19RB1025Q0002_RFQ.pdf

AUTHORIZED FOR LOCAL REPRODUCTION STANDARD FORM 1449 (REV. 02/2012)

PREVIOUS EDITION IS NOT USABLE Computer Generated Prescribed by GSA - FAR (48 CFR) 53.212

SOLICITATION/CONTRACT/ORDER FOR COMMERCIAL ITEMS

OFFEROR TO COMPLETE BLOCKS 12, 17, 23, 24, & 30

1. REQUISITION NUMBER PAGE 1 OF

2. CONTRACT NO. 3. AWARD/EFFECTIVE DATE 4. ORDER NUMBER 5. SOLICITATION NUMBER

19RB1025Q0002

6. SOLICITATION ISSUE DATE

April 9, 2025

7. FOR SOLICITATION

INFORMATION CALL:

a. NAME

Sonja Vukojevic

b. TELEPHONE NUMBER(No collect calls)

+381-11/706-4384

8. OFFER DUE DATE/ LOCAL TIME

17:00 Belgrade local time on May 9, 2025

9. ISSUED BY CODE 10. THIS ACQUISITION IS UNRESTRICTED OR SET ASIDE:____ % FOR:

U.S. Embassy

GSO

Bul. Kneza A. Karadjordjevica 92 11040 Belgrade Serbia

SMALL BUSINESS WOMEN-OWNED SMALL BUSINESS

HUBZONE SMALL

BUSINESS

(WOSB) ELLIGIBLE UNDER THE WOMEN-OWNED

SMALL BUSINESS PROGRAM NAICS:

SERVICE-DISABLED

VETERAN-OWNED

SMALL BUSINESS

EDWOSB

8 (A) SIZE STANDARD:

11. DELIVERY FOR FOB DESTINAT-

TION UNLESS BLOCK IS

MARKED

SEE SCHEDULE

12. DISCOUNT TERMS 13a. THIS CONTRACT IS A

RATED ORDER UNDER

DPAS (15 CFR 700)

13b. RATING

14. METHOD OF SOLICITATION

RFQ IFB RFP

CODE 16. ADMINISTERED BY CODE 15. DELIVER TO

U.S. Embassy GSO/Contracting Officer BLG-Procurement@state.gov

17a. CONTRACTOR/

OFFERER

TELEPHONE NO.

CODE FACILITY

CODE

18a. PAYMENT WILL BE MADE BY

U.S. Embassy

FMO

Bul. Kneza A. Karadjordjevica 92 11040 Belgrade, Serbia

CODE

17b. CHECK IF REMITTANCE IS DIFFERENT AND PUT SUCH ADDRESS IN

OFFER

18b. SUBMIT INVOICES TO ADDRESS SHOWN IN BLOCK 18a UNLESS BLOCK

BELOW IS CHECKED SEE ADDENDUM

19.

ITEM NO.

20.

SCHEDULE OF SUPPLIES/SERVICES

21.

QUANTITY

22.

UNIT

23.

UNIT PRICE

24.

AMOUNT

Serbian language instruction – Base Year Serbian language instruction - Option Year 1

3,000 3,000

Hour Hour

25. ACCOUNTING AND APPROPRIATION DATA 26. TOTAL AWARD AMOUNT (For Govt. Use Only)

27a.SOLICITATION INCORPORATES BY REFERENCE FAR 52.212-1, 52.212-4. FAR 52.212-3 AND 52.212-5 ARE ATTACHED. ADDENDA ARE ARE NOT ATTACHED

27b.CONTRACT/PURCHASE ORDER INCORPORATES BY REFERENCE FAR 52.212-4. FAR 52.212-5 IS ATTACHED. ADDENDA ARE ARE NOT ATTACHED

28. CONTRACTOR IS REQUIRED TO SIGN THIS DOCUMENT AND RETURN ____

COPIES TO ISSUING OFFICE. CONTRACTOR AGREES TO FURNISH AND DELIVER ALL

ITEMS SET FORTH OR OTHERWISE IDENTIFIED ABOVE AND ON ANY ADDITIONAL

SHEETS SUBJECT TO THE TERMS AND CONDITIONS SPECIFIED HEREIN.

29. AWARD OF CONTRACT: REF. _________________ OFFER DATED

____________. YOUR OFFER ON SOLICITATION (BLOCK 5), INCLUDING ANY

ADDITIONS OR CHANGES WHICH ARE SET FORTH HEREIN, IS ACCEPTED AS

TO ITEMS:

30a. SIGNATURE OF OFFEROR/CONTRACTOR 31a. UNITED STATES OF AMERICA (SIGNATURE OF CONTRACTING OFFICER)

30b. NAME AND TITLE OF SIGNER (Type or print) 30c. DATE SIGNED 31b. NAME OF CONTRACTING OFFICER (Type or print) 31c. DATE SIGNED

U.S. Embassy Belgrade 19RB1025Q0002

19.

ITEM NO.

20.

SCHEDULE OF SUPPLIES/SERVICES

21.

QUANTITY

22.

UNIT

23.

UNIT PRICE

24.

AMOUNT

32a. QUANTITY IN COLUMN 21 HAS BEEN

RECEIVED INSPECTED ACCEPTED, AND CONFORMS TO THE CONTRACT, EXCEPT AS NOTED: _______________________________

32b. SIGNATURE OF AUTHORIZED GOVERNMENT

REPRESENTATIVE

32c. DATE 32d. PRINTED NAME AND TITLE OF AUTHORIZED GOVERNMENT

REPRESENTATIVE

32e. MAILING ADDRESS OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32f. TELEPHONE NUMBER OF AUTHORIZED GOVERNMENT REPRESENTATIVE

32g. E-MAIL OF AUTHORIZED GOVERNMENT REPRESENTATIVE

33. SHIP NUMBER 34. VOUCHER NUMBER 35. AMOUNT VERIFIED

CORRECT FOR

36. PAYMENT 37. CHECK NUMBER

PARTIAL FINAL

COMPLETE PARTIAL

FINAL

38. S/R ACCOUNT NO.

39. S/R VOUCHER NO. 40. PAID BY

41.a. I CERTIFY THIS ACCOUNT IS CORRECT AND PROPER FOR PAYMENT 42a. RECEIVED BY (Print)

41b. SIGNATURE AND TITLE OF CERTIFYING OFFICER 41C. DATE

42b. RECEIVED AT (Location)

42c. DATE REC’D (YY/MM/DD) 42d. TOTAL CONTAINERS

STANDARD FORM 1449 (REV. 2/2012) BACK

TABLE OF CONTENTS

SECTION 1 - THE SCHEDULE

SF 1449 cover sheet Continuation To SF-1449, RFQ Number 19RB1025Q0002, Prices, Block 23 & Block 20 Attachment 1 - Government Furnished Property Attachment 2 - Proficiency, Communication, and Academic Principles Attachment 3 - Foreign Language Training Performance Requirements Summary

SECTION 2 - CONTRACT CLAUSES

Contract Clauses Addendum to Contract Clauses - FAR and DOSAR Clauses not Prescribed in Part 12

SECTION 3 - SOLICITATION PROVISIONS

Solicitation Provisions Addendum to Solicitation Provisions - FAR and DOSAR Provisions not Prescribed in

Part 12

SECTION 4 - EVALUATION FACTORS

Evaluation Factors Addendum to Evaluation Factors - FAR and DOSAR Provisions not Prescribed in Part 12

SECTION 5 - REPRESENTATION AND CERTIFICATIONS

Representation and Certifications Addendum to Offeror Representations and Certifications - FAR and DOSAR Provisions not Prescribed in Part 12

SECTION 1 - THE SCHEDULE

CONTINUATION TO SF-1449 COVER PAGE,

RFQ NUMBER 19RB1025Q0002, PRICES, BLOCK 23 & BLOCK 20

1. PRICE AND PAYMENT

This is an indefinite quantity, indefinite delivery type contract. The Contractor shall provide individual and/or group Serbian language classes. Classes shall be 60 minutes in length and shall be scheduled between Monday and Friday between 09:00 and 17:00 at the U.S. Embassy, Bul.

kneza A. Karadjordjevica 92 or online, depending on the student's preference.

1.1 VALUE ADDED TAX

VALUE ADDED TAX. Value Added Tax (VAT) is not applicable to this contract and shall not be included in the CLIN rates or Invoices because the U.S. Embassy has a tax exemption certificate from the host government.

1.2 PRICING

1.2.1. Base Year

CLIN Service Price per class Unit

Estimated number of classes Currency Total

1 Serbian language classes Hour 3,000

2 Defense Base Act (DBA) insurance*

BASE YEAR TOTAL

* DBA insurance is a reimbursable expense, only the actual cost of the policy plus bank fees will be reimbursed up to the contracted amount

1.2.2. 1st Option Year

CLIN

Service

Price per class

Unit Estimated number of classes Currency Total

Serbian language classes Hour 3,000

Defense Base Act (DBA) insurance*

1st OPTION YEAR TOTAL

* DBA insurance is a reimbursable expense, only the actual cost of the policy plus bank fees will be reimbursed up to the contracted amount

1.2.3. Contract Grand Total

1 Base Year Total

2 1st Option Year Total

3 CONTRACT GRAND TOTAL

1.3 PAYMENT

Payments will be made upon receipt of monthly cumulative invoice as verified and approved by the COR and after completion of the Government administrative procedure.

a) Payments under this contract will be due on the 30th calendar day after either:

(1) The date of receipt of a proper invoice in the designated payment office, or (2) The date the services are accepted by the Government, whichever is later.

b) Payment is made as of the date the Government issues the check or effects the wire transfer.

c) The designated Government payment office for this contract is shown in Block 18a of Standard Form 1449, "SOLICITATION/CONTRACT/ORDER FOR COMMERCIAL

ITEMS,"

d) Payment shall be made in local currency.

Advance payment is not allowed.

1.3.1 Invoices

(a) A proper invoice must include the following information and be certified (signed by an appropriate company officer):

1) Contractor's name and mailing address (for payments by checks) or Contractor's name and bank account information (for payments by wire transfers).

2) Invoice date.

3) Contract number.

4) Description of the charges (itemized list of the services).

5) Quantities of items delivered (if applicable).

6) Unit prices, if any, and total invoice price.

7) Payment terms and such other documentation or information required by this contract.

8) Name, signature, title, and telephone number of the Contractor's officer who certified the invoice.

(b) If an invoice does not contain the above information, the Government reserves the right to reject the invoice as improper and return it to the Contractor within 7 calendar days. The Contractor must then submit a proper invoice.

(c) The Contractor shall submit invoices for payment in the proper amount to the following address: belgradeinvoicesfmc@state.gov

1.4 DEFINITIONS:

"COR" means Contracting Officer's Representative; see FAR 52.212-4 Contract Terms and Conditions – Commercial Items, in Section 2.

"Government" means the United States Government unless otherwise stated.

“Class” means a net contact number of minutes of teaching. For the purposes of this contract, a class is equal to 60 minutes.

“Group” means up to 5 persons participating together in a class.

1.5 GROUP SIZE

No more than 5 students will be part of any class, unless mutually agreed upon by the Contractor and the Government.

1.6 CONTRACT PERIOD

The contract will be for a one-year period from the date of the contract award, with one, one-year option to renew.

1.7 MINIMUM AND MAXIMUM AMOUNTS

For each year of the contract, the U.S. Government guarantees a minimum order of 300 classes.

The maximum number of classes ordered under each year of the contract shall not exceed 3,500.

2. PERFORMANCE WORK STATEMENT

The Contractor shall provide Serbian language instruction to adult students at a broad range of proficiency levels, from beginner to advanced. At the beginner level, instruction shall focus on learning the Serbian alphabets, basic grammar and vocabulary, and basic expressions. At the intermediate and advanced levels, instruction shall develop speaking and listening skills in a professional context, to permit comprehension of relevant media and face-to-face conversation.

Content areas include political and economic fields, culture, general interest and other topics typically found in mass-media publications for the foreign language speaking public. Instruction shall also include job relevant language terminology and usage of the designated field of interest.

No more than 5 students will be part of any class for lessons provided at this location.

Instruction shall be based on proficiency, communication, and academic principles as used in foreign language learning institutions identified below.

-Department of State, Foreign Service Institute;

-Department of Defense, Defense Language Institute.

The Office of Personnel Management shall define the language proficiency levels identified as desired outcomes. All students shall be measured on their language proficiency levels in accordance with the Foreign Service Instituted Language Proficiency Test.

3. PERIOD OF PERFORMANCE

Classes shall be given Monday through Friday at the U.S. Embassy, Bul. kneza A.

Karadjordjevica 92, Belgrade, between 09:00 and 17:00, or online, depending on the student's preference. The period of performance of the contract shall commence on the date indicated in Block 3 of the Form SF-1449 and continue for a period of 12 months with one one-year option to renew.

4. GOVERNMENT FURNISHED PROPERTY

The Government shall provide property as stated in Attachment 1 - Government Furnished Property.

5. CONTRACTOR FURNISHED PROPERTY

5.1 The Contractor shall provide all instructional materials including texts, class exercises, handouts, tests, and audio-visual media.

The contractor shall be equipped and capable of holding on-line classes for students who are more comfortable with that method of teaching. This means having cameras, microphones, and other necessary equipment.

Classes held on-line shall be conducted on one of the platforms listed below. The Contractor shall ensure that teaches have access to at least two of the three listed platforms in the following order of preference:

1. Microsoft Teams;

2. Google Meet;

3. Zoom.

The Contractor shall be the host of the online classes.

5.2 The Contractor shall provide qualified instructor(s), who are well versed in all topics to be covered, capable of answering in-depth questions on each topic, will provide the required training in a classroom setting, based on the schedule of training modules or lessons and the objectives and goals for that training.

5.3 The Contractor shall provide instructor supervisor(s) who will supervise the performance of work under the contract, and who will perform quality assurance in meeting the objectives and goals for that training. Performance of individual contractors will be measured by standardized written/oral testing, administered periodically to track student development, and training outcomes.

5.4 The Contractor shall provide other required classroom materials such as newspapers, magazines, or photocopied materials in Serbian for use by students in exercises or testing.

6. SPECIFIC TASKS

The Contractor shall provide instructional Foreign Language Training services at the firm fixed prices shown in this contract. The objective of each training module or lesson is to prepare all students as efficiently and effectively as possible to accomplish the goals of the training.

6.1 GOALS OF FOREIGN LANGUAGE TRAINING

The goal of training is to provide the student with the skills and knowledge necessary to rapidly reach the desired level of performance as identified in the training modules or lessons identified below:

6.1.1 ORAL RECOGNITION AND RESPONSE MODULE, LESSON 1, SOCIAL

CONVERSATION, BEHAVIOR 2

When engaged in social conversation, the student will be able to communicate with the Serbian speaking public, carrying on an appropriately worded and pronounced dialogue in the correct dialect and grammar. At least 85% of the students tested in each class shall be able to answer correctly at least 90% of the selected vocabulary questions when used in conversational exchange.

6.1.2 READING MODULE, LESSON 2, TRANSLATION, SUMMARIZATION, AND

RESPONSE SELECTION, BEHAVIOR 2

The students will be taught reading skills that support general language proficiency, daily life and work requirements.

6.2 STUDENT TESTING

The Contractor shall administer tests on knowledge and proficiency as a required element of evaluating the student's progress in the training module or lesson. The Contractor shall provide these tests periodically to:

determine the student's progress in training;

identify areas of weakness where supplemental training may be needed; and, quantify the student's then-current level of knowledge and proficiency.

Initial testing will be used to establish a baseline for measurement of knowledge and proficiency obtained, and may be used in a predictive manner to facilitate personal training planning.

The Contractor shall use tests, including Computerized Adaptive Testing, which are approved by the Foreign Service Institute, or the Defense Language Institute, or by recognized and accepted by national professional associations and organizations identified below.

-Modern Language Association of America -American Council on the Teaching of Foreign Languages -Foreign Service Institute -Foreign Language Center within Defense Language Institute -Federal Interagency Language Round table -or other nationally recognized foreign language bodies.

6.3 STUDENT PROGRESS DOCUMENTATION AND TRAINING

RECOMMENDATIONS

The Contractor's instructor(s) shall be responsible for documenting each student's progress in training, and for preparing a training recommendation for each student. The student's progress will be reported to the student biweekly. The instructor will document the student's progress as measured performance under each lesson module. The Contractor shall prepare training recommendations that state specific plans for remedial, or supplementary use of supportive training materials, or use of tutoring and personalized training techniques.

6.4 STUDENT COUNSELING

The Contractor's instructor(s) shall be responsible for counseling each student in the student’s performance, and for preparing and discussing with the student any corrective actions which may assist the student in the improvement of their performance. The student's progress will be discussed with the student on a bi-weekly basis, and the instructor shall document the training recommendations made to direct the student's progress. The Contractor shall provide weekly counseling to all students considered in danger of failing the proficiency tests. The counseling sessions should result in specific tasking for remedial, or supplementary use of supportive training materials, or use of tutoring and personalized training techniques, as needed to improve student performance.

7. QUALITY ASSURANCE AND SURVEILLANCE PLAN (QASP)

7.1 This plan is designed to provide an effective surveillance method to promote effective contractor performance. The QASP provides a method for the Contracting Officer's Representative (COR) to monitor contractor performance, advise the contractor of unsatisfactory performance, and notify the Contracting Officer of continued unsatisfactory performance. The contractor, not the Government, is responsible for management and quality control to meet the terms of the contract. The role of the Government is to conduct quality assurance to ensure that contract standards are achieved.

Performance Objective Work Requirements Para Performance Treshold

Individual and/or group Serbian language classes

All paragraphs in Section 1

All required services are performed and no more than one (1) customer complaint is received per month.

7.1.1 SURVEILLANCE. The COR will receive and document all complaints from Government personnel regarding the services provided. If appropriate, the COR will send the complaints to the Contractor for corrective action.

7.1.2 STANDARD. The performance standard is that the Government receives no more than one

(1) customer complaint per month. The COR shall notify the Contracting Officer of the complaints so that the Contracting Officer may take appropriate action to enforce the inspection clause (FAR 52.212-4, Contract Terms and Conditions-Commercial Items), if any of the services exceed the standard.

7.1.3 PROCEDURES.

(a) If any Government personnel observe unacceptable services, either incomplete work or required services not being performed they should immediately contact the COR.

(b) The COR will complete appropriate documentation to record the complaint.

(c) If the COR determines the complaint is invalid, the COR will advise the complainant.

The COR will retain the annotated copy of the written complaint for his/her files.

(d) If the COR determines the complaint is valid, the COR will inform the Contractor and give the Contractor additional time to correct the defect, if additional time is available. The COR shall determine how much time is reasonable.

(e) The COR shall, as a minimum, orally notify the Contractor of any valid complaints.

(f) If the Contractor disagrees with the complaint after investigation of the site and challenges the validity of the complaint, the Contractor will notify the COR. The COR will review the matter to determine the validity of the complaint.

(g) The COR will consider complaints as resolved unless notified otherwise by the complainant.

(h) Repeat customer complaints are not permitted for any services. If a repeat customer complaint is received for the same deficiency during the service period, the COR will contact the Contracting Officer for appropriate action under the Inspection clause.

Attachment 1

Government Furnished Property

The Government shall provide the classrooms and the following equipment and supplies:

Classroom space Desks and chairs Whiteboards Audio-visual equipment Textbooks and dictionaries Expendable/consumable classroom supplies (i.e. paper, pencils, pens, chalk, markers and binders).

Attachment 2

DEPARTMENT OF STATE PROFICIENCY, COMMUNICATION, AND ACADEMIC

PRINCIPLES

SPEAKING PROFICIENCY

Level 0 - Unable to speak the language in almost any context. Has essentially no functional communicative ability. Oral production is limited to occasional isolated words.

Level 0+ Able to produce some memorized, isolated words and phrases with random accuracy and little regard to context. Able to list some simple words and produce minimal exchanges, such as asking formulaic questions and making memorized statements. Most utterances are telegraphic. Has almost no ability to employ organizational or rhetorical devices. Vocabulary is extremely limited and random. Some use of structures may be evident in memorized phrases but has no control of structures otherwise. Pronunciation, stress, intonation, and tone (in tonal languages) are usually quite faulty. Range of topics is extremely limited. Lacks linguistic resources to stay on topic. Utterances are minimal and often insufficient. Has almost no ability to demonstrate cultural appropriateness or to articulate mood, feeling, or emotion. May be able to produce rehearsed expressions of courtesy, greetings, introductions, or isolated instances of politeness. Has almost no ability to manage turn-taking. May exhibit some fluency in prepared material, but long pauses between words and phrases are frequent.

Level 1 Able to maintain simple exchanges on topics related to self, despite pervasive errors and limited contextual appropriateness. Can conduct daily activities or state in a simple manner action to be taken. Able to formulate some brief questions. Can elicit and provide minimal biographical information. Speaks in disconnected or loosely connected phrases and short sentences with unrehearsed material. With rehearsed material, may be able to produce more coherent discourse. Has little to no ability to employ organizational devices. Vocabulary is frequently inaccurate and generally restricted to the highest frequency items. Little ability to make cultural references. Displays some use of basic structural relations, although errors mark almost every statement; accuracy is limited. Pronunciation, stress, intonation, and tone (in tonal languages) are generally poor and often interfere with communication. Topics are usually limited to self, family, or immediate environment, including basic needs and activities, such as meals, time, simple transactions or directions, or personal information. Often lacks linguistic resources to stay on topic. Conveys basic ideas with little to no details. Demonstrates an extremely limited command of cultural norms and expectations and an extremely limited ability to express register other than in basic courtesy requirements. Little ability to manage turn-taking. Operates mostly in a reactive mode. Cannot easily articulate mood, feeling, or emotion. Often speaks with great difficulty and false starts.

Level 1+ Able to initiate and maintain simple conversations in areas beyond most basic needs, though inaccurately and not always appropriately. May exhibit some frequently used organizational devices. Usually, cannot sustain cohesiveness in longer utterances. Shows good control of most high frequency vocabulary, but vocabulary is typically inaccurate elsewhere.

May make some cultural references. Accuracy in basic grammatical relations is inconsistent. Use of person, place, and time references is often incorrect. Can speak about personal life, such as family and activities, and a limited ability to discuss work or major current events. Sometimes able to speak on topic in routine content, but with limited ability to give details. Shows little ability to apply social norms and etiquette, though may have little command of cultural norms and expectations. Demonstrates some turn-taking management; however, transitions between turns are often abrupt or unnatural. May convey some isolated instances of mood, feeling, or emotion. Pauses may be infrequent on some topics, but speech is typically labored elsewhere.

Level 2 Able to communicate intended meaning in straightforward, everyday conversations and routine, work-related interactions. Can typically report facts, make simple recommendations, and provide straightforward descriptions, directions, instructions, and narrations across timeframes.

Additionally, can participate in everyday interactions and can handle complications in otherwise routine transactions. Speech consists of connected statements that are minimally cohesive yet demonstrates sequencing and linking of phrases. Has some ability to employ frequently used rhetorical devices, such as repetition and exaggeration. Can readily produce high frequency vocabulary that is appropriate for routine interactions, but vocabulary may be unusual, imprecise, or lead to paraphrasing elsewhere. Can sometimes make references to historical or cultural events, such as movies, famous people, books, or major holidays. Generally, has command of simple structures and basic grammatical relations. Errors in complex structures are frequent and may be patterned or cause misunderstanding. Pronunciation occasionally interferes with communication. Can sustain, with some repair, most normal, frequently occurring social conversations, including casual conversations about personal life, such as family, activities, or work, or major current events. Often able to speak on topic in routine content. Can provide some supporting details, but does not always make the message clear or cover the topic thoroughly.

Generally, language is culturally awkward. May demonstrate some command of common cultural and social norms, albeit inconsistently. Does not control register shifts. Is often able to manage turn-taking and use some collaborative features in interactions such as topic initiation or development of topics initiated by interlocutor; however, transitions between turns may sometimes be abrupt or unnatural. May be able to verbally convey some mood, feeling, emotion, or position, though not always appropriate to the context. Speaks easily, but at times speech production may be labored.

Level 2+ Able to communicate fully in many informal and everyday contexts; in some formal and professional contexts, speaks with language that is often, but not always, acceptable and effective. Often communicates a coherent message; however, the message conveyed is not consistently clear or there may be occasional instances of miscommunication. May employ some common rhetorical devices. Uses high frequency and some mid frequency vocabulary but cannot always make appropriate lexical choices. May use some widely used idiomatic expressions and cultural references, though not always accurately. Controls most basic structures. Control of complex structures is limited. Speech may contain awkward or inaccurate phrasing of ideas and mistaken time, space, or person references. Shows considerable ability to communicate effectively on topics relating to interests and special fields of competence. Information conveyed is typically on topic. Generally, provides supporting details, but not consistently. Often shows a high degree of fluency and ease of speech. Is often able to adhere to social norms and etiquette, but not consistently. May be able to fulfill common cultural norms and expectations in routine and some professional interactions. Is almost always able to manage turn-taking and use some collaborative features in interactions such as topic initiation or development of topics initiated by interlocutor. Demonstrates high ability to start turns. Can verbally convey some mood, feeling, emotion, or position, though not consistently.

Level 3 Able to speak with sufficient accuracy to participate effectively in formal and informal contexts on general social and professional topics and tasks. Can perform a range of tasks, such as discuss and compare societal issues and their implications, state and defend a position or policy, support opinions, hypothesize, elicit information and informed opinion, resolve unexpected situations, or present on a topic. Able to produce cohesive discourse with clear relationships of ideas. May employ some common rhetorical devices, such as simile and metaphor. Uses mid frequency vocabulary that is sufficiently broad to clearly discuss a range of professional matters and abstract or societal issues. May make cultural references or use widely known proverbs and idiomatic expressions. Uses a variety of structures, including basic and some complex structures. In general, basic structures are controlled, though there are occasional structural errors that minimally interfere with communication. Pronunciation, stress, intonation, and tone (in tonal languages) rarely impede communication. Can discuss own interests and fields of competence. Otherwise, linguistic limitations in depth and precision generally restrict language use to matters of general interest. Information conveyed is on topic and supports ideas in a clear manner without much unnecessary information. Able to fulfill common cultural norms and expectations in routine and professional interactions. Speech may be culturally awkward at times. Can usually control formal and informal registers in various settings and has command of most social conventions of conversations. Able to manage turn-taking smoothly and naturally.

Can frequently use turn-taking devices such as rapid speaker changes and invitations to participate in turn closings. Assumes joint responsibility in maintaining the interaction. Can convey some mood, feeling, emotion, or position appropriate to the context. Speaks readily, at a rate of speech that does not impede comprehension.

Level 3+ Able to speak with accuracy using some culturally appropriate language tailored to some audiences on a range of topics. Employs some complex discourse strategies to organize thoughts and present a clear, coherent message. Can use some rhetorical devices for targeted effect or emphasis. Lexicon is broad and includes a range of nuanced words and phrases, with some inaccuracies. Uses some appropriate idiomatic expressions and cultural references. Uses some complex structures although not all are accurate or controlled. Weakness or unevenness in language use may result in loss of precision. Can speak on many professional topics, and to some degree on concepts relating to social, cultural, and theoretical topics. Supports ideas thoroughly without unnecessary information. Able to fulfill some cultural norms and expectations in a variety of interactions, although there may be instances of awkwardness. Controls formal and informal registers and can sometimes use register to tailor the message or make it more effective.

Is sometimes able to engage with interlocutor's contributions and develop a joint discourse.

Mood, feeling, emotion, or stance sometimes enhances the message conveyed. Often speaks effortlessly and smoothly.

Level 4 Able to speak with considerable precision using culturally appropriate language tailored to a variety of audiences on a wide range of topics. Can advise, persuade, negotiate, or counsel effectively. Can participate in or give a formal speech at a conference, lecture, or debate. Can advocate a position at length and represent a point of view other than one’s own, both in prepared and unprepared remarks. Employs discourse strategies to organize thoughts and present them in a convincing manner, such as appropriate rhetorical speech devices or intentional shifts of topic and tone. Can use many rhetorical devices for targeted effect or emphasis. Vocabulary is consistently extensive and includes low frequency items. Uses cultural references appropriately to further an argument or add emphasis. Controls many complex structures, including complex embedding. Errors are sporadic and may be part of acceptable language use in certain contexts.

Pronunciation, stress, intonation, and tone (in tonal languages) do not hinder communication.

Can speak on many social, cultural, and theoretical topics, including those which do not bear directly on a professional specialty. May incorporate another relevant topic or make additional informative points to present a broader view. Presents information to support ideas clearly and extensively. Able to fulfill many cultural norms and expectations in a variety of interactions, although there may be instances of awkwardness. Demonstrates an ability to shift register or tailor speech to meet many situational norms and expectations, though may not sustain shifts under all circumstances. Adheres to most social conventions of conversations and presentations.

Able to engage with interlocutor's contributions and develop a joint discourse. Is generally able to verbally convey mood, feeling, emotion, or stance to add effect, such as emphasis, certainty, uncertainty, or authority. Speaks effortlessly and smoothly.

Level 4+ Able to speak with precision, using diverse linguistic resources to produce articulate, tailored, and nuanced language in most contexts with only rare mistakes. Uses discourse strategies flexibly to enhance the effectiveness of the message conveyed. Employs a wide range of rhetorical devices. Incorporates nuanced phrasing and low frequency vocabulary that are rarely imprecise, but sometimes with weaknesses, for example in idioms, colloquialisms, or cultural references. Has a wide range and control of complex structures, including complex embedding. Makes few mistakes. Can address most topics to some extent. Can elaborate on the implications of most societal issues. Able to fulfill most cultural norms and expectations in a variety of interactions, although there may be rare instances of awkwardness. Shifts register and tailors speech to provide convincing arguments on most occasions. No further expectations for turn taking. Mood, feeling, emotion, or stance usually enhances the message conveyed. Uses the language with flexibility.

Level 5 Able to speak with clarity of expression and precision, using diverse linguistic resources to produce articulate, nuanced, and engaging language in almost any context. Can set the tone of interpersonal official, semi-official and non-professional verbal exchanges for varied audiences, purposes, tasks, and settings. Can effectively weave together different concepts to create novel ideas and perspectives. Demonstrates a mastery of the language. Employs a wide range of rhetorical devices exceptionally well to achieve a desired goal or effect. Able to speak in an articulate and precise manner, although the rare error may occur. Demonstrates a precise and extensive control of nuanced, low frequency vocabulary, as well as idioms, colloquialisms, and cultural references. Controls almost all structures of the language at all levels. Can elaborate extensively on the implications of many topics and address almost any topic to some extent.

Information presented is relevant and often incorporates other topics to present a broader view or new perspective. Presents information to support ideas clearly, thoroughly, and concisely. Able to fulfill cultural norms and expectations in a wide variety of interactions. Can tailor speech skillfully to an audience, shifting between registers for effect and impact. Able to articulate mood, feeling, emotion, or stance effectively to set a mood, persuade the listener, or produce an emotional response. Can use intonation, tone, stress patterns, humor, and other features to add emphasis, certainty, uncertainty, authority, or other stances. Uses the language with complete flexibility.

READING PROFICIENCY

Level 0 Unable to understand the written language in almost any context. Has essentially no ability to understand written material beyond occasional isolated letters, characters, or words.

Level 0+ Able to understand some memorized, isolated words and phrases with random accuracy and little regard to context. Can recognize some discrete words, memorized phrases, and some formulaic expressions. Understands some short, memorized phrases or expressions, such as numbers, names of people and places, and common signage, such as street, office, and store signs. Understanding of vocabulary is extremely limited and random. Understanding of structures is limited to memorized material. Can recognize some elements of some standard printed or electronic writing systems. Generally unable to identify the topic. Has almost no ability to understand cultural appropriateness. May be able to recognize common greetings and introductions. Cannot distinguish between formal and informal forms outside of memorized constructions. Has almost no ability to understand mood, feeling, or emotion in written texts.

Level 1 Able to understand simple written language dealing with basic information, often with great difficulty and in limited contexts. Understands general subject matter in simple written material. Can understand straightforward instructions and simple statements and questions, and explicitly stated simple messages when supported by redundancy or context. Understands connected phrases and sentences in simple texts such as notes, forms, business advertisements, and simple text messages. Has little to no ability to understand organizational devices.

Understands some high frequency vocabulary. May show no understanding of major historical or cultural references. Understands some basic structures. Can read written materials using some standard printed or electronic writing systems. Understanding is limited to self, family, or immediate environment, including, but not limited to, meals, time, directions, simple transactions, or personal information. Can identify general subject matter in some simple texts.

Generally understands short exchanges and statements. Demonstrates an extremely limited understanding of cultural norms and expectations and is unable to distinguish formality other than in simple phrases and expressions. Cannot easily understand mood, feeling, or emotion conveyed in linguistic features of written texts.

Level 1+ Able to understand simple written material beyond most basic needs, though inaccurately and not always appropriately. Has limited understanding of organizational devices.

Understands most high frequency vocabulary. May understand some major historical or cultural references. Has inconsistent understanding of basic structures.Understands some written language about personal life, such as family, activities, and work. Understands some main points and some details, and short exchanges and texts. Demonstrates little understanding of cultural norms and expectations in routine writing. Has limited understanding of basic social norms and etiquette. Can recognize some formal and informal forms of writing. May recognize some instances of mood, feeling, or emotion in writing.

Level 2 Able to adequately understand straightforward written material on everyday topics, including routine work-related matters. Can understand the main ideas and some details in material written for general audiences, such as straightforward descriptions, instructions, and narrations across timeframes. In general, lacks command of the language to draw inferences. Can understand written material in everyday interactions. Can understand factual texts, including online or printed materials such as news items about frequently occurring events; routine business correspondence, email, and text messages; and clearly written descriptions and comments. Has some understanding of frequently used rhetorical devices, such as repetition and exaggeration. Readily understands high frequency vocabulary and can sometimes understand references to major historical or cultural events. Generally, understands information presented in almost all basic structures. Can read written materials using standard printed or electronic writing systems. Understands written language about personal life, such as family, activities, and work, or major current events. Understands most main points and some details. Understands short texts and exchanges but cannot sustain comprehension of long texts. May demonstrate some understanding of common cultural norms, albeit inconsistently. Can recognize formal and informal forms of writing. Understands basic social norms and etiquette, though inconsistently.

May be able to recognize some mood, feeling, emotion, or position in writing.

Level 2+ Able to understand written language in many informal and everyday contexts;

however, understanding is not always complete in some formal and professional contexts. May understand some instances of common rhetorical devices such as simile and metaphor. Readily understands high frequency vocabulary and shows some inconsistency in mid frequency vocabulary. May understand some widely used idiomatic language and cultural references, though not fully. Understands frequently used structures consistently and some complex structures with difficulty. Understands written language about personal life, major current events, and some matters of general interest. Understands main points and some key details.

Understands extended texts, but not consistently. May understand cultural norms and expectations in routine and some professional texts. Sometimes understands formal and informal registers. Has some understanding of the social conventions of writing. Shows some understanding of mood, feeling, emotion, or position in writing, but inconsistently.

Level 3 Able to understand formal and informal written language with accuracy on general social and professional topics and tasks. Can understand argumentation expressed through supported opinion, conjecture, and hypothesis. Can draw inferences from text. Can get the gist of more sophisticated texts but may be unable to detect or understand subtlety or nuance. Can read material that includes a variety of language patterns, developed ideas, and overarching messages, such as conventional commentaries, editorials, and some technical material. Understands some common rhetorical devices such as simile and metaphor. Readily understands a broad range of vocabulary, including mid frequency terms and technical vocabulary in professional specialty.

Understands widely used idiomatic expressions and cultural references. Understands a variety of structures accurately, but occasional misunderstandings occur in complex structures. Can read written materials using various printed or electronic writing systems. Can understand written language about one's own fields of competence and matters of general interest. Understands main points and many key details, including some implicit meanings. Understands extended writing consistently. Understands common cultural norms and expectations in professional texts, though has difficulty with texts that are dependent on cultural knowledge. Usually understands formal and informal forms of writing. Generally, understands mood, feeling, emotion, or position. Can detect some emotional overtones, such as the use of irony, sarcasm, or humor.

Level 3+ Able to understand a number of prose styles with accuracy, including some culturally appropriate writing tailored to some audiences on a range of topics. Can understand some rhetorical devices for targeted effect or emphasis. Lexicon is broad. Understands, with occasional inaccuracies, some low frequency words and phrases. Understands some cultural references across different contexts. Understands some texts that include some complex structures, though misunderstandings occur. Can understand many professional topics, and to some degree concepts relating to social, cultural, and theoretical topics. Understands the relationships between ideas, including some implicit meanings. Understands some cultural norms and expectations in a variety of texts. May understand language that is tailored to an audience.

Sometimes understands the subtleties and nuances of mood, feeling, emotion, or stance.

Level 4 Able to understand with considerable precision writing using culturally appropriate language tailored to a variety of audiences on a wide range of topics. Understands language tailored to different audiences. Understands implications of texts as they are positioned in the broader cultural, political, or social contexts of the intended audience. Can readily follow turns of thought. Comprehends many forms and styles of written language. Texts may include literature, editorials, satire, or commentaries. Can understand many rhetorical devices used for effect or emphasis. Has an extensive understanding of vocabulary, including many low frequency words and phrases and many cultural references. Understands many complex structures, including complex embedding. Sporadically misunderstands. Can read written materials using many printed or electronic writing systems. Can understand many social, cultural, and theoretical topics, including those which do not bear directly on a professional specialty. Understands the relationships between ideas to arrive at a broader view or new perspective, including many implicit meanings. Understands many cultural norms and expectations in texts that are dependent on cultural knowledge. Usually understands the effect of tailored writing or register shifts. Usually understands the subtleties and nuances of mood, feeling, emotion, or stance, including emotional overtones, such as the use of irony, sarcasm, or humor.

Level 4+ Able to understand precise written language that uses diverse linguistic resources to present articulate, tailored, and nuanced language in most contexts, with only rare mistakes.

Understands most rhetorical devices. Understands most nuanced, low frequency vocabulary, idioms, colloquialisms, and cultural references across different contexts. Understands most complex structures accurately, though a few misunderstandings may occur. Can understand most topics and their implications to some extent. Understands most cultural norms and expectations in a variety of contexts. Understands a variety of registers tailored to different audiences, shifts between them, and some implications. Usually understands how mood, feeling, emotion, or stance are used for effect, such as to evoke an emotional response, or add emphasis, certainty, uncertainty, or authority.

Level 5 Able to understand clear and precise writing that uses diverse linguistic resources to produce articulate, nuanced, and engaging language in almost any context. Can understand almost any official, semi-official, and non-professional text tailored to a specific audience, purpose, task, or setting. Understands atypical texts with diverse concepts or perspectives woven together. Demonstrates a mastery of the language. Understands almost all genres of written language and rhetorical devices. Understands almost all nuanced and low frequency vocabulary, as well as idioms, colloquialisms, and cultural references. Understands almost all structures of the language at all levels. Can understand in detail the implications of almost any topic.

Understands almost all cultural norms and expectations in texts. Understands tailored writing, register shifts, and their implications. Understands how mood, feeling, emotion, or stance are used for effect, such as to evoke an emotional response, or add emphasis, certainty, uncertainty, or authority.

ATTACHMENT 3

FOREIGN LANGUAGE TRAINING PERFORMANCE REQUIREMENTS SUMMARY

PERFORMANCE REQUIREMENT

PERFORMANCE STANDARD

PERFORMANCE MEASUREMENT

Listening Proficiency:

Oral Recognition and Response Module, Lesson 1

At least 85% of the students tested in each class shall be able to answer correctly at least 90% of the selected vocabulary questions when used in conversational exchange.

Performance will be measured by standardized oral testing, administered periodically to track student development, and training outcomes.

Reading:

Reading Module, Lesson 2

The students will be taught reading skills that support general language proficiency, daily life, and work requirements.

Performance will be measured by standardized written testing, administered periodically to track student development, and training outcomes.

Quality of Supervision :

4.4 Instructor Supervision

COR shall receive no more than 1 valid complaint concerning quality of instruction, received during a one month period.

Review complaint logs, review quality control activities and results, observation, and Government-conducted customer survey.

Documentation and Reporting Requirements:

5.1.3 Student Testing: Administer

standardized tests, gather required information on testing results, and analyze results.

Each report containing statistical or required information is accurately prepared and presented. At least 90% of the information gathered must be relevant and accurate.

Review records and reports, randomly verify testing procedures, observation, and detailed analysis.

5.1.4 Student Progress Documentation and

Training Recommendations.

No more than 75% of the student progress reports required during the reporting period were received late or were missing.

Review operational logs, data bases, statistics, or through observation.

Student Counseling:

5.1.5 Counsel students on performance and

recommending corrective actions, if required.

At least 90% of the students assigned, and all students considered in danger of failing proficiency tests, will receive counseling each week

Review records and contact reports, randomly verify through student surveys, observation, and individual interviews.

SECTION 2 - CONTRACT CLAUSES

52.212-4 CONTRACT TERMS AND CONDITIONS – COMMERCIAL ITEMS (NOV 2023)

is incorporated by reference. (see SF-1449, BLOCK 27A)

This contract incorporates one or more clauses by reference, with the same force and effect as if they were given in full text. Upon request, the Contracting Officer will make their full text available. Also, the full text of a clause may be accessed electronically at:

https://www.acquisition.gov/

These addresses are subject to change. If the Federal Acquisition Regulation (FAR) is not available at the location indicated above, use the Department of State Global Acquisition website at https://www.state.gov/about-us-global-acquisition/ to see the links to the FAR. You may also use an Internet “search engine” (for example, Google, Yahoo or Excite) to obtain the latest location of the most current FAR.

FAR 52.212-5 CONTRACT TERMS AND CONDITIONS REQUIRED TO IMPLEMENT

STATUTES OR EXECUTIVE ORDERS—COMMERCIAL PRODUCTS AND

COMMERCIAL SERVICES (JAN 2025)

(a) The Contractor shall comply with the following Federal Acquisition Regulation (FAR) clauses, which are incorporated in this contract by reference, to implement provisions of law or Executive orders applicable to acquisitions of commercial products and commercial services:

(1) 52.203-19, Prohibition on Requiring Certain Internal Confidentiality…