## Template - Making the Most of the Refuge System Improvement Act

  ------------------- ---------------------------------------------------
  Broad               
  Program/Activity:   

  Key Subcomponent:   Being a Good Neighbor
  ------------------- ---------------------------------------------------

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| Q |   | Question                     |   | Explanation                      |
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+---+---+------------------------------+---+----------------------------------+
|   |   |                              |   |                                  |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | Briefly describe the         |   | Number range CHAPTERProviding    |
| . |   | specific nature and function |   | quality wildlife-dependent       |
| 1 |   | of this activity.            |   | recreation brings to us the      |
|   |   |                              |   | responsibility to find ways to   |
|   |   |                              |   | instill community pride in the   |
|   |   |                              |   | local refuge, build community    |
|   |   |                              |   | partnerships, expand the local   |
|   |   |                              |   | volunteer and Friends program,   |
|   |   |                              |   | reach out to the local community |
|   |   |                              |   | with consistent messages in our  |
|   |   |                              |   | wildlife conservation education, |
|   |   |                              |   | preserve the community's         |
|   |   |                              |   | cultural and historical          |
|   |   |                              |   | resources, as well as work       |
|   |   |                              |   | fairly and openly with local     |
|   |   |                              |   | landowners. Wildlife-dependent   |
|   |   |                              |   | recreation is an opportunity to  |
|   |   |                              |   | provide a healthy experience, a  |
|   |   |                              |   | fun way to expend energy, and a  |
|   |   |                              |   | tool to educate the public.      |
|   |   |                              |   | Quality wildlife-dependent       |
|   |   |                              |   | recreation will help the         |
|   |   |                              |   | National Wildlife Refuge System  |
|   |   |                              |   | meet its mission in a positive   |
|   |   |                              |   | way with full public support.    |
|   |   |                              |   | The refuge's neighborhood, like  |
|   |   |                              |   | any neighborhood, is made up of  |
|   |   |                              |   | people with their distinct       |
|   |   |                              |   | perspectives, interests,         |
|   |   |                              |   | priorities, and involvement. We  |
|   |   |                              |   | need to make ourselves relevant  |
|   |   |                              |   | to all members of the            |
|   |   |                              |   | neighborhood and make a positive |
|   |   |                              |   | contribution to the              |
|   |   |                              |   | neighborhood's quality of life   |
|   |   |                              |   | while meeting the mission of the |
|   |   |                              |   | NWRS. This should not be too     |
|   |   |                              |   | hard, since quality              |
|   |   |                              |   | wildlife-dependent recreation on |
|   |   |                              |   | refuges can easily contribute    |
|   |   |                              |   | many good things from economic   |
|   |   |                              |   | benefits to quiet solitude while |
|   |   |                              |   | watching birds to a              |
|   |   |                              |   | non-forgettable adventure in     |
|   |   |                              |   | hunting or fishing.              |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | Which specific component(s)  |   | Section 5. "(A) Each refuge      |
| . |   | of the Refuge System         |   | shall be managed to fulfill the  |
| 2 |   | Improvement Act does this    |   | mission of the System, as well   |
|   |   | activity contribute to?      |   | as the specific purposes for     |
|   |   |                              |   | which that refuges was           |
|   |   |                              |   | established; (B) compatible      |
|   |   |                              |   | wildlife- dependent recreation   |
|   |   |                              |   | is a legitimate and appropriate  |
|   |   |                              |   | general public use of the        |
|   |   |                              |   | System, directly related to the  |
|   |   |                              |   | mission of the System and the    |
|   |   |                              |   | purposes of many refuges , and   |
|   |   |                              |   | which generally fosters refuge   |
|   |   |                              |   | management and through which the |
|   |   |                              |   | American Public can develop an   |
|   |   |                              |   | appreciation for fish and        |
|   |   |                              |   | wildlife. (C) compatible         |
|   |   |                              |   | wildlife-dependent recreational  |
|   |   |                              |   | uses are the priority general    |
|   |   |                              |   | public uses of the System and    |
|   |   |                              |   | shall receive priority           |
|   |   |                              |   | consideration in refuge planning |
|   |   |                              |   | and management; and (D) when the |
|   |   |                              |   | Secretary determines that a      |
|   |   |                              |   | proposed wildlife-dependent      |
|   |   |                              |   | recreational use is a compatible |
|   |   |                              |   | use within a refuge, that        |
|   |   |                              |   | activity should be facilitated,  |
|   |   |                              |   | subject to such restrictions or  |
|   |   |                              |   | regulations as may be necessary, |
|   |   |                              |   | reasonable and appropriate\...   |
|   |   |                              |   | (H) recognize compatible         |
|   |   |                              |   | wildlife-dependent recreational  |
|   |   |                              |   | uses as the priority general     |
|   |   |                              |   | public uses of the System        |
|   |   |                              |   | through which the American       |
|   |   |                              |   | public can develop an            |
|   |   |                              |   | appreciation for fish and        |
|   |   |                              |   | wildlife (I) ensure that         |
|   |   |                              |   | opportunities are provided       |
|   |   |                              |   | within the System for compatible |
|   |   |                              |   | wildlife-dependent recreation    |
|   |   |                              |   | uses; (J) ensure that priority   |
|   |   |                              |   | general public uses of the       |
|   |   |                              |   | System receive enhanced          |
|   |   |                              |   | consideration over other general |
|   |   |                              |   | public uses in planning and      |
|   |   |                              |   | management within the System;    |
|   |   |                              |   | (K) provide increased            |
|   |   |                              |   | opportunities for families to    |
|   |   |                              |   | experience compatible            |
|   |   |                              |   | wildlife-dependent recreation,   |
|   |   |                              |   | particularly opportunities for   |
|   |   |                              |   | parents and their children to    |
|   |   |                              |   | safety engage in traditional     |
|   |   |                              |   | outdoors activities such as      |
|   |   |                              |   | fishing and hunting,             |
|   |   |                              |   |                                  |
|   |   |                              |   | Section 6. "(3)(A)(i) Except as  |
|   |   |                              |   | provided in clause (iv), the     |
|   |   |                              |   | Secretary shall not initiate or  |
|   |   |                              |   | permit a new use of a refuge or  |
|   |   |                              |   | expand, renew, or extend an      |
|   |   |                              |   | existing use of a refuge, unless |
|   |   |                              |   | the Secretary has determined     |
|   |   |                              |   | that the use is a compatible use |
|   |   |                              |   | and that the use is not          |
|   |   |                              |   | inconsistent with public safety. |
|   |   |                              |   | The Secretary may make the       |
|   |   |                              |   | determinations referred to in    |
|   |   |                              |   | this paragraph for a refuge      |
|   |   |                              |   | concurrently with development of |
|   |   |                              |   | a conservation plan under        |
|   |   |                              |   | subsection (e). (ii) on lands    |
|   |   |                              |   | added to the System after March  |
|   |   |                              |   | 25, 1996, the Secretary shall    |
|   |   |                              |   | identify, prior to acquisition,  |
|   |   |                              |   | withdrawal, transfer,            |
|   |   |                              |   | reclassification, or donation of |
|   |   |                              |   | any such lands, existing         |
|   |   |                              |   | compatible wildlife-dependent    |
|   |   |                              |   | recreational uses that the       |
|   |   |                              |   | Secretary determines shall be    |
|   |   |                              |   | permitted to continue on an      |
|   |   |                              |   | interim basis pending completion |
|   |   |                              |   | of the comprehensive             |
|   |   |                              |   | conservation plan for the        |
|   |   |                              |   | refuge. (iii) Wildlife-dependent |
|   |   |                              |   | recreational uses may be         |
|   |   |                              |   | authorized on a refuge when they |
|   |   |                              |   | are compatible and not           |
|   |   |                              |   | inconsistent iwh6t public        |
|   |   |                              |   | safety. Except for consideration |
|   |   |                              |   | of consistency with State laws   |
|   |   |                              |   | and regulations as provided for  |
|   |   |                              |   | in subsection (m), no other      |
|   |   |                              |   | determinations or findings are   |
|   |   |                              |   | required to be made by the       |
|   |   |                              |   | refuge official under this Act   |
|   |   |                              |   | or the Refuge Recreation Act for |
|   |   |                              |   | Wildlife-dependent recreation to |
|   |   |                              |   | occur."                          |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | Specifically how does this   |   | Being a Good Neighbor means that |
| . |   | activity fulfill those       |   | all refuge staff remember at all |
| 3 |   | components?                  |   | times who they are, what they    |
|   |   |                              |   | work for, and how they can be    |
|   |   |                              |   | relevant to the community they   |
|   |   |                              |   | serve in. They perform           |
|   |   |                              |   | responsibly to find ways to      |
|   |   |                              |   | facilitate quality, compatible   |
|   |   |                              |   | wildlife-dependent recreational  |
|   |   |                              |   | opportunities and seek           |
|   |   |                              |   | partnerships to help fund and    |
|   |   |                              |   | manage them. For instance,       |
|   |   |                              |   | trained volunteers can run a     |
|   |   |                              |   | quality hunt, and Friends can    |
|   |   |                              |   | lead quality bird walks, and     |
|   |   |                              |   | local university professors can  |
|   |   |                              |   | teach outdoor environmental lab  |
|   |   |                              |   | courses to local children on the |
|   |   |                              |   | refuge. There is room for most   |
|   |   |                              |   | professions and interests to     |
|   |   |                              |   | help provide a quality, healthy, |
|   |   |                              |   | safe, and fun wildlife           |
|   |   |                              |   | experience on a refuge.          |
|   |   |                              |   |                                  |
|   |   |                              |   | The bottom line: If you are a    |
|   |   |                              |   | good neighbor, the neighbor will |
|   |   |                              |   | be there for you when you need   |
|   |   |                              |   | them to support you. The key to  |
|   |   |                              |   | success for the refuge system is |
|   |   |                              |   | relevance to people and that in  |
|   |   |                              |   | turn will build public support   |
|   |   |                              |   | for our wildlife conservation    |
|   |   |                              |   | mission.                         |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | What strengths does this     |   | When one performs one's job with |
| . |   | activity bring to            |   | a personal goal of being a good  |
| 4 |   | achievement of the NWRS      |   | neighbor, one works harder to do |
|   |   | mission?                     |   | just that and that effort yields |
|   |   |                              |   | not only a higher personal       |
|   |   |                              |   | investment in the work performed |
|   |   |                              |   | but, very importantly, it has a  |
|   |   |                              |   | direct relationship to the       |
|   |   |                              |   | community's investment in your   |
|   |   |                              |   | refuge's future. Friends         |
|   |   |                              |   | organizations have proven that   |
|   |   |                              |   | involved citizens bring voters   |
|   |   |                              |   | and support for wildlife         |
|   |   |                              |   | conservation. Environmental      |
|   |   |                              |   | education and interpretation     |
|   |   |                              |   | with key, consistent messages    |
|   |   |                              |   | should be designed to reach the  |
|   |   |                              |   | minds of community citizens not  |
|   |   |                              |   | just entertain them. Focus on    |
|   |   |                              |   | our priority use visitors with   |
|   |   |                              |   | quality programs helps us        |
|   |   |                              |   | develop our identity niche, the  |
|   |   |                              |   | identity we need to separate us  |
|   |   |                              |   | from other land management       |
|   |   |                              |   | organizations. Defining a narrow |
|   |   |                              |   | niche and doing it well will     |
|   |   |                              |   | promote the mission of the NWRS. |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | What weaknesses does this    |   | One may argue that if we do this |
| . |   | activity bring to            |   | too well, we will be over run    |
| 5 |   | achievement of the NWRS      |   | with people. This team argues    |
|   |   | mission?                     |   | that if we do this really well,  |
|   |   |                              |   | the quality will keep that from  |
|   |   |                              |   | happening. Visitors themselves   |
|   |   |                              |   | don't consider quality falling   |
|   |   |                              |   | all over other visitors. Quality |
|   |   |                              |   | recreation for the visitors      |
|   |   |                              |   | themselves is not just increase  |
|   |   |                              |   | access and new priority-six      |
|   |   |                              |   | wildlife-dependent recreation at |
|   |   |                              |   | the expense of wildlife. A       |
|   |   |                              |   | quality experience for the       |
|   |   |                              |   | visitor himself precludes too    |
|   |   |                              |   | many visitors. That is why this  |
|   |   |                              |   | sets us apart from the NPS where |
|   |   |                              |   | visitors have huge traffic jams, |
|   |   |                              |   | no parking, and no solitude. Our |
|   |   |                              |   | niche is different.              |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | What opportunities does this |   | Being a Good Neighbor means that |
| . |   | activity bring to            |   | we have an opportunity to push   |
| 6 |   | achievement of the NWRS      |   | for visitor facility             |
|   |   | mission?                     |   | enhancements for our visitors    |
|   |   |                              |   | such as boat ramps, observation  |
|   |   |                              |   | towers, trails, interpretive     |
|   |   |                              |   | materials to provide that        |
|   |   |                              |   | "quality" to their visit. Being  |
|   |   |                              |   | a Good Neighbor means that we    |
|   |   |                              |   | have opportunities to engage the |
|   |   |                              |   | local citizens, old and young,   |
|   |   |                              |   | actually helping us do our work  |
|   |   |                              |   | since staff shortages are        |
|   |   |                              |   | rampant. Being a Good Neighbor   |
|   |   |                              |   | is an opportunity to enhance our |
|   |   |                              |   | visibility to the local          |
|   |   |                              |   | community and collectively as a  |
|   |   |                              |   | National Wildlife Refuge System  |
|   |   |                              |   | dedicated to good wildlife       |
|   |   |                              |   | conservation across the Nation.  |
|   |   |                              |   | Being a Good Neighbor gives us   |
|   |   |                              |   | an opportunity to think about    |
|   |   |                              |   | our work beyond the boundary and |
|   |   |                              |   | beyond what we were taught about |
|   |   |                              |   | wildlife conservation in         |
|   |   |                              |   | schools. It encourages us to     |
|   |   |                              |   | discover ways to work in a       |
|   |   |                              |   | positive manner with others for  |
|   |   |                              |   | the betterment of all people.    |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | What threats occur to        |   | If we do not provide             |
| . |   | achievement of the NWRS      |   | quality-wildlife recreational    |
| 7 |   | mission if this activity is  |   | opportunities, we are not a Good |
|   |   | not carried out correctly?   |   | Neighbor and we have failed our  |
|   |   |                              |   | communities and our mission.     |
|   |   |                              |   | There will be no one to support  |
|   |   |                              |   | us. Active involvement through   |
|   |   |                              |   | an enjoyable "wild" experience   |
|   |   |                              |   | that is safe and healthy means   |
|   |   |                              |   | active support. Flyers and words |
|   |   |                              |   | help, but it is the hands-on     |
|   |   |                              |   | experience that marks peoples'   |
|   |   |                              |   | lives.                           |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | How does this effort fit     |   | See 1.7                          |
| . |   | within the larger nationwide |   |                                  |
| 8 |   | context of conserving our    |   | It takes public support, voters, |
|   |   | Nation's natural heritage of |   | to get congress to fund          |
|   |   | fish, wildlife, and plants   |   | appropriations for conservation  |
|   |   | for future generations?      |   | on federal lands, whether for us |
|   |   |                              |   | here today or future             |
|   |   |                              |   | generations. It is the age old   |
|   |   |                              |   | adage. It takes money to make    |
|   |   |                              |   | anything happen.                 |
+---+---+------------------------------+---+----------------------------------+
| 1 |   | What is the relative         |   | Very important, critical. If we  |
| . |   | priority of the outcome of   |   | don't provide quality            |
| 9 |   | this activity within the     |   | wildlife-dependent recreation    |
|   |   | context of other outcomes to |   | opportunities, we have not met   |
|   |   | be achieved as directed in   |   | the basic mandates of the Act.   |
|   |   | the Refuge System            |   |                                  |
|   |   | Improvement Act?             |   |                                  |
+---+---+------------------------------+---+----------------------------------+

+---+------------------------------+----------------------------------+
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+---+------------------------------+----------------------------------+
| Q | Question                     | Explanation                      |
| u |                              |                                  |
| e |                              |                                  |
| s |                              |                                  |
| . |                              |                                  |
|   |                              |                                  |
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+---+------------------------------+----------------------------------+
| 2 | Provide a one-sentence       | If this activity is successfully |
| . | statement of the outcome or  | carried out, the local           |
| 1 | condition that would occur   | communities have the ability to  |
|   | if this activity is          | have many healthy, fun, and      |
|   | successfully carried out.    | educational experiences in the   |
|   |                              | "wild" and they would carry that |
|   |                              | to the next level of personal    |
|   |                              | involvement and generating       |
|   |                              | public support for the mission   |
|   |                              | of the NWRS.                     |
+---+------------------------------+----------------------------------+
| 2 | What single factor (or if    | The number of volunteers,        |
| . | necessary a combination of   | Friends members, community       |
| 2 | factors) should be measured  | partnerships, education          |
|   | over the next 15 years to    | cost-shared programs, volunteer  |
|   | gauge whether the desired    | coordinators, and improved       |
|   | outcome or condition is      | access to visitor for quality    |
|   | being achieved?              | programs.                        |
+---+------------------------------+----------------------------------+
| 2 | Describe criteria for the    | 1\. Optimal - The opposite of    |
| . | standard 5 categories that   | "critical" below.                |
| 3 | will be used to conduct      |                                  |
|   | condition assessments.       | 2\. Adequate - Visitors receive  |
|   |                              | a quality wildlife-dependent     |
|   |                              | recreational experience as       |
|   |                              | measured on the customer         |
|   |                              | satisfaction survey.             |
|   |                              |                                  |
|   |                              | 3\. Inadequate - Quality         |
|   |                              | wildlife-dependent recreation    |
|   |                              | opportunities are not provided   |
|   |                              | as mandated by the Act whether   |
|   |                              | in numbers, size, or             |
|   |                              | professional design across       |
|   |                              | refuges.                         |
|   |                              |                                  |
|   |                              | 4\. Critical - Quality           |
|   |                              | wildlife-dependent recreation    |
|   |                              | opportunities are not provided   |
|   |                              | to families and focus only on    |
|   |                              | individual users. Unqualified    |
|   |                              | persons are designing and        |
|   |                              | managing hunting and fishing     |
|   |                              | programs when they themselves do |
|   |                              | neither. Unqualified people are  |
|   |                              | teaching with no teaching        |
|   |                              | experience or education and use  |
|   |                              | off-the-shelf ad hoc stuff       |
|   |                              | without consistent and core      |
|   |                              | messages for the NWRS. There is  |
|   |                              | no funding for visitor facility  |
|   |                              | enhancement projects to get      |
|   |                              | neighbors out on the land to     |
|   |                              | enjoy a healthy "wild"           |
|   |                              | experience. There is no          |
|   |                              | interpretive material for our    |
|   |                              | neighbors to use as they enter   |
|   |                              | and use the refuge forcing       |
|   |                              | visitor to rely on a real person |
|   |                              | to talk to them, which is often  |
|   |                              | unlikely. There are no           |
|   |                              | volunteers or friends group on   |
|   |                              | the refuge to serve as a forum   |
|   |                              | for community interests and a    |
|   |                              | facilitator with the community   |
|   |                              | citizens on controversial        |
|   |                              | issues. The refuge staff does    |
|   |                              | not participate in any community |
|   |                              | organizations or events and      |
|   |                              | stays behind the boundary sign   |
|   |                              | as the recluse neighbor. The     |
|   |                              | value of cultural and historic   |
|   |                              | resources is not communicated    |
|   |                              | with neighbors to help instill   |
|   |                              | community pride that they        |
|   |                              | deserve.                         |
|   |                              |                                  |
|   |                              | 5\. Unknown -                    |
+---+------------------------------+----------------------------------+
| 2 | Provide any additional       | Additional questions on the      |
| . | clarification or guidance    | customer satisfaction survey     |
| 4 | that will contribute to more | that better rate "quality" and   |
|   | effective condition          | visitor small facilities.        |
|   | assessments.                 |                                  |
|   |                              | Knowing the number of fishing    |
|   |                              | programs, education programs,    |
|   |                              | photography programs, number of  |
|   |                              | trails would be helpful.         |
|   |                              |                                  |
|   |                              | Knowing if there is an entrance  |
|   |                              | sign on every refuge,            |
|   |                              | interpretive material in the     |
|   |                              | kiosk at the entry gate,         |
|   |                              | information on trails, etc.      |
|   |                              | would show we are good neighbors |
|   |                              | in deed, not just word.          |
+---+------------------------------+----------------------------------+
| 2 | What is the sense for how    | Fair. The spirit may be there,   |
| . | well the Refuge System is    | but the will and money are       |
| 5 | currently achieving this     | missing.                         |
|   | outcome?                     |                                  |
+---+------------------------------+----------------------------------+
| 2 | What is the sense for what   |                                  |
| . | is a realistic but ambitious |                                  |
| 6 | and achievable goal over the |                                  |
|   | next 15 years?               |                                  |
+---+------------------------------+----------------------------------+
| 2 | What is needed to improve    | Money                            |
| . | the likelihood of success    |                                  |
| 7 | (i.e. new legislation,       | Making an active Friends         |
|   | policies, priorities, action | Organization and volunteer       |
|   | items - identify all the     | program a priority               |
|   | limiting factors or          |                                  |
|   | obstacles and suggest how to | Developing environmental         |
|   | resolve them)?               | education programs that are      |
|   |                              | consistent a priority            |
|   |                              |                                  |
|   |                              | Setting policy on consistent     |
|   |                              | interpretive material, kiosks,   |
|   |                              | and signs                        |
+---+------------------------------+----------------------------------+

+---+------------------------------+----------------------------------+
| [ |                              |                                  |
| S |                              |                                  |
| e |                              |                                  |
| c |                              |                                  |
| t |                              |                                  |
| i |                              |                                  |
| o |                              |                                  |
| n |                              |                                  |
| 3 |                              |                                  |
| . |                              |                                  |
| S |                              |                                  |
| y |                              |                                  |
| n |                              |                                  |
| e |                              |                                  |
| r |                              |                                  |
| g |                              |                                  |
| y |                              |                                  |
| T |                              |                                  |
| h |                              |                                  |
| r |                              |                                  |
| o |                              |                                  |
| u |                              |                                  |
| g |                              |                                  |
| h |                              |                                  |
| P |                              |                                  |
| a |                              |                                  |
| r |                              |                                  |
| t |                              |                                  |
| n |                              |                                  |
| e |                              |                                  |
| r |                              |                                  |
| s |                              |                                  |
| h |                              |                                  |
| i |                              |                                  |
| p |                              |                                  |
| s |                              |                                  |
| ] |                              |                                  |
| { |                              |                                  |
| . |                              |                                  |
| m |                              |                                  |
| a |                              |                                  |
| r |                              |                                  |
| k |                              |                                  |
| } |                              |                                  |
+---+------------------------------+----------------------------------+
| Q | Question                     | Explanation                      |
| u |                              |                                  |
| e |                              |                                  |
| s |                              |                                  |
| . |                              |                                  |
|   |                              |                                  |
| N |                              |                                  |
| o |                              |                                  |
| . |                              |                                  |
+---+------------------------------+----------------------------------+
| 3 | What types of partnerships   | Friends, volunteers, research    |
| . | can effectively be employed  | partnerships, concession         |
| 1 | to achieve common goals?     | corporate sponsorships, MOA's    |
|   |                              | CCS staffing partnerships        |
+---+------------------------------+----------------------------------+
| 3 | Who are the likely Refuge    | Civic groups, TV local chapters  |
| . | System partners for this     | VF consv and rec groups,         |
| 2 | specific activity?           | universities affiliated          |
|   |                              | industries, local and nation     |
|   |                              | NGO's media, hunting and fishing |
|   |                              | clubs, local LE tribes, Local    |
|   |                              | Chambers of Commerce, Tourism,   |
|   |                              | Zoo's, Aquariums, and museums,   |
|   |                              | Local and State Government.      |
+---+------------------------------+----------------------------------+
| 3 | How are the needs and        | Budget process, care             |
| . | benefits of the Refuge       | congressional outreach friends   |
| 3 | System for this particular   | groups news media                |
|   | activity going to be         |                                  |
|   | communicated?                | FON, RONS & MMS                  |
+---+------------------------------+----------------------------------+
| 3 | What options are available   | -   Briefing Congressional       |
| . | to build additional support? |                                  |
| 4 |                              | -   Strengthening non-Government |
|   |                              |     partnerships                 |
|   |                              |                                  |
|   |                              | -   Build Stronger               |
|   |                              |     [State]{.underline}          |
|   |                              |     Partnerships                 |
|   |                              |                                  |
|   |                              | -   Public and Friends Groups    |
|   |                              |                                  |
|   |                              | -   Engage                       |
|   |                              |                                  |
|   |                              | -   Build stranger relationship  |
|   |                              |     with intra service programs  |
|   |                              |                                  |
|   |                              | -   Communicate success          |
+---+------------------------------+----------------------------------+

##