriculum Chapter 1: Introduction ............................................................................................ 23 Presentation and Curriculum Chapter 2: Biology of Zebra and Quagga Mussels, and Other ANS. ......................... 27 Presentation and Curriculum Chapter 3: Watercraft 101 ........................................................................................ 31 Presentation and Curriculum Chapter 4: Inspection ............................................................................................... 35 Presentation and Curriculum Chapter 5: Decontamination .................................................................................... 39 Chapter 9 ‐ After the Class. .......................................................................................................................................... 43 ANS WID Training Report ............................................................................................................................................. 44 Chapter 10 ‐ APPENDIX ................................................................................................................................................ 45 �0 �Ch hapter 1 ‐ Purpose e TThe purpose of this workkbook is to provide p consistent guida nce to Statee of Colorado o Aquatic Nu uisance SSpecies (ANSS) Trainers who w are respo onsible for certification c of individuals as Authorized Agents for the p purpose of ANS A Watercraft Inspectio on and Decontaminationn. It is of thee highest imp portance thaat A Authorized Locations L (a.k.a. Watercrraft Inspectio on and Decoontamination n Stations orr WIDS) with hin C Colorado are e implementted and operrated in a consistent fashhion. The fo oundation off the WIDS network b begins at cerrtification traaining. Regaardless of jurrisdiction, Coolorado Auth horized Locaations, Agentts, and O Operations should s appeaar seamless to t the boate er because thhey are impllemented with consisten nt m messaging, education, e in nspection and decontam mination proccedures as taaught in thiss course. TTrainer Learning Objectiive – Trainerrs taking thiss course musst leave prep pared to teacch WID ccertification courses c to Co olorado Auth horized Agen nts followingg the currentt Official Colo orado Waterrcraft Inspection an nd Decontam mination (WID) Procedures (Certificaation Curricuulum for Autthorized Agents – 2 2020). This book b is a sup pplement to the studentt guide to se rve as a guid de for traineers. SStudent Learrning Objecttive – Studen nts must leave the WID training prepared to do watercraft inspections and a decontaminations, and a educate the public, aaccording to o the Official Colorado W Watercraft In nspection an nd Decontam mination (WIID) Procedurres (Certificaation Curricu ulum for Auth horized A Agents – 202 20). Le egal Basis P Parks Regulaation Chapter 8 – ANS – #802 # P Private Inspe ectors, Autho orized Agentts, Training, Certificationn and Qualityy Assurance A A. The Divission may cerrtify private inspectors and/or a deconntaminatorss. Such perso ons shall nott be autho orized to stop p, detain, orr impound a vessel or ot her floating device, or o order a vessel orr other floating device to o be decontaaminated, im mpounded o or quarantineed. Such persons, once certified, are only authorized to provide innspections aand/or decontam minations in accordance e with WID procedures p tto persons trransporting vvessel or other floating device e who volunttarily requesst their servi ces. B B. Authorized agents sh hall be certified by the Division D prior to providing p an ny inspection or decontam mination services. A desscription of training t and certification requirements iss available frrom the Division. After receivving proper training t and written certificattion from the e Division, authorized aggents may stop, dettain, inspect and decontaminate a ve essel or other floating device e. Authorized d agents shall be authorize ed to perform decontam minations witth the permissio on of the vessel owner, at the directtion of a 1 �qualified peace office er, or at the voluntary re equest of anny person traansporting a vessel or other floating device e. Authorized d agents do not have an y authority tto order vesssel or other floating device d to be decontamin nated, nor do they have the authority to impound or order the quaraantine of any vessel or other o floating device. C C. Prior to providing p an ny inspection and/or de econtaminattion servicess, authorized d agents and priva ate inspecto ors and/or decontaminaators must ssuccessfully complete th he Division’ss training course, c musst maintain active a certiffication and must comply with all quality assurancce requireme ents as listed herein. D D. Any auth horized agent or private inspector an nd/or deconntaminator m may be certiffied by the Division to t perform inspections and/or a deco ontaminationns based on the person’s training and the equipment e available a at the t authorized location. EE. The Divission shall con nduct quality assurance checks at alll authorized d locations, iincluding but not limite ed to, inspecction of facillities and reccords, and innterviewing authorized location personne el to verify proper p proce edures are being utilizedd. 1. Iff the Division n documentss quality assurance violaations, includ ding, but nott limited to, im mproper facilities, mainttenance, equ uipment, reccords or failu ures to use p proper WID procedures, then t the Division may, at their discreetion, issue a written waarning ow aquatic nuisance n spe ecies inspecttions, decontaminationss, and/or notice, disallo trraining at the specific loccation or by the applicabble agent orr private in nspector/deccontaminato or until the Division D has documented compliancce with all quality assuraance checks,, or decertifyy the applicaable agent(ss), private in nspector(s)/d decontaminator(s), location(s) or traainer(s) untiil they have been re ecertified in accordance with these regulations. 2 �Chapter 2 ‐ Training Description Colorado Parks and Wildlife (CPW) works collaboratively with public and private entities to conduct ANS prevention activities and to implement standard procedures. The goal is to maximize resource protection (minimize the biological risk of invasive species being introduced by watercraft) and to provide excellent customer service to boaters. With more than 450,000 inspections being performed annually by approximately 700 inspectors at over 70 stations in the state, the continued need for standardized training and quality assurance is clear. The CPW WID training program has evolved annually and is regarded as a model nationwide for watercraft inspection and decontamination. It is the intent of the CPW ANS Program to continue providing training and certification services to site managers or WID supervisors annually. The training is the foundation of implementation that begins to address procedural consistency statewide. In an effort to reduce cost and gain efficiencies, the ANS Program altered the training approach in 2014 to expand the core training team to include CPW WID site supervisors and an alternate online option for recertification of experienced inspectors. State Certified Training Components ● The Colorado WID Curriculum – Official Colorado Watercraft Inspection and Decontamination Procedures (2020) – A standard training manual that combines the documents listed below into one comprehensive training and reference document. ▪ Colorado ANS Inspection Handbook (2009) ▪ Colorado ANS Decontamination Manual (2011) ▪ Colorado Boat Compendium for ANS Inspectors (2012) ▪ Colorado QZAP Containment Manual for Waters with ZQM (2013) ● A state standard training agenda. ● A state standard PowerPoint slideshow that mirrors the Curriculum chapters. ● Optional: The Don’t Move a Mussel II video which explains the global issues caused by zebra and quagga mussels and demonstrates boat inspection and decontamination methods. Play while setting up for class and during lunch breaks, or have students watch online before class. ● A hands‐on training of boat inspections where the inspectors are shown boat anatomy, practice the step by step inspection procedure, and practice talking to ‘boaters’ and educating them to inspect their own vessels and keep them clean, drain and dry. ● A hands‐on training of decontamination procedures including standard operating procedures, practice using attachments, and performing standing water and full decontaminations. 3 �● A state standard written (closed book) exam. These exams must be submitted to the ANS program office following training. Definitions     Trainer – An individual that was certified as a trainer in 2018 or 2019. Experienced Trainer – An individual that was certified as a stage III trainer in 2016 or prior. Inspector – An individual that is being certified as an authorized agent for the first or second consecutive year. Experienced Inspector – An individual that is being certified as an authorized agent for the 3‐10 consecutive years. To qualify as an experienced inspector in 2020, the individual must have been certified in inspection and decontamination in both 2018 and 2019. Trainers CPW’s Invasive Species Program can designate staff (permanent or temporary) with sufficient level of expertise and experience to be trainers. It is preferable that all trainers be certified by the 100th Meridian Initiative prior to being certified to teach in Colorado to gain training and experience decontaminating highly infested watercraft. In addition to 100th Meridian certification, staff must meet the requirements set by the CPW ANS Program to obtain trainer certification. CPW piloted a “Train the Trainer” program in 2014 per the requirements set forth below, which reduced the trainer’s training from 80 hours or 10 days (2008‐2013) to only 32 hours spread out over time in 2014‐2020. The course also provided an alternative to 100th Meridian training through experience decontaminating mussel infested watercraft. Eligibility to become a trainer:  Individuals interested in becoming a trainer must be an authorized agent working for a Colorado government agency and meet the requirements set forth below. o CPW employee that is either a WID supervisor or ANS program staff. o Federal or local government WID supervisors with three or more years’ experience as an authorized agent in inspection and decontamination can be certified to train their staff. NOTE: Private industry staff is not eligible to become a trainer and must be certified by CPW. Requirements to be a trainer:     Complete the 16 hour CPW ANS trainer’s course Co‐teach a minimum of two new inspector classes prior to teaching alone* (min. 16 hours). o Be evaluated by an experienced trainer prior to teaching independently.* Maintain a QC evaluation score above 80% individually and at their authorized location. Decontaminate at least one infested mussel boat. 4 �*NOTE: Classes should almost always be taught by 2 or more instructors. If there are less than 6 students, the class can be taught by one trainer. If there are more than 6 people attending the class, there should be 2 trainers. It is expected that ANS program staff will assist trainers with their trainings. Lead trainers are those that are responsible for ensuring all training prep work is completed in advance of training. Lead trainers may employ helpers or assistants that don’t teach but rather work behind the scenes to prep boats, equipment and provide supplies to keep the class progressing on time and smoothly. The CPW ANS Program reserves the right to refuse trainer certification to those that do not meet qualifications or expectations. In lieu of completing the CPW ANS Trainers Course, the program office may designate new trainers following completion of all other requirements above in addition to shadowing an experienced trainer in at least three courses prior to the required two co‐teaching courses. These requirements are essentially equivalent to 2008‐2013 trainer requirements in which statewide trainers were required to co‐teach a minimum of five stage II courses (10 days or 80 hours of training) prior to teaching alone. All trainers must teach the current 2020 protocol and not protocol from former years, especially in small group settings. It is the responsibility of the trainer to obtain and use the latest training materials. The CPW ANS Program will make these materials available in digital and paper formats. Reporting Trainings: The CPW ANS Program office must be notified of all trainings at least 2 weeks in advance of the training date, or the date the training is scheduled if less than 2 weeks. The following documents must be turned into the program office preferably immediately following the training but not longer than 1 week following the training date: ● Sign In Sheet for Students (1 for each day of training) ● Training Log Form (original or a copy) ● All original student exams (graded in class so students know all of the correct answers) o Students that receive 80% or greater pass. On the job training is recommended for all. o Students receiving a 70‐80% on their exam pass, but students must receive on the job training from a trainer or their WID supervisor. 5 �o Students that score below 70% fail and m must attend d a second ceertification course. o Students that faiil two consecutive coursses will not b be certified ffor at least 1 year. After re eceiving the exams, e the CPW C ANS Pro ogram officee will enter tthe informattion into thee ANS inspecto or database and will em mail ID numbe ers to the W WID superviso or. If the ab bove requirem ments are met, the stude ent will then n be certifiedd as an Authorized Agent to conductt inspectiions and deccontaminatio ons. Authorized Agents (a.k.a. In nspectors) All agen nts will be ce ertified in bo oth inspectio on and decontamination n in 2020 (un nless otherw wise permittted). Depen nding on the e agent’s experience aand history of service, there are ttwo pathways to certificcation. 1. “Inspe ectors” – Firrst and Second Year Autthorized Ageents Agents that t are in their first or second s year working as an inspectorr and/or decontaminator in Colorad do must attend a live in‐p person ANS class. New iinspectors m must attend a two day classroo om training with w hands‐o on participation. Minimu um requirem ments for insp pection and decontaminnation certification includ de 16 hours of trainingg. All studentts must receive a passingg score of 800% or betterr per the guid delines on page 8. The training must inclu ude the five standard s moodules or chaapters/slidesshows: 1) Introduction n (State ANS Program an nd Western R Regional Pro ograms) 2) Biology of ANS, focused on zebra an nd quagga m mussels 3) Watercraft W 101 1 4) Inspection 5) Decontamin nation NOTE: Fo or classes or authorized locations l in which the experiencced or new inspector i population doees not have access to o reliable inteernet servicees, the ANS Program P offiice will proviide the full two‐day courrse in person n. 2. “Experrienced Insp pectors” – Th hird through Eleventh Y Year Authorrized Agentss Agents must have successfully completed c the Inspectioon and Decontamination n Training Course for the last two t consecu utive seasons to qualify aas a “Third YYear Inspector” and to b be eligible for online re e‐certificatio on. Any lapsse in annual certification n will revert ccertification back to first year an nd require th he agent to complete c claassroom training again p per the 6 �requirements above. Private industry staff are not eligible for online re‐certification and will be required to attend the two‐day class each year. Minimum requirements for inspection and decontamination certification include 3 hours of training comprised of the following: ● 3 hours of online training including (1) ANS Program Updates (2) Biology (3) Inspection and (4) Decontamination ● Receive 80% or better score on each training module’s exam per guidelines on page 8. Trainers are responsible for approving certification for experienced inspectors by administering a practical exam in which the agent is able to demonstrate accurate knowledge of current inspection and decontamination procedures. 7 �Chapter 3 – Quality Assurance The WID quality assurance and field support team were established in 2009 per regulation #802C. The primary purpose of the team is to ensure that Authorized Agents and Authorized Locations are following WID Procedures according to the State ANS WID Training Curriculum (a.k.a. Official Watercraft Inspection and Decontamination Procedures). Quality assurance is implemented by the ANS program office in the following manner: ● Secret Shopper Evaluations ● Announced Site Visits ● On The Job Training (OTJT) ● Customer Service Evaluations Standardized secret shopper evaluations are based on the step‐by‐step procedures in the Official Colorado WID Procedures: Certified Curriculum for Authorized Agents, 2020. The evaluations are specific to the procedures for entrance inspection, high risk inspection, prevention exit inspection, containment exit inspection, decontamination, education, and equipment. As part of the Western Regional Panel on ANS’ Building Consensus effort, western State AIS Programs agreed that minimum standards for all WID programs should include quality control, and a component of that must include secret shopper evaluations. Evaluation Goals  Verify that the state WID procedures are being implemented consistently by authorized agents.  Survey the authorized locations for safety, traffic control, proper equipment and signage.  Ensure that authorized locations are adequately supplied with educational materials.  Provide post‐evaluation feedback and on the job training to supervisors and inspectors.  Offer assistance to complete recommended improvements. Secret Shopper Evaluation Process   The team poses as anglers towing a trailered boat to the authorized locations. They participate in entrance and exit inspections and complete the standardized evaluation report (appendix). The evaluations are submitted to the WID supervisor and Invasive Species Coordinator. Based on the individual scores of the quality assurance secret shopper evaluation, the requirements following secret shopper evaluations are as follows: o 90% and above: Outstanding Score.  KUDOS and PRAISE! 8 �o 89%‐70%: Passing Score.  Communication from the WID supervisor or ANS field support team is required for anyone that receives a score between 70%‐89% to discuss the areas staff did well and those that need improvement. o 69% and below: Failing Score.  On the job training is required from WID supervisor or ANS field support team for anyone that receives a score below a 70% to communicate areas that the inspector did well and more importantly, to clearly communicate the areas in need of improvement. This must include verbal review of the Step‐By‐Step Inspection Procedures and hands‐on practice inspecting boats.  Agents that fail more than 2 secret shopper evaluations must go through and pass the new inspector training again, or may be terminated. Utilizing Quality Assurance Data to Improve Inspections and Decontaminations There is an obvious immediate benefit to quality assurance evaluations (primarily secret shopper and customer service) in that inspectors which perform good inspections can be rewarded and inspectors that perform poor inspections can be corrected and improve. Another benefit to quality assurance is in relation to training. It is important to know what inspectors have previously done consistently well, and what they generally need to improve upon, in order to know where to place emphasis in the classroom and hands‐on activities. Colorado did not perform secret shopper evaluations in 2017‐2018 due to budget cuts. A limited quality control program was implemented in 2019 utilizing existing ANS Staff. summary of those 2019 evaluations are listed below. It is expected that Trainers will focus on improving the poor areas in 2020 both in class and on the ramps. Summary of Statewide Entrance Inspection Evaluations:  The following entrance procedures were implemented 90‐100% of the time: 9 �     Checked for seal and receipt (95%)  Asked boater history (95%)  Checked boat below the waterline (95%)  Thanked boater (95%)  Greeted the boater (91%)  Recorded boat registration (91%) The following entrance procedures were implemented 80‐89% of the time:  Asked for inboard/outboard to be lowered (86%)  Visually and physically inspected transom (82%)  Reminded boater to raise engine (82%) The following entrance procedures were implemented 70‐79% of the time:  Visually and physically inspected engine (77%)  Followed safety procedures (73%)  Looked over both sides of hull and trailer (73%)  Visually and physically inspected gimbal (72%)  Physically and visually inspected bilge area (71%) The following entrance procedures were only implemented 60‐69% of the time:  Provided verbal ANS education (64%)  Checked anchor (64%)  Removed plant fragments (60%) The following procedures were implemented less than 60% of the time:  Explained what inspector is looking for (59%)  Physically inspected through hull fittings (59%)  Checked for standing water in interior compartments (55%)  Checked trailer bunks and rollers (55%)  Asked boater to remove bilge plug (55%) 10 � Reminded boater to replace bilge plug (53%)  Reminded boater to get exit inspection (47%)  Asked if boat has been out of state last 60 days (45%)  Checked anchor rope and chain (45%)  Boarded watercraft to inspect interior compartments (45%)  Asked about live aquatic bait (38%)  Checked additional equipment (32%)  Mentioned “Clean/Drain/Dry” (23%)  Had boater activate bilge pump (20%)  Provided educational brochure (14%)  Used a flashlight (9%) 11 �Summary of Statewide Exit Inspection Evaluations:      The following exit procedures were implemented by inspectors 90‐100% of the time:  Removed plants (100%)  Give a copy of seal receipt to boater (100%) The following exit procedures were implemented by inspectors 80‐89% of the time:  Recorded the inspection (86%)  Asked for inboard/outboard to be lowered (86%)  Visually and physically inspected the engine (86%)  Reminded the boater to raise the engine (86%)  Green seal applied properly (86%)  Seal receipt was properly filled out (86%)  Greeted the boater (83%) The following exit procedures was implemented by inspectors 70‐79% of the time:  Looked over entire boat both sides of hull and trailer (71%)  Checked trailer bunks and rollers (71%)  Visually and physically inspected transom (71%)  Seal receipt was properly filled out (71%) The following exit procedures was implemented by inspectors 60‐69% of the time:  Followed correct safety procedure (67%)  Thanked the boater (67%)  Asked boater to remove bilge plug (60%) The following exit procedures were implemented by inspectors less than 59% of the time:  Mentioned “Clean/Drain/Dry” (43%)  Checked anchor rope and chain (43%)  Asked about live aquatic bait (40%) 12 � Checked additional equipment (29%)  Reminded boater to leave plug out (29%)  Asked boater to active bilge pump (25%) Summary of Statewide Decontamination Evaluations:  The following decontamination procedures were implemented by inspectors 90‐100% of the time:  Flushed Engine (100%)  Sprayed hull (100%)  Sprayed trailer (100%)  Took water temperature before and during decontamination (100%) Applied correct pressure at correct times (92%)  The following decontamination procedures were implemented by inspectors less than 90% of the time:  Back flushed through hull fittings (63%)  Performed the required decontamination (55%)  Flushed interior compartments that held water (55%) 13 �2020 Quality Control Program The Statewide ANS Program Office will not have a dedicated quality control team in 2020 due to a lack of funding. However, inspectors should expect that they may be secret shopped at any point in the season as the program office may be conducting quality control evaluations on an as needed basis. The ANS Program will be conducting customer service evaluations and announced quality control site visits. It is expected that Managers and WID Supervisors actively manage their staff and their site. This includes, but is not limited to, observing staff performing inspections and verifying they are following procedures; ensuring data is being recorded correctly on tablets, regularly providing on the job training, overseeing decontaminations, and providing messaging guidance to customer service representatives.    It is expected that Managers and/or WID Supervisors perform at least two formal evaluations mid‐season utilizing the standard quality control form for each employee performing inspections. The forms will be submitted to the program office for statewide record keeping and analysis. The Statewide ANS Program office will make the quality control form available on the mobile data application and website for easy recording and submittal. 14 �Chapter 4 ‐ Preparing for Class Preparing for the class at least two weeks ahead of time will ensure that your training goes smoothly. There are many logistics and materials that need to be organized in order to have a successful training. Date – Pick a date for the training and advertise to your staff. Keep in mind you may need to book several weeks ahead to ensure you find a location. Location – Secure a location for training. Things to keep in mind:      Location should be in close proximity to attendees. o You may have to arrange travel and reserve overnight accommodations for guests. Location should have a large parking lot or other area that boats can be stored during the day and securely overnight for two day trainings. When reserving the space, be sure to consult with the facility manager about boat placement and the safest area to have hands‐on outdoor sessions. o It is recommended to have at least 1 boat per 6 students. If possible, try to get different types of boats for students to learn (e.g. ranger boat, fishing boat, sailboat, ski boat, etc.) Location should have an area for decontamination. Again, when reserving the space, explain what decontamination is and that you will be “power washing” boats in the parking lot. Work with the facility manager to find a safe location for the hands‐on outdoor sessions. o It is recommended to have at least 1 decontamination unit per 10 students. Room should be set up “classroom style” with tables and chairs. Consult with the site to verify if they have a screen or projector available for use. Keep in mind that most sites will charge you for the use of these devices. It’s best to bring them with you. Notify the CPW ANS Program Office – Once you have a date and location set for the training, send an email to Invasive.Species@state.co.us to notify the ANS Program Office that training is occurring. This will help us to get you the course documents in time. It also helps us to be ready to process your final exams and issue ID numbers in a timely fashion. Please notify us at least two weeks before the class. Arrange for boats and decontamination units to be present on the date, time and location of the training. Arrange for coffee, lunch or snacks if your budget allows. CPW typically does not provide food or drinks. Order curriculum books, educational materials, uniforms or other items needed from the CPW ANS Program Office by emailing Invasive.Species@state.co.us or calling 303‐291‐7295. To assure timely delivery of training materials, please make all requests 2 weeks before the class. 15 �Chapter 5 – Materia als for Cla ass P Prepare one o for ea ach studen nt:      Trraining Agen nda 20 020 ANS WID Curriculum m Book Ed ducational Ittems – Audie ence Brochu ure, Boaters Brochure, A Angler Rack C Card, Scuba Rack Quality Q Assurrance Form – Entrance In nspection Fiinal Exam P Prepare fo or the enttire class::                            Boats for field d inspection and deconttamination ddemos (1 boat for every 6 people) Decontamina D ation unit(s) (1 decon unit for every 10 people) Sign in sheet for each dayy Laaptop Projector Sccreen Laaser Pointerr Exxtension Cords and Pow wer Strip Sttate Standarrd Slideshow ws (on 2 med dia just in ca se – be suree you have th he latest verrsion!) Fe elt pads to “stage” “ boat with fake mussels m – pis tachio nuts and sunflow wer seeds wo ork well In nspection tools – magniffier, flashligh ht, mirror, cl ipboard with log, data ccollector, etcc. Decontamina D ation tools – wand, diffuser, muffs, ggarden hose, fake‐a‐lakee, etc ZQ QM Anchor,, Propeller or Props – be sure to havve a settler p pipe and an aadult pipe Other O ANS Saamples – rustty crayfish and mudsnai ls Se eal Receipt Books B Yellow Trainin ng Seals and d Wire ANS A Inspectio on Log and/o or data colle ector Clipboards fo or students to use duringg practice se ssions f demonsttration Saampling kit for Bait treatmen nt supplies fo or demonstrration (2 fivee gallon buckkets, net, waater and plasstic fish or somethingg you can pre etend are fissh) Flip Charts, Markers M and Easels Optional: O Boaat Models Optional: O Don n’t Move a Mussel M 2 DVD D (require sttudents to w watch beforee class (prefeerred) OR O play this in the morning when peo ople are enttering and w waiting for claass to start) Optional: O 2 USFS Videos (play ( these videos v on th e lunch breaaks) Optional: O Exp po Banners – Boater and d H.E.A.D. Baanners = 9 to otal banners Optional: O Cofffee pot, cofffee cups, cre eamer, suga r, coffee, filtters, stirrers,, etc. Optional: O Uniiforms ‐ T‐sh hirts, Vests and Hats 16 �Chapter 6 – Presenttation Tip ps  Practice! You u need to know the PowerPoints andd Curriculum m extremely well before teaching th he class. Thiis will not on nly help yourr credibility aand improvee the time an nd flow of yo our presentation,, but more im mportantly will w increase the chance of graduatin ng outstandiing in nspectors.  Be e comfortab ble with the material. m Th he ANS Progrram ch hanges on an annual basis. You musst be up‐to‐ddate with w procedu ures to ensurre consistenccy across thee sttate.  Faace the classsroom when you are spe eaking, not t he sccreen.  Do not read the slides or use the slide eshow as yo ur ue cards. Sett the room up u so you can see the sli des cu Rememberr to face your audience!          on your comp puter screen n. Some pressenters are m more comfo ortable with n note cards to o m through the e presentation. The pre sentation no otes are provvided in the prompt them appendix and d can be used d in front of a classroom m on a podium. Make M sure yo ou are the fo ocus of the presentation,, not the visu uals. Visuals are meant tto enhance yourr presentatio on, not be th he focus. Be e aware of your y non‐verrbal cues: bo ody languagee, gestures, ffacial expresssions, tone of voice and volume. Use U the laser pointer app propriately to o highlight im mportant picctures or points. When W writingg on flipchartts or white boards, b alterrnate colors for each linee and write in CAMEL CAPS (write all lettters in CAPSS but the firsst letter in eaach word is llarger). Be e positive! While W many things can go g wrong in tthe field, this training is the student’s first exxposure to his h or her new job. The training t shouuld be engagging and empowering. TThere are appropriaate times in the t training to discuss thhe negativess of the job (e.g. angry bo oaters hould be discussed in the inspection n section, not in the intro oduction dem monstration n). sh Avoid A excessiive story telling. It is often good to ppersonalize tthe presentaation by co ontributing your y experie ences. Howe ever, excessiive story tellling can thro ow the sched dule off faast and cause you to skip p important informationn. Sttick to the Sllide! The traaining is set up in sequennce. Speak aabout the sliide that’s present and avoid jum mping ahead d or getting off o on tangennts. Make M sure pe eople are com mfortable (e e.g. access too bathroomss, water, tem mperature, etc.) Time manage ement: Be aw ware of yourr time and doo not go oveer. 17 �Chapter 7 – Agendas (Next two pages) 18 �Sttate of Colorado C o – Park ks and W Wildlife Waterrcraft Insp pection an nd Decon ntaminatio on Certifiication 1st & 2nd Year Y Insp pectors WID Training g Agenda – Day 1 off 2 9 9:00 am Welcome! W 9 9:00‐9:30 am m En ntrance Boatt Inspection Demonstrattion and Disccussion 9 9:30‐10:00 am Inttroduction: State S ANS Prrogram Overrview 1 10:00‐10:30 am Ze ebra and Quaagga Mussell Biology 1 10:30‐11:00 am OU UTSIDE – Ho ow Many Mu ussels Can Yoou Find? 1 11:00‐11:30 pm Otther ANS Bio ology 1 11:30 – 12:30 pm Watercraft 101 (including outdoor sesssion on boaat anatomy) 1 12:30‐1:30 pm p LU UNCH BREAK K 1 1:30‐3:30 pm m Inspection Pro otocol DEEMO – WID Mobile and Seal S Applicaation (half waay through lecture) 3 3:30 – 4:30 pm p OU UTSIDE – Insspection Pracctice (group s of three – inspector, boater, obserrver) 4 4:30‐5:00 pm m Su ummarize Daay 1. 5 5:00 pm Ad djourn SSTUDENT HO OMEWORK – MEMORIZEE ENTRANCE INSPECTION N PROTOCOLL AND ANSW WER QUESTIO ONS AT TTHE END OF EACH CHAPTER. Breaks will w be given approximattely every 900 minutes, soometimes lonnger. We will break fo or lunch in th he noon hou r. Lunch is oon your own.. 19 �Statte of Collorado ‐ Parks a and Wildlife Watercrraft Inspe ection and d Deconta amination n Certifica ation 1st & 2nd Year Y Insp pectors WID Training g Agenda – Day 2 off 2 9 9:00‐9:15 am m Daay 1 Chapterr Review Que estions 9 9:15‐9:30am m Exxit Inspection n Demonstraation 9 9:30‐10:30 am Ou utside: Exit Inspection Prractice (Grouups of 3 – Bo oater, Inspecctor, Observver) 1 10:30‐11:00 am De econtaminattion Overview 1 11:00 ‐12:00 0 pm OU UTSIDE – De econtamination Unit Stanndard Operaating Procedures, Winterization an nd Attachme ents 1 12:00 ‐1:00 pm p LU UNCH 1 1:00 – 3:00 pm p De econtaminattion (two con ncurrent grooups unless cclass size is 1 10 or less) 1. Indoor ‐ Deccontamination Manual  Standing Water W Decon tamination o Inte erior Compaartments o Enggine Flush – O Outboard, I//O, Inboardss o Ballast Tank Fluush  Plant Deco ontaminationn  Bait Treatm ment: Live Aqquatic Bait aand Crayfish Regulationss  Full Deconttamination 2. Outdoor ‐ Decontamin D ation Demonstration an nd Practice  Standing Water W Decon tamination o Inte erior Compaartments o Enggine Flush – O Outboard, I//O, Inboardss  Hull and Trrailer Deconttamination 3 3:00‐3:15 pm m Qu uestions and d Answers 3 3:15 – 4:00 pm p Fin nal Exam ‐ In nspector and d Decontamiination Certiification 4 4:00 – 5:00 pm p Grrade Exams & Review An nswers 5 5:00 pm Ad djourn 20 �Ch hapter 8 ‐ Student Curriculu um Guida ance by Ch hapter TThis Chapterr is the mostt important portion of th he Trainers’’ Workbook,, alongside tthe PowerPo oint ““notes” docu uments in th he appendixx. Trainers sh hould study these materials and com mmit to teaching tthem as theyy are written n without de eviation. Th hese documeents togetheer will increaase the efficciencies o of the trainin ng program and enable WID implem mentation in n Colorado to be done in n a consisten nt ffashion across jurisdictio ons. This is for f the bene efit of inspecctors and bo oaters, and ffor the mostt ccomprehenssive natural resource pro otection of our o waters. TThe training philosophy is i based on strategic s rep petition in ann attempt to o get studentts to absorb and rretain a trem mendous amo ount of inforrmation in a very short pperiod of tim me. Typicallyy information is p presented th hree times with w key poin nts being stre essed at eeach step: Teaach (1) Introduce ed in a Powe erPoint prese entation, (2) Practiced d in a hands‐o on or outdoo or exercise and a d informally as a group using u flip charts or dry (3) Reviewed eerase boardss. Pracctice Rep peat TThe studentss are able to o hear the in nformation, apply the information and then repeat the infformation baack to the instructor. Itt is importan nt to note th hat individuaals learn w and the curriculum m is intended d to addresss audio, visu ual and expeeriential learrners for in different ways o optimal learning. The infformation is written dow wn in their C Curriculum books as a refference later on. TThis training model workks and produ uces prepare ed and know wledgeable in nspectors on n the ramps o on their ffirst day. Ho owever, inspe ection and decontamina d ation station s must be acctively manaaged and cerrtified inspectors ne eed practical training reggularly from supervisorss or crew leaaders on the ramp. If ssupervisors are a unable to o provide regular on the e job trainingg for inspectors due to scchedule conflicts or o other job dutties, they should contactt the program office andd field suppo ort staff will provide on tthe job ttraining for them. TThe training is set up witth five modu ules (curriculum chapterss with corressponding Po owerPoint p presentation ns) which are e all detailed d later in thiss chapter. 1. 2. 3. 4. 5. Introduction (including Educaation, State ANS A Program m, Western SState ANS Prrograms) Biology ‐ Zebra an nd Quagga Mussel M and other o priorityy ANS Wate ercraft 101 – Boat Anatomy and Riskk Assessmentt Inspe ections Decontamination n 21 �Co ourse Overview A All training classes begin with a demonstration of o an entrancce inspection n. The inten nt is to demo onstrate tto students exactly e whatt we want th hem to be ab ble to do afteer the class is over. The course conttent ttraining begins with a very broad, staatewide view w and narrow ws down furrther throughout the class into ggreater detail, building on o the previo ous module and a tying thee concepts ttogether. Seccond, we teaach m mussel biology and p provide an overview of the o other ANS off concern. TThird is Wate ercraft 101 (most new in nspectors d don’t know boats b so thiss is a very imporrtant part of cclass). By the end of the m morning, stu udents should kknow mussel biology and d b boat anatom my, and ttherefore should be able e tto find a musssel on a boaat. TThe afternoo on of day 1 iss sspent on insp pection p protocol, ste ep by step p procedures, standing w water, bait, reporting, r an nd p practicing insspections. The second day we review w and practtice what wee learned on day 1 and teeach d decontaminaation in full. A All students must take th he state stan ndard exam to t be certifieed. This is a closed bookk exam, whicch sshould be graded and reviewed with h the studentts before thee class adjou urns. The beenefit to grad ding eexams in classs is that students know when they got g wrong a nd can learn n the correctt answers. In n aaddition, students that faail will know w immediately they needd to attend aanother classs and their ssupervisors will w know the ey are not able to start work. w It will be difficult to grade exaams in class when tteaching the one day age enda. The sttate program m staff can ggrade exams after the claass for thosee that d don’t get it done d during a one day class. 22 �Prresentatio on and Currriculum Chapter C 1: Introducttion Fo or this train ning module e, you need the t followin ng:      One boat b preppe ed and readyy for entrancce inspectionn demonstraation o Remove tarps, t place the t anchor, be sure you can lower th he motor an nd activate a pump WID log on a clipboard and pen, p or data collector, foor mock inspector Flashlight, mirrorr, magnifier and a brochurre for mock iinspector Flipch hart and markers for discussion afte er demonstraation and prresentation Introduction Pow werPoint presentation TThe introducction module e is divided into five activities in a sttrategic ordeer. This mod dule sets thee tone ffor the rest of o the trainin ng, so it is im mportant to begin b on tim me, engagingg, positive an nd inviting. 1. Lead instrructor welco omes studen nts to class 2. Outside demonstratio d on of an entrance inspecction, follow wed by facilittated discusssion 3. Introductions ‐ name,, authorized location, icee breaker (e.g. funny facct or hometo own) 4. Introduction PowerPo oint presentation 5. Questionss and Answe ers (we ask students to hhold their qu uestions until the end) W Welcome TThe lead insttructor shou uld welcome the studentts to the classsroom. Oth her instructo ors should also be introduced at a this time. Instruct the e students th hat we will bbegin class ou utdoors. The students d do not n need to bringg anything with w them – they t just need to come ooutside and observe. Have everyon ne get u up (and get bundled b if it’’s cold out) and a direct th hem to the bboat demonsstration areaa. En ntrance Insp pection Dem monstration FFollowing the welcome, class beginss with havingg aall students get g up and go g outside. The T trainers d do a mock in nspection in which one person p is the e b boat inspector and the other o is the boater b (a vvolunteer fro om class or another a co‐w worker can b be used for the t boater iff only one traainer). The b boater is verry nice. The boater is fro om all n negative watters, no live bait, no ballast, and hass a clean and dry d boat. Do o not start cllass with an aangry boaterr or a boaterr that change es his story m mid inspectio on or a high risk inspection. The m mock inspecttor does a te extbook entrance 23 �inspection following the step by step procedures perfectly, without commentary, as if no one was watching. The purpose of this is to begin the class by showing the inspectors what you want them to do after the class, and how the final product should look and sound. Once back in the classroom, go around the room and have each student tell you one thing that they did or did not observe the inspector do. All students need to participate. Do not let them shout out answers, unless the class is really small. Facilitate the conversation so that each student feels safe participating. This also helps the trainer get to know the students and discover which students are already knowledgeable and which ones have no idea what they signed up for. The trainer needs to write down every student’s answer neatly on a flip chart. When the discussion is completed, the flip charts should be posted on the wall. This will serve as an ongoing reference during the class. Introductions The demonstration and discussion activity has allowed the class to open up and have dialogue previously, which enables a safe atmosphere for introductions. At this point you should have each student introduce themselves, by saying their name, authorized location, if they are 1st or 2nd year, and an ice breaker item (silly thing about themselves, pets, hometown, etc.). Once everyone is done, thank them for being a part of the state ANS program and working to protect our waters. Note: It’s helpful to pair up small groups with a mixture of 1st and 2nd year staff so identifying those early is helpful. But don’t assume the 2nd year staff has nothing left to learn! PowerPoint Presentation ‐ Introduction The introduction presentation includes the basic definitions of an invasive species, the importance of education, the statewide program history and activities, and an overview of western state programs. The purpose is to give students a basic understanding of the big picture and to convey their importance in the network of people working to protect our waters. It is also important to convey that the WID system has been tested – this is a solvable problem and we can keep invasive species out. The intent is to make them feel they are a part of something very important and instill pride for their role in the success of the program. We don’t have mussels anywhere in Colorado because inspectors do a really good job! Secondarily, the introduction provides a ton of information in a really short amount of time. There are some key points that need to be made in order to plant conceptual seeds that later will be covered in depth (e.g. legal definitions, mandatory inspection regulations, interception numbers, biologists, etc.). 24 �Students should learn the following in the Introduction module:            What an invasive species is and specifically what an aquatic nuisance species is That there are more than just zebra and quagga mussels on our radar Legal Authority ‐ Introduce the law, definitions of agents, locations, peace officers – don’t get bogged down in enforcement here – just introduce and define the terms Program History Sampling and Monitoring Overview o Introduce the mussels’ life cycle in terms of different sampling methods for different life stages. This will be repeated in the biology section, and again in the inspection section in terms of standing water, sandpapery bumps, attached adults. This is a difficult concept for inspectors to understand so it is taught a bit differently in different sections. o Definitions for Water Bodies – Basis for Containment or Prevention o De‐Listing Protocol o Current status and History of mussels in Colorado Mandatory inspection regulations WIDS – the big picture – lots of stats – pictures of mussel boats o Introduce Quality Assurance Biologists – ANS sampling crews are also authorized agents. Please don’t hold them up on ramps! They are paid with ANS Funds (same as inspectors) and it’s a waste of resources to have them being re‐inspected after paying them to decontaminate. This is important for them to understand to avoid conflicts between inspectors and sampling staff. This will be repeated during the seal section of the inspection protocol. Research – We are using the data they are collecting to make informed management decisions (boater choice model). Good record keeping is very important Western ANS State Programs – It’s important to convey that not only are we engaged in a multi‐ jurisdictional program within our state, but the problem and the WID network extends beyond Colorado. They will get boaters from other states and questions about other states rules. Education – The most important thing! We train inspectors and they train the boaters! That’s how we win this war! It’s important to get boaters on our side for the protection of their recreation and their watercraft. And they have a lot of tools available to help them. 25 �26 �Prresentatio on and Currriculum Chapter C 2: Biology o of Zebra an nd Quagga a Mussels, and Other ANS. For this mo odule you will need:     Biology PowerPo oint presentaation ANS props p to passs around in class at the appro opriate time e of the prese entation. o ZQM adults o ZQM settlers o Asian clam ms (to comp pare with ZQM) o New Zealaand Mudsnaails o Rusty crayyfish Boat((s) prepped for outdoor session Flip charts c and markers m TThe purpose e of this mod dule is for students to un nderstand w what they aree looking for on watercrraft and w why it is imp portant to ke eep invasive species from being intrroduced into o our lakes aand reservoiirs. The b biology module is divided into four activities a in a strategic order. 1. Presentattion on zebraa and quagga mussel bioology s – Ho ow many mu ussels can yoou find? 2. Outdoor session 3. Presentattion on other ANS Biologgy 4. Group acttivity – Repe eat orce the con ncept of life cycle c and goo into greateer detail abou ut mussels’ h habitat In this module, we reinfo p preference. This is not only o important to undersstand how bbiology influeences wheree mussels are likely tto hide on a boat (e.g. daark places be ecause they are light sennsitive) but aalso helps th he student b begin u understandin ng the importance of draining stand ding water annd feeling th he hull for bu umps. Of co ourse, d don’t go into o the triggerss for standin ng water deccontaminatioons just yet – that’s mucch later in th he aagenda – rem member we are plantingg seeds and by b the time yyou get to decontaminaation the students w will understaand the reasons why, wh hich means they t are morre likely to d do it in the field. A Another main reason to teach this module m and be b sure that inspectors u understand mussel biolo ogy is tthat a large part p of their job is educaating the pub blic. Part of the inspectiion protocoll includes ed ducation, aand they willl have to ansswer a ton of o questions. The betterr this modulee prepares th he inspectorr, the b better their contacts c witth boaters will w be. Lastly, this modul e is the firstt change that the studen nts have tto get hands on a boat and start lookking for musssels! Po owerPoint Presentation P n ‐ Zebra and Quagga Mussel Biologgy TThe presentaation goes th hrough species identificaation, the thhree characteeristics that make them invasive (byssal threaads, filter fee eders, prolific reproduction) and theeir negative iimpacts. This has the sccare 27 �ffactor in the slideshow ‐ we want them to see ho ow bad the mussels can n be and mottivate them to do ggood inspecttions to keep p mussels an nd other ANSS out of Coloorado. We aalso want them to underrstand tthat musselss are bad for everyone – homeowners, municipaalities, agricu ulture, energgy, recreatio on, ffisheries – evveryone! Ou utdoor Session – How Many M Mussells Can You Find? F TThis activity requires thaat a boat be prepped forr students too search for iinvasive musssels in advaance. It is recommen nded that a co‐trainer c orr assistant prrep the boatts while the other traineer is doing th he p presentation n. TThe purpose is to demon nstrate that it’s not as eaasy as one m might think to find hidingg mussels on n w watercraft, and a that musssels come in n many diffe erent sizes. Later we rem mind studen nts of this wh hen tteaching the importance e of followingg the step‐by‐step inspeection proceedure and do oing inspections the ssame way evvery time to be sure you are going to o find those mussels. TTeachers havve often used different materials m forr this activityy. Felt stickyy pads, pistaachio nut sheells, fake p plastic fingerrnails, sunflo ower seeds and a actual dead mussel and clam sh hells have all been used. Some ttrainers have e also used 3M 3 washable e glue spray and sand orr pepper to ccreate an area on the un nderside o of the hull th hat resemble es settlers th hat don’t rub b off. Regarddless of whaat is used, remember to put them in places where mussels are most likkely to be (e..g. undersidee of boat, hidden in trailer, in live w wells, on aanchor, on bumper, b on anchor a rope,, in through hull fittings,, in bilge plug, in engine compartmeents, in p prop, etc.) Don’t D put ‘mussels’ on th he deck in direct sunlightt. Write dow wn exactly w where you hiid your ‘mussels’ so you can tell students if they t found them t all or nnot. W When studen nts go outsid de for this acctivity, breakk them up att various boaats so the grroups aren’t too large. Have them t bring paper p and pe encil to write e down whe re on the bo oat they foun nd ‘mussels’’. Watch tthe clock so you y don’t go o over time. Once the time is reacheed, have students gatheer around and show tthem all the places musssels are on th he boat. The ey will ‘gradde’ themselves. Po owerPoint Presentation P n – Other AN NS Biology TThe other AN NS slideshow ws are much shorter than n zebra and q quagga musssels and go over o the basics of origin,, identificati on, h habitat, impaacts and locaation in Colo orado. Theyy also stress tthe ccleaning reco ommendatio ons for angle ers and othe er recreationnists. B Be sure to haave studentss follow alon ng in their WID Student C Curriculum books. b Also let l the stude ents know th hey can gain more information from the AN NS Pocket Gu uide. 28 �Grroup Activitty – Repeat TThe biology module m is co oncluded witth an opporttunity for sstudents to share s what they t have leaarned, and for f instructors to o evaluate iff students un nderstand th he oncepts. Enggage the classs in a brief facilitated important co ssession in wh hich studentts tell instrucctors one thing they learned abou ut mussel bio ology and on ne thing they learned aabout other ANS. Write these down n on separate e flip charts aand post the em on the waall for the du uration of th he class. TThis time sho ould also be used for questions and answers b before movin ng onto the next module e. Sttudents shou uld learn the following in the biolo ogy m module:    Zebraa and Quaggga Mussels o What zeb bra and quaggga mussels look like – sm mooth, strip ped shells wiith byssal threads o The three e stage life cyycle of musssels – veligerr, settler, adu ult o Habitat preferences of o mussels – light sensitivve, live deep p in water, riight edges, eetc. o Where mussels are from and how w they have been introduced into neew waters o The three e main invasiive characte eristics – rep roduction, b byssal thread ds, filter feed ders o Impacts – Ecological, Recreationaal, Economicc, Infrastructture o There are e no control methods in open waterss. o Mussels cost c us a ton of money o We inspect boats beccause it’s bee en proven too keep musssels out and if they aren’’t upstream m, they can’t get in any otther way. o How to te ell the differe ence betwee en Asian clam ms and zebrra/quagga m mussels. Other A.N.S. o First mention of the motto m – No plants, p No m mud, No wateer, No musseels o ZQM is th he poster chiild but WID protects p agaainst a lot of harmful speecies. o Origin, ide entification, habitat, patthways of sppread, impaccts for higheest priority sp pecies Main Points o It’s imporrtant to prevvent the intro oduction of zebra or quaagga mussells, or other A ANS, into Colorado’’s waters. o ANS can be b moved in water and itt’s importannt not to mo ove water o ANS can be b plants and d it’s importtant not to m move plants o ANS can sometimes s be b bait and itt’s importannt not to dum mp bait o Indirectly, boat inspecctors are important and do make a d difference fo or the better 29 �30 �Prresentatio on and Currriculum Chapter C 3: Watercra aft 101 F For this mod dule you willl need:     Wate ercraft 101 PowerPoint P presentation p n Boat models, if avvailable Boat((s) ready for outdoor boat anatomy session Key to “Name That Boat Gam me” TThe purpose of this module is to enssure inspecto ors know whhere to look on watercraaft for ANS and are kknowledgeab ble about bo oat terminolo ogy. This is important b ecause most inspectors are not ‘boaat p people’ when they are hired. This module m is also o critical to sset the studeents up for ssuccess in the ssubsequent inspection i module. m The watercraft module m is diivided into th hree activities: 1. Presentattion on wate ercraft a. Boat Terminology b. Watercraft Risk Asssessment c. Boat Anatomy A – Where W Do Wee Look d. Name that Boat Gaame e. Boat Compendium C m for ANS Insspectors 2. Outdoor session s on boat anatomyy (usually doone between n ‘c’ and ‘d’ iin presentation) 3. Group acttivity ‐ repeaat In this module, we focus on general boat anatom my and term inology. At the same tim me, we startt to gain d detail on imp portant ruless and specific regulations that drive the inspection procedurres (e.g. exem mpt b boats and waatercraft riskk). The presentation hass several diffferent portio ons that breaak up the infformation into smaller learnable se egments. The presentatiion is reinforrced with an n outdoor session in which the cconcept of H.E.A.D. H is introduced fo or the first time. TThe module is concluded d with a ggroup session in which th he sstudents havve an opporttunity tto demonstrate what the ey have learned, and ask questions. 31 �PowerPoint Presentation –Watercraft 101 The presentation for this module is quite long and therefore time management is essential. The beginning of this slideshow is extremely important, as it methodically introduces the students to boats for the first time. The presentation begins with an overview of boat terminology focused on the places most likely to have mussel attachment or standing water. This is a great time to use boat models to show the class visually while presenting. Focus on the areas of the watercraft that can hold standing water and remind the students what they learned in the biology module about veligers and other ANS being microscopic or small enough to be transported in standing water. Introduce the importance of the bilge plug – asking the boater to pull it during inspection; having the boater put it in before launch, instructing the boater to leave it out during transport. The beginning slides also cover marine propulsion systems. It is important that students know the physical difference between trolling motors, outboards, inboard/outboard and inboard engines, in addition to their abilities to transport ANS. Next, the presentation reviews the watercraft risk assessment, defines simple and complex boats and explains regulation exempted watercraft. It is important that students learn these differences by definition at this point so they can flow through the inspection risk assessment and WID Log coming up in the next module on inspection protocol. The third section in the module will quickly go through the “where do we look?” section of the slideshow. These slides are arranged in the order of H.E.A.D. The trainer should also conduct the outdoor session in the order of H.E.A.D. By doing this module in that order, it will be much easier for inspectors to follow the step‐by‐step inspection procedure in the next module because they will already be practiced moving around a watercraft in that fashion. The fourth portion of the slideshow is the “Name That Boat Game”. The purpose is to reinforce watercraft risk types, marine propulsion systems and simple/complex/exempt definitions, by allowing the students to demonstrate module knowledge. This is a really fun way to engage the class and evaluate what they have learned. The trainer should flip through the slides with no commentary and allow students to write down answers in their curriculum books. Once everyone is done, the trainer should go back and review the answers. Students can grade themselves. The presentation concludes by quickly making the students aware of the ANS Boat Compendium and tell them the chapters are arranged by manufacturers and this is essentially a reference document for inspectors. They should read it and use it. Let them know the graphics were provided by the manufacturers and the chapters were approved by them, so it is the best available knowledge on watercraft. Also, introduce the inspector survey and explain how the program staff created the book to serve the requests of the inspectors that year. 32 �Ou utdoor Session – Boat Anatomy A Th he purpose is to reinforcce the presen ntation by sh howing the students the parts p on a bo oat and allow wing them to o touch the bo oat, compare e parts, and look at them m closely. Th he group acctivity is honestly one of the easiest and requiress no prep in ad dvance. Take e a group off students to a boat outside and go th hrough the anatomy poin nting out the e important parts of the waatercraft. Be egin at the bow b with the hull and proceed p th hrough in the e same orde er you would d inspect a boat. b Use Trainer poointing out the bilge plug duriing th he correct terminology (e e.g. port, not left). Be su ure all the boat aanatomy outdo oor session. students see the t boat and d know whatt you are talking about (e.g. point and d touch the part directlyy). Begin moving the stu udents aroun nd the wateercraft in thee order off the step‐byy‐step inspection proced dure. Reinfo orce repeataability. Gro oup Activity – Repeat Th he watercrafft module is concluded with w an oppo ortunity for students to sh hare what th hey have learrned, and fo or instructors to evaluate if students s und derstand the e important co oncepts. Enggage the classs in a brief facilitated f se ession in which studentts tell instructors one place on a boaat that they neeed to look for f ANS. Wrrite these down on a flip chart and po ost them on the wall for the duration of the classs. This timee sh hould also be e used for qu uestions and d answers be efore moving onto the t next module. Sttudents shou uld learn the following in the waterrcraft m module:    Boat Term minology an nd Anatomy o Iden ntify the key parts of a bo oat by name e; know where they are locaated and their functions. o Iden ntify marine propulsion systems s and understandd how they ccan transporrt ANS Watercraaft Risk Assessment o Nam me the exempt watercrafft and explaiin why they are exempt o Know w the definittion of a sim mple boat o Know w the definittion of a com mplex boat o Understand whyy biological risk r is related d to watercrraft complexxity. o Iden ntify differen nt types of watercraft w (e..g. ski boat, w wakeboard, cabin cruiseer, etc.) Understaand why balllast boats, pontoons and d PWCs can be more chaallenging forr inspectors and how they are capable of moving m ANS.. 33 �34 �Prresentatio on and Currriculum Chapter C 4: Inspectio on F For this mod dule you will need:          Powe erPoint prese entation on Inspection Flipch hart and markers Yellow w seals for demonstrati d on Seal receipt r bookks (be sure to o have blue books if youu have contaainment stafff in training)) Equip pment exam mples: LED flaashlight, maggnifier, mirroor, WID log, data collecttor, wire cuttters, digitaal camera Samp pling kit Boat((s) ready for outdoor insspection sesssion WID Logs or Dataa Collectors Qualiity Assurance Form – Entrance Inspe ection TThe purpose of this mod dule is to teach students how to insppection wateercraft for AN NS and the sstatewide staandard proccedures that they must follow as autthorized ageents. This is the most im mportant ssection of th he entire training. Stude ents must un nderstand, rretain and prractice the d details of thiss m module. TThe inspectio on module falls f in the firrst afternoon two day trraining (2 hrss) and is thee central partt of the o one day train ning (90 min n). Similar to o the previou us module, tthe slideshow w for this is quite long. Because o of this, the tw wo day train ning allows time for a haands‐on sesssion in the m middle of the presentatio on. Po owerPoint Presentation P n – Inspectio on Th his module begins b with a group activvity “The Ide eal Inspectorr”. Engage the class in a brief facilitaated seession in whiich students tell instructtors one quaality that an ideal inspecctor or emplo oyee or co‐w worker sh hould have. Creative trainers can draw a person n and label itt on a flip chart. Others may just maake a list an nd write dow wn the answers and postt them on th he wall for thhe duration o of the class. Every inspeector sh hould strive to t be the ide eal inspectorr. Examplees of qualitiees include: professional, p timely, sobeer, reliable, ffriendly, kno owledgeable,, helpful, thorough, detailed, d awa ake, clean, hygienic, h in pproper uniforrm, passiona ate, etc. Th he presentattion begins with w a discusssion of the roles r and ressponsibilitiess of an inspeector and th hen goes into o an overview w of inspecttions includin ng repeatingg Colorado’s mandatory inspection reegulations, th he goals for every boat, inspector’s priorities, p annd equipmen nt. Th he next sectiion is on the wire seal an nd receipt. This T is key foor students tto understan nd. Most 35 �inspections start with a se eal removal and a all exits end with a sseal applicattion. We want as many bo oats sealed as a possible. The goal forr all prevention sites is tto seal at leaast 80% of exxiting waatercraft. Be sure stude ents know ho ow to fill outt the receiptt. Practice reeading receipts with th hem. Bring old o receipts if you have any a to show – point out w what’s good d and what’s not. In ndoor Sessio on – Data Colllection Brreak from the PowerPoin nt to demon nstrate the use of the W ID Mobile ap pplication. TTrainers sh hould connecct to the WID Mobile we ebsite (Httpss://watercraaftinspection n.org), click tthe “Mobile View” button at the botto om of the paage, and proceed to dem monstrate th he data collection prrocess for a typical t inspe ection. It is in ncredibly im mportant thatt trainers strress the imp portance of high quality data and how w it is used to o make man nagement deecisions with hin the ANS p program. Ou utdoor Session – Inspecction Log and Seals Att the conclussion of the Module M Powe erPoint, go outside o and allow for stu udents to praactice using th he log to guid de inspections at the boaats in paairs of two or three (boaater, inspecto or, ob bserver). The boater willl need to haave a W WID Log, pen and clipboard (or data co ollector). The observer will w need to have h th he Quality Asssurance Forrm for Entran nce Inspection, pe en and clipbo oard. The bo oater hould have a pre‐defined d scenario. sh Co oncurrently, cycle studen nts through the seeal applicatio on one by on ne and be sure they kn now how to attach a and re emove a seal Th he Step By Sttep Inspectio on procedurres are prrobably the single s most important i th hing in th he training fo or students to t get down and practice e. Fo or the two daay class stud dents are askked to memo orize the steeps overnight. The curricculum has th he procedure es and the slideshow goe es through itt in detail.    Entrance Insp pection Exxit Inspectio on Off‐Water O Insspection TThe rules forr standing water and corrresponding procedures are detailed d in both thee presentatio on and ccurriculum. It is importaant that the inspectors understand u tthe triggers ffor decontam mination and d the rreasons whyy. 36 �An overview of live aquatic bait rules are included in the inspection presentation. The take home message is that they have to know the rules for their site and know the triggers for decontamination or rejection. Bait treatments are covered in the decontamination module. A brief discussion of reporting requirements and what inspectors should do when they find a mussel boat is included. They need to remain calm and either follow the procedure in the decontamination module or call a supervisor. The presentation concludes with two slides summarizing the State Parks pre‐inspection protocol. Students should learn the following in the inspection module:                   The expectations of them in their new job in terms Colorado’s mandatory inspection regulations Clean, Drain, Dry – No Mud, No Plants, No Water, No Mussels/Animals Priorities for Inspectors Required equipment How to fill out the WID Activity Log How to use the tablets for data collection Seal removal and application procedures How to apply a seal How to write a seal receipt How to read a seal receipt The Step‐By‐Step Procedures o Entrance Inspection o Exit Inspection o Off‐Water inspection Know the standing water rules and triggers for decontamination Understand exactly what to do if a boat has the Mussel MastR filter on their ballast tanks Understand what bait is legal at their site and triggers for decontamination Their obligations for reporting ANS What to do if they intercept a mussel boat How state parks pre‐inspection works Most important – students learn the step by step inspection procedure and seal protocols! 37 �38 �Prresentatio on and Currriculum Chapter C 5: Decontam mination F For this mod dule you will need:           Powe erPoint prese entation on decontamin nation Flipch hart and markers Decon unit(s) witth fuel, wate er and engine starter fluiid Decon attachmen nts (garden hose, fake‐aa‐lake, muffss, wand, diffu user, spray n nozzles) Boat((s) prepped and ready fo or full decon n demonstra tion Therm mometer Full sample collecction kit to demonstrate d e sample col lection Perso onal protective equipme ent 5 galllon buckets (2), bait net and fake fish (or somet hing to use aas fish) for b bait demonsttration Extra safety glassses and glove es for studen nts TThe purpose of the deco ontamination n module is to t prepare sstudents to p perform deccontaminatio on at W WIDS. This module m reinfforces the trriggers for de econtaminattion, teaches the standaard operatingg p procedures for f the decontamination n unit, and empowers stuudents to fo ollow the steep by step d decontaminaation proced dures. TThe decontamination mo odule is broken up into several s sectiions (~3.5 hrrs) that com mprise the maajority o of the second day of classs. Studentss are expecte ed to perform m decontam minations reggularly, espeecially tthose station ned without direct superrvision or law w enforcement on site. Po owerPoint Presentation P n – Decontam mination (30‐45 min) TThe presentaation is a briief overview w of decontamination thaat follows along the currriculum chaapter and ttouches on the t highlightts. It is not meant m to be e comprehennsive. It is m meant to be an introduction that w will be reinfo orced througgh the outdo oor sessions and the chaapter review w group activvities. Ou utdoor Session – Decon ntamination Unit Standa ard Operatin ng Procedurres, Winteriization and Atttachments N NOTE: For larger 30+ classses, this can n be a tthird small group done at a the same time t as tthe next concurrent sessiions. All stud dents sshould wear the proper PPE P when p performing any a type of decontamina d ation. 39 �Begin with showing the students the parts of the decontamination unit and giving them a basic understanding of how it works. Next, follow the decontamination manual standard operating procedure and do it while a student reads it to you. Have each student turn the unit on and off to see how that feels. Introduce attachments – show them, name them, and tell inspectors which procedures they are used for. Concurrent Indoor and Outdoor Sessions – Step by Step Decontamination Procedures (Curriculum) and Decontamination Demonstration and Practice Note: This session is intended for two concurrent groups, unless the class size is less than 10. Indoor ‐ Decontamination Manual The trainer should arrange class so students and teachers are all sitting facing each other. This time is spent going through the manual page by page with the students and talking through the step by step procedures for decontamination (no PowerPoint).  Standing Water Decontamination  Interior Compartments  Engine Flush – Outboard, I/O, Inboards  Ballast Tank Flush  Plant Decontamination  Bait Treatment: Live Aquatic Bait and Crayfish Regulations  Full Decontamination Outdoor ‐ Decontamination Demonstration and Practice NOTE: The first group outdoors should be made up of mostly 2nd year inspectors, if possible. This outdoor session is for students to start and shut down the decontamination unit, put together attachments, spray the hull, flush an engine, flush a compartment, practice taking samples, etc. Ideally, if time allows, the group should do a full decontamination from start to finish with paperwork. However, time often runs short for this during a two day training (60 minutes) and there is no time for that during a one day training (45 minutes including SOPs). At a minimum, be sure each student sprays the hull and switches between high and low pressure. Students must also know how to hook up the attachments and know where to have them hook up the muffs, fake‐a‐lake, garden hose and diffuser attachments so they know how to assemble those parts – this can be done inside in bad weather. 40 �Sttudents shou uld learn the following in the decon ntamination n module:         Know w the reason for decontaamination an nd decontam mination trigggers Know w the basic te emperatures and pressu ures for eachh type of deccontaminatio on Know w the difference between the four tyypes of decoontamination n and the steep by step proce edures for eaach Know w the standard operatingg procedures for the deccontaminatio on unit Know w how to hoo ok up attach hments Know w how to takke samples and get them m processed Know w how to pro ocess a musssel boat with h a full deconntamination n Know w how to fill out decontaamination paaperwork M Most importtant – Students should feel comfortaable using thhe manual and followingg the proced dures tto perform decontamina d ation! 41 �42 �Chapter 9 ‐ After the Class. Within 5 business days following the class (preferably within 24 hours) the trainer must package up the sign in sheet from both days of class and the student’s original exams and mail them to the CPW ANS Program Office. The “trainers report” cover page must be included (on next page). Exams are graded by dividing the number of questions correct by the total number of questions. Example: out of a 50 answer test, and the student misses 3 (therefore 47 correct). 47 divided by 50 equals 0.94 or 94%. Each ANSWER on the test is 1 point, not each question. Exams are valid if the students receive a 80% or better. Once the exams are received by the CPW ANS Program Office, they will be entered into the statewide WID database. Inspector ID numbers will be issued and emailed to their supervisor. NOTE: Inspectors should have the same number from year to year and should not have a unique ID number for different sites. If someone you train does not get the same number they had last year or are issued different numbers at different sites, let us know so we can fix it for them. If you have any questions, please contact Invasive.Species@state.co.us or call 303‐291‐7295. 43 �ANS A WID Training T R Report I,, _, Authorized A Aggent # ccompleted the e new inspector training on ffollowing Auth horized Locattion: and ceertified Traineer, have taught and (date) at (trainingg location) fo or the _. Thiss class was tau ught in dayy. I ccertify that the State’s Age enda, 2020 Cu urriculum, Pow werPoint Slid eshows, Don’’t Move a Mu ussel 2 DVD, rrequired h hands‐on outd door practice e time and all required matterials were ppresented to sstudents. A sign in sheet with comple ete contact in nformation is included. Eaach student’s exam is also included in th his p package. Stud dents certified by me are: 1. 11. 2. 12. 3. 13. 4. 14. 5. 15. 6. 16. 7. 17. 8. 18. 9. 19. 10. 20. C Certified Trainner’s Signaturee: Send S this forrm, along wiith complete ed exams an d sign in sheeet within 1 week to: CPW ANSS Program, 6060 6 Broadw way, Denver,, CO 80020 oor email to Innvasive.Speccies@state.cco.us. Questions? Call 303‐2991‐7295. 44 �Chapter 10 ‐ APPENDIX 1. Sign In Sheet 2. Door Notice for Training 3. Course Evaluation Form 4. Boater Scenarios for Outdoor Inspection Practice 5. Quality Control Form – Entrance Inspection 6. Chapter 1 PowerPoint with Notes – Introduction 7. Chapter 2 PowerPoint with Notes – Biology 8. Chapter 3 PowerPoint with Notes – Watercraft 101 9. Chapter 4 PowerPoint with Notes ‐ Inspection 10. Chapter 5 PowerPoint with Notes ‐ Decontamination 45 �Thank you for protecting our waters from the harmful effects of Invasive Species! 54 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Reports Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Official Colorado watercraft inspection and decontamination procedures: trainer’s workbook: certification curriculum for authorized agents Description An account of the resource The purpose of this workbook is to provide consistent guidance to State of Colorado Aquatic Nuisance Species (ANS) Trainers who are responsible for certification of individuals as Authorized Agents for the purpose of ANS Watercraft Inspection and Decontamination. It is of the highest importance that Authorized Locations (a.k.a. Watercraft Inspection and Decontamination Stations or WIDS) within Colorado are implemented and operated in a consistent fashion. The foundation of the WIDS network begins at certification training. Regardless of jurisdiction, Colorado Authorized Locations, Agents, and Operations should appear seamless to the boater because they are implemented with consistent messaging, education, inspection and decontamination procedures as taught in this course. Creator An entity primarily responsible for making the resource Colorado Parks & Wildlife Invasive Species Program Aquatic Nuisance Species Subject The topic of the resource Aquatic nuisance species ANS Boating Inspection Extent The size or duration of the resource. 50 pages Date Created Date of creation of the resource. 2020-02-17 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/NoC-NC/1.0/">No Copyright - Non-Commercial Use Only</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource English Publisher An entity responsible for making the resource available Colorado Parks and Wildlife