25QE009_ATTCH9_6_12_PWS_120524.pdf

PERFORMANCE WORK STATEMENT

Department of Defense Education Activity

4800 Mark Center Drive Alexandria, VA 22350

19 Aug 24 1

Grades 6-12 Science Instructional Resources

1. General Information and Scope of Work

1.1 Agency

1.1.1 For school year (SY) 2024-25, the Department of Defense Education Activity (DoDEA) will provide

PK-12 instruction in 161 schools to over 67,000 dependents of military and civilian employees. Student enrollment is based primarily on deployment of military troops worldwide. In the Americas, DoDEA operates 50 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoDEA operates 64 schools located in Germany, England, Netherlands, Belgium, Spain, Turkey, Bahrain, and Italy. In the Pacific, DoDEA operates 46 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA also operates a fully accredited virtual high school with teaching hubs in the Americas, Europe, and Pacific. DoDEA's curriculum, resources and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems.

1.1.2 DoDEA schools have many grade configurations. Forty of our 160 brick-and-mortar schools have grades 9-12; 58 of our brick-and-mortar schools have at least one of the grades 6-8; and 100 of our brick-and-mortar schools have at least three of grades PK-5.

1.1.3 Military-connected students experience high mobility rates across the nation and throughout the world. Consequently, DoDEA makes a concerted effort to establish a worldwide systemic education network, mitigating the transitional barriers to military-connected students’ success.

1.1.4 DoDEA has adopted College and Career Ready Standards (CCRS) in mathematics, literacy, the arts, social studies, and science, which are rigorous, research-based, and reflect the knowledge, skills and dispositions students need for success in college and/or careers and are aligned with the Common Core State Standards (CCSS), National Core Art Standards (NCAS), Next Generation Science Standards (NGSS), College, Career, and Civic Life (C3) Framework for Social Studies State Standards, and Society for Health and Physical Education Standards (SHAPE AMERICA). DoDEA has also adopted the International Society for Technology in Education (ISTE) Standards for Students.

1.2 Background

DoDEA adopted the Next Generation Science Standards (NGSS) and seeks evidence-based resources aligned to all performance expectations in the NGSS. In middle school, performance expectations include life, earth, and physical science in each grade level. In high school, performance expectations are distributed into three courses: Biology, Chemistry, and Physics with Earth Science being integrated into each course. Instructional resources include student and teacher digital resources, assessments, and professional learning for stakeholders.

1.3 Scope of Work

1.3.1 DoDEA requires evidence-based resources aligned to all performance expectations in the NGSS. In middle school, performance expectations include life, earth, and physical science across three courses that must include all PE’s for grade band 6-8. In high school, performance expectations are distributed into three courses Biology, Chemistry, and Physics with Earth Science being integrated into each course. All PE’s for grade band 9-12 must be accounted for in the three courses.

(Biology, Chemistry and Physics)

1.3.2 DoDEA’s requirement includes the following:

1) Student and teacher physical and digital resources that support evidence-based student learning with support for teachers.

2) Assessments including formative and summative experiences that include a spectrum of item types that are aligned to performance expectations, science and engineering practices, cross-cutting concepts, and the disciplinary core ideas and that have reporting capacity at multiple levels for teachers, schools, districts, regions, and system.

3) Supplemental support for reteaching students who do not master content and extensions to challenge students who have mastered the content.

19 Aug 24 2

2 Requirements I: Science Middle School Grades (6-8): The Contractor shall provide the required student and teacher resources for three middle school courses, Intergrated I (Grade 6), II (Grade 7), III (Grade 8).

II: Science High School Grades (9-12): For high school student and teachers resources are needed Biology in the Living World, Chemistry in the Earth System, and Physics in the Universe, this includes all NGSS for grade band 9-12 integrating earth science PE’s into the three courses.

III: Assessments: Assessments shall be aligned to the NGSS performance expectations, science and engineering practices, crosscutting concepts, and disciplinary core ideas.

The tasks below are to help the Contractor gain a better understanding of the requirements to successfully meet the objective. They are not all inclusive, so the Contractor is expected to develop the total solution to meet all the requirements in accordance with a performance-based approach.

I: Science Middle School Grades (6-8):

2.1 Task 1, Student and Teacher Resources—For each course, the Contractor shall provide scientifically accurate, evidence-based resources aligned to all the performance expectations in the NGSS and based on best practices in science instruction and student learning. In middle school, the performance expectations include life, earth, and physical science at each grade level.

2.1.1 Provide digital textbooks, teacher editions, and related digital resources. Provide annually an updated PDF version of all text materials to be utilized in lieu of digital access if and only if DoDEA institution suffers from infrastructure failure and digital access is no longer an option for students at that location for a period of time. Any changes to the digital platform including to the integration, accessibility, or configuration must be communicated to the COR at least 60 days prior to implementation, preferably before 01 June for the upcoming school year. DoDEA requires a 5-year license for the digital resources. Provide student resources with the following design.

2.1.1.1 Coherence: Provide links within and between units with the three dimensions of the

NGSS—Disciplinary Core Ideas (DCIs), Crosscutting Concepts (CCCs), and Science and Engineering Practices (SEPs).

2.1.1.2 Learning Experiences: Provide learning experiences presented within contexts that are engaging, based on real-world phenomena, and consist primarily of students constructing meaning through doing science per the SEPs.

2.1.1.3 Extensions: Provide resources for extended student for students with a high interest or who have already met the performance expectations and that are consistent with the learning progression. Note: NGSS assessment boundaries are intended to limit large-scale assessments —not extension opportunities for students.

2.1.1.4 Remediation: Provide instruction and assessment modification recommendations (and resources, if applicable) that give additional support to students who are struggling to meet the performance expectations or who have limited science time due to intervention services.

2.1.1.5 Differentiation: Provide opportunities for students to demonstrate their understanding and abilities in a variety of ways and appropriate contexts including formative assessments, reteaching materials, extension materials, by performance expectation.

2.1.1.6 Accommodations: Provide supports for English learners (ELs) and special education students including but not limited to the following:

Text-to-speech capability.

Language supports for multiple languages.

Language support for ELs from the Entering to Reaching levels, per the following URL: https://wida.wisc.edu/teach/standards/eld.

19 Aug 24 3

Student extensions (camera ready).

2.1.2 Provide digital textbooks, teacher editions, and related digital resources or grades 6-8 that correspond to the proposed student editions and supporting digital resources. DoDEA requires a 5-year license but prefers a 5-year license for the digital resources. Provide teacher resources with the following features:

2.1.2.1 Evidence-based teaching strategies using science and engineering practices as the pedagogy.

2.1.2.2 Instructional sequences with (1) clear purposes for students’ experiences and (2) multiple opportunities and contexts for students to explicitly encounter each idea and skill, as well as adequate time to build toward student proficiency as described by the NGSS Evidence Statements by the end of the year or the end of the unit.

2.1.2.3 Supporting documentation to include pacing guides based on the DoDEA calendar (which will be provided at the post-award conference), storylines meaningful to students;

alternative, ready-to-use materials to support students performing above level; and pre/post formative and summative tools to support all students.

2.1.2.4 Detailed yearlong map of the suggested learning progressions with the instructional resources that could be used in planning day-to-day instruction.

2.1.2.5 Detailed documents to support stakeholder engagement, to facilitate a mix of instructional approaches for a variety of learners (e.g., using multiple representations, low-floor high- ceiling tasks that allow multiple entry points for students, facilitating discourse, etc.).

2.1.2.6 Guidance on strategies that interweave student-centered, hands-on practices, e.g., carrying out investigations, designing solutions with learning activities that use other practices, e.g., asking questions, engaging in argument, and also obtaining, evaluating, and communicating information to bring about integrated instructional units.

2.1.2.7 Recommendations regarding the instruction and learning experiences necessary for successful implementation and to identify student success, e.g., teacher tips, potential misconceptions, potential challenges, and the use of observation both to monitor progress and to inform instructional decisions.

2.1.2.8 Strategies including alternative approaches and delivery mechanisms, e.g. computer-based instruction, that will assist in differentiating instruction to meet the needs of all students (including ELs, student with special needs, advanced learners, and struggling students) and adapt to different learning styles.

2.1.2.9 Co-teaching strategies for ELs, special education students, and gifted students.

2.1.3 Provide for each course an alignment to standards document.

2.1.4 Provide approximately 50 above-school-level staff with at least a 5-year subscription to the digital resources.

2.2 Task 2, Product Training and Professional Learning—The Contractor shall:

2.2.1 Product Training: Provide asynchronous webinars and/or digital modules for each course that give school-level and above-school-level educators an overview of the program components and guidance on how to navigate/use the digital resources to include how digital access for teachers and students will be accomplished within the school year (transfer students) and between school years to ensure seamless access for all teachers and students.

2.2.2 Professional Learning (PL) Content

2.2.2.1 Introductory PL: Provide a 3-hour synchronous webinar delivered to each district on understanding how to teach content and pedagogy aligned to the NGSS standards and evidence-based best practices in science instruction. This requirement is for the middle school courses and high school courses—a total of 54 hours in Base Year 1 only.

2.2.2.2 Advanced Topics PL: Provide a 3-hour synchronous webinar delivered to each district on topics determined by the COR in consultation with the Contractor post-award. This requirement is for the middle school courses and high school level—a total of 54 hours

19 Aug 24 4 each year it is required.

2.2.2.3 Onboarding PL: Provide a 3-hour asynchronous onboarding webinar that expands on the synchronous webinar that meet the needs of new science teachers. This requirement is for the middle and high school levels—a total of six hours in Base Year 1 only.

2.2.2.4 Leadership PL: Provide a 60-90 minute asynchronous webinar for coaches, administrators, and above-school-level subject matter experts that provides (1) a succinct overview of resources, (2) information about the alignment of resources to DoDEA’s tools, (3) infographic of supports for pedagogy and shifts based on evidence-based research, and (4) an overview of program components/supports and how to access them.

This requirement is for both the middle and high school levels—a total of 2-3 hours in Base Year 1 only.

2.2.2.5 Train-the-Trainer Professional Learning: Provide up to 10 days per requested Base Year face-to-face training for approximately ten above-school-level educators to enable them to train teachers in their districts. The Government will determine the topics, dates, and times, in consultation with the Contractor post-award. This requirement for the middle and high school levels is tentatively scheduled for Year 1 and Year 4 for each occurrence.

1) The Government will determine the site post-award. Note: The Government will most likely select one of the following installations for the training: Marine Corps Base Quantico or Fort Liberty, NC or Fort Moore, GA.

2) Face-to-face professional learning is contingent upon available funding, which will be determined post-award. The Government will notify its intent to provide this training at least 90 calendar days in advance.

2.2.3 Professional Learning Process and Schedule

2.2.3.1 Provide the middle school PL and high school PL as shown below:

Estimated PL Requirements

For Both Middle School and High School Categories Base 1 Base 2 Base 3 Base 4

Product Training √ Introductory PL √ Advanced Topic

PL

Leadership PL √ Face-to-Face PL (√) (√)

Notes All PL shall be recorded and available throughout the life of the contract. Updates to PL shall be authorized by the COR in writing.

No new PL is expected to occur in Base Year 5.

2.2.3.2 Provide a demonstration for selected DoDEA staff 30 business days before the first presentation on a schedule created by the Government in consultation with the Contractor. Finalize the presentation within five business days of receipt of written feedback from the Contracting Officer’s Representative (COR).

2.2.3.3 Record each webinar and each day of the face-to-face professional learning and post each one on DoDEA’s learning management system (LMS, Schoology).

2.2.3.4 Update the webinars annually, if required because of changes in content. Updates shall be authorized by the COR in writing and processed as described in PWS 2.3.1 and 2.3.2.

2.2.3.5 Provide updated instructions prior to the beginning of each school year, as needed, to apprise DoDEA stakeholders of any changes in digital resources/access. These changes shall be communicated in an easy-to-understand format showing by resource what it was and to what it was changed.

19 Aug 24 5

II: Science High School Grades (9-12):

2.3 Task 1, Student and Teacher Resources—For each course, the Contractor shall provide scientifically accurate, evidence-based resources aligned to all the performance expectations in the NGSS and based on best practices in science instruction and student learning. In high school, the performance expectations are distributed among Biology, Chemistry, and Physics with those associated with Earth Science integrated into each course.

2.3.1 Provide digital textbooks, teacher editions, and related digital resources. Provide annually an updated

PDF version of all text materials to be utilized in lieu of digital access if and only if DoDEA institution suffers from infrastructure failure and digital access is no longer an option for students at that location for a period of time. Any changes to the digital platform including to the integration, accessibility, or configuration must be communicated to the COR at least 60 days prior to implementation, preferably before 01 June for the upcoming school year. DoDEA requires a 5-year license for the digital resources. Provide student resources with the following design.

2.3.1.1 Coherence: Provide links within and between units with the three dimensions of the NGSS—

Disciplinary Core Ideas (DCIs), Crosscutting Concepts (CCCs), and Science and Engineering Practices (SEPs).

2.3.1.2 Learning Experiences: Provide learning experiences presented within contexts that are engaging, based on real-world phenomena, and consist primarily of students constructing meaning through doing science per the SEPs.

2.3.1.3 Extensions: Provide resources for extended student for students with a high interest or who have already met the performance expectations and that are consistent with the learning progression. Note: NGSS assessment boundaries are intended to limit large-scale assessments —not extension opportunities for students.

2.3.1.4 Remediation: Provide instruction and assessment modification recommendations (and resources, if applicable) that give additional support to students who are struggling to meet the performance expectations or who have limited science time due to intervention services.

2.3.1.5 Differentiation: Provide opportunities for students to demonstrate their understanding and abilities in a variety of ways and appropriate contexts including formative assessments, reteaching materials, extension materials, by performance expectation.

2.3.1.6 Accommodations: Provide supports for English learners (ELs) and special education students including but not limited to the following:

Text-to-speech capability.

Language supports for multiple languages.

Language support for ELs from the Entering to Reaching levels, per the following

URL: https://wida.wisc.edu/teach/standards/eld.

Student extensions (camera ready).

2.3.2 Provide digital textbooks, teacher editions, and related digital resources or grades 9-12 that correspond to the proposed student editions and supporting digital resources. DoDEA requires a 5-year license but prefers a 5-year license for the digital resources. Provide teacher resources with the following features:

2.3.2.1 Evidence-based teaching strategies using science and engineering practices as the pedagogy.

2.3.2.2 Instructional sequences with (1) clear purposes for students’ experiences and (2) multiple opportunities and contexts for students to explicitly encounter each idea and skill, as well as adequate time to build toward student proficiency as described by the NGSS Evidence Statements by the end of the year or the end of the unit.

2.3.2.3 Supporting documentation to include pacing guides based on the DoDEA calendar (which will be provided at the post-award conference), storylines meaningful to students; alternative, ready-to-use materials to support students performing above level; and pre/post formative and summative tools to support all students.

2.3.2.4 Detailed yearlong map of the suggested learning progressions with the instructional resources that could be used in planning day-to-day instruction.

19 Aug 24 6

2.3.2.5 Detailed documents to support stakeholder engagement, to facilitate a mix of instructional approaches for a variety of learners (e.g., using multiple representations, low-floor high-ceiling tasks that allow multiple entry points for students, facilitating discourse, etc.).

2.3.2.6 Guidance on strategies that interweave student-centered, hands-on practices, e.g., carrying out investigations, designing solutions with learning activities that use other practices, e.g., asking questions, engaging in argument, and also obtaining, evaluating, and communicating information to bring about integrated instructional units.

2.3.2.7 Recommendations regarding the instruction and learning experiences necessary for successful implementation and to identify student success, e.g., teacher tips, potential misconceptions, potential challenges, and the use of observation both to monitor progress and to inform instructional decisions.

2.3.2.8 Strategies including alternative approaches and delivery mechanisms, e.g. computer-based instruction, that will assist in differentiating instruction to meet the needs of all students (including ELs, student with special needs, advanced learners, and struggling students) and adapt to different learning styles.

2.3.2.9 Co-teaching strategies for ELs, special education students, and gifted students.

2.3.3 Provide for each course an alignment to standards document.

2.3.4 Provide approximately 50 above-school-level staff with at least a 5-year subscription to the digital resources.

2.4 Task 2, Product Training and Professional Learning—The Contractor shall:

2.4.1 Product Training: Provide asynchronous webinars and/or digital modules for each course that give school-level and above-school-level educators an overview of the program components and guidance on how to navigate/use the digital resources to include how digital access for teachers and students will be accomplished within the school year (transfer students) and between school years to ensure seamless access for all teachers and students.

2.4.2 Professional Learning (PL) Content

2.4.2.1 Introductory PL: Provide a 3-hour synchronous webinar delivered to each district on understanding how to teach content and pedagogy aligned to the NGSS standards and evidence-based best practices in science instruction. This requirement is for the middle school courses and high school courses—a total of 54 hours in Base Year 1 only.

2.4.2.2 Advanced Topics PL: Provide a 3-hour synchronous webinar delivered to each district on topics determined by the COR in consultation with the Contractor post-award. This requirement is for the middle school courses and high school level—a total of 54 hours each year it is required.

2.4.2.3 Onboarding PL: Provide a 3-hour asynchronous onboarding webinar that expands on the synchronous webinar that meet the needs of new science teachers. This requirement is for the middle and high school levels—a total of six hours in Base Year 1 only.

2.4.2.4 Leadership PL: Provide a 60-90 minute asynchronous webinar for coaches, administrators, and above-school-level subject matter experts that provides (1) a succinct overview of resources, (2) information about the alignment of resources to DoDEA’s tools, (3) infographic of supports for pedagogy and shifts based on evidence-based research, and (4) an overview of program components/supports and how to access them.

This requirement is for both the middle and high school levels—a total of 2-3 hours in Base Year 1 only.

2.4.2.5 Train-the-Trainer Professional Learning: Provide up to 10 days per requested Base Year face-to-face training for approximately ten above-school-level educators to enable them to train teachers in their districts. The Government will determine the topics, dates, and times, in consultation with the Contractor post-award. This requirement for the middle and high school levels is tentatively scheduled for Year 1 and Year 4 for each occurrence.

3) The Government will determine the site post-award. Note: The Government will

19 Aug 24 7 most likely select one of the following installations for the training: Marine Corps Base Quantico or Fort Liberty, NC or Fort Moore, GA.

4) Face-to-face professional learning is contingent upon available funding, which will be determined post-award. The Government will notify its intent to provide this training at least 90 calendar days in advance.

2.4.3 Professional Learning Process and Schedule

2.4.3.1 Provide the middle school PL and high school PL as shown below:

Estimated PL Requirements

For Both Middle School and High School Categories Base 1 Base 2 Base 3 Base 4

Product Training √ Introductory PL √ Advanced Topic

PL

Leadership PL √ Face-to-Face PL (√) (√)

Notes All PL shall be recorded and available throughout the life of the contract. Updates to PL shall be authorized by the COR in writing.

No new PL is expected to occur in Base Year 5.

2.4.3.2 Provide a demonstration for selected DoDEA staff 30 business days before the first presentation on a schedule created by the Government in consultation with the Contractor. Finalize the presentation within five business days of receipt of written feedback from the Contracting Officer’s Representative (COR).

2.4.3.3 Record each webinar and each day of the face-to-face professional learning and post each one on DoDEA’s learning management system (LMS, Schoology).

2.4.3.4 Update the webinars annually, if required because of changes in content. Updates shall be authorized by the COR in writing and processed as described in PWS 2.3.1 and 2.3.2.

2.4.3.5 Provide updated instructions prior to the beginning of each school year, as needed, to apprise DoDEA stakeholders of any changes in digital resources/access. These changes shall be communicated in an easy-to-understand format showing by resource what it was and to what it was changed.

III: Assessments:

2.5 Task 1, Assessments and Supplements—The Contractor shall provide digital assessments that (1) mirror released NGSS assessment items by states, (2) include formative and summative assessments serving as tools to inform instructional decisions and (3) enable DoDEA to evaluate student progress in 3-dimensional learning and in meeting/ exceeding the aforementioned NGSS performance expectations.

2.5.1 Assessments shall be aligned to the NGSS performance expectations, science and engineering practices, crosscutting concepts, and disciplinary core ideas.

2.5.2 Assessments shall possess the following features:

2.5.2.1 Use real-world applications to provide evidence of students’ ability to use SEPs, apply their knowledge of CCCs, and draw on their understanding of DCIs.

2.5.2.2 Be aligned to 3-dimensional learning (SEP, DCI, and CCC) and assess at least two dimensions simultaneously.

2.5.2.3 Provide teachers and above-school staff with data by performance expectation as well as each of the NGSS three dimensions by assessment as well as cumulative by performance expectation.

2.5.2.4 Be embedded throughout instruction as tools to measure and improve student learning and to assist teachers in monitoring and improving instruction.

19 Aug 24 8

2.5.2.5 Use various methods, language, representations, and examples that are unbiased and accessible to all students and provide teachers with a range of data to inform instruction.

2.5.2.6 Enable teachers to (1) pre/post-assess student mastery of the material, (2) determine student progress toward the NGSS performance expectations, (3) make data-informed decisions to plan differentiated instruction, and (4) provide explicit resources to support students who master and do not master performance expectations before instruction.

2.5.2.7 Include pre/post, formative, and summative items including each of the three dimensions for all NGSS performance expectations for grade bands 6-8 and 9-12.

2.5.2.8 Have items/supports for reteaching students who do not master content and extensions for students who have mastered the content.

2.5.2.9 Have reporting capacities at multiple levels for teachers, schools, district, region, and system with the following features:

1) Immediate, easily accessible item analysis by question including wrong answers and why wrong answers are wrong (tied to performance expectations and the three dimensions as applicable).

2) Individualized recommendations to teachers/students on what to review.

3) Flexible grouping recommendations based on student performance.

4) Questions in the Contractor’s sortable item bank are directly connected to the performance expectations and three dimensions as applicable.

5) Open-ended questions or prompts without right or known answers.

6) Recommendations on the use of summative assessments as a reflective tool leading to the next topic.

2.5.3 Assessment Supplements: Provide digital science assessments for each student to support identifying students and monitoring mastery of standards. The assessment supplements shall:

2.5.3.1 Support below-level students (MTSS, Tier 2) in achieving mastery of science concepts and above-level students (gifted/talented) in extending their learning beyond the standard curriculum.

2.5.3.2 Provide a comprehensive and inclusive assessments that cater to the diverse needs of all students.

2.6 Task 2, Product Training and Professional Learning—The Contractor shall:

2.6.1 Product Training: Provide asynchronous webinars and/or digital modules for each course that give school-level and above-school-level educators an overview of the program components and guidance on how to navigate/use the digital resources to include how digital access for teachers and students will be accomplished within the school year (transfer students) and between school years to ensure seamless access for all teachers and students.

2.6.2 Professional Learning (PL) Content

2.6.2.1 Introductory PL: Provide a 3-hour synchronous webinar delivered to each district on understanding how to teach content and pedagogy aligned to the NGSS standards and evidence-based best practices in science instruction. This requirement is for the middle school courses and high school courses—a total of 54 hours in Base Year 1 only.

2.6.3 Professional Learning Process and Schedule:

2.6.3.1 Provide a demonstration for selected DoDEA staff 30 business days before the first presentation on a schedule created by the Government in consultation with the Contractor.

Finalize the presentation within five business days of receipt of written feedback from the Contracting Officer’s Representative (COR).

2.6.3.2 Record each webinar and each day of the face-to-face professional learning and post each one on DoDEA’s learning management system (LMS, Schoology).

2.6.3.3 Update the webinars annually, if required because of changes in content. Updates shall be authorized by the COR in writing and processed as described in PWS 2.3.1 and 2.3.2.

2.6.3.4 Provide updated instructions prior to the beginning of each school year, as needed, to apprise DoDEA stakeholders of any changes in digital resources/access. These changes shall be

19 Aug 24 9 communicated in an easy-to-understand format showing by resource what it was and to what it was changed.

2.7 Task 3, General Requirements or ALL requirements (Middle School, High School, and Assessments)— The Contractor shall:

2.7.1 Technical Support: Provide industry-standard technical support for its digital resources for the life of the contract via telephone or email within one business day from the initial contact to include but not limited to assisting with service problems, product setup, upgrades, and troubleshooting.

2.7.2 Technical Requirements for Digital Resources—The Contractor shall:

2.7.2.1 Provide digital resources designed to run in DoDEA’s learning management system (LMS, currently Schoology), which operates within our virtual learning environment (VLE).

2.7.2.2 Deliver digital instructional resources in one of the following formats:

1) Integrated via DoDEA’s LMS to the digital resources hosted by the Contractor.

2) Hosted externally by the Contractor but accessible via DoDEA’s LMS to the digital assignments and assessments imported, hosted, and maintained in the LMS.

2.7.2.3 Ensure the course content meets the following specifications:

1) Conforms to IMS Learning Global Consortium (IMS) content packaging specifications.

2) Uses imported content, if required, conforming to IMS content packaging specifications.

3) Uses code that does not disable LMS features when digital resources are accessed.

4) Requires single—not multiple—authentications to access content via DoDEA’s LMS.

5) Incorporates, where applicable, assessments that are IMS Test and Question Interoperability

(QTI)-conformant.

6) Uses content-hosted externally that conforms to any of the existing versions of IMS

Learning Tools Interoperability (LTI), per www.imsglobal.org.

2.7.2.4 Provide teacher and student access to the Contractor’s digital resources through a single sign-on platform that uses one username and password to access what is needed, specifically, via DoDEA’s identity, rostering, and management platform (currently, ClassLink).

2.7.3 Third-Party Programs, Software, and Applications: Ensure its own and its subcontractors’ (third-party) programs, software, and applications meet—at a minimum—the same technical requirements as the Contractor must meet, such as single sign on (SSO) and Federal Risk and Authorization Management Program (FedRAMP) Level 2, etc. For more information, see Technical Exhibit #1, 1.1.7.

2.7.4 Digital Resources—The Contractor shall:

2.7.4.1 Deliver digital materials with instructions detailing how the resources can be accessed by teachers, students, and above-school-level educators.

2.7.5 Meetings: Attend virtual meetings at no additional cost to the Government and provide the medium through which each meeting occurs, record each meeting’s minutes. Submit the draft minutes to the COR within two business days of the event and finalize the minutes two business days after receipt of written feedback from the COR. Note: Costs associated with attending any face-to-face meetings shall be handled/paid for as stated in the contract.

2.7.5.1 Post-Award Conference: Participate in a video- or teleconference with the COR five business days after award IAW FAR Subpart 42.5.

2.7.5.2 IT Meeting: Convene a video- or teleconference with DoDEA Information Technology staff ten business days after award, per Technical Exhibit #1.

2.7.5.3 Other Post-Award Meetings: Meet with the Contracting Officer (KO), COR, and/or other

Agency personnel, as appropriate, to review Contractor performance, as required by DoDEA.

The KO may discuss the Agency’s view of Contractor performance, and the Contractor shall apprise the Agency of any problems being experienced. The Contractor shall take appropriate action to resolve any outstanding issues the Agency raises.

2.8 Performance Standards and Acceptable Quality Levels

2.8.1 Performance Standard: Tasks shall be completed by the required completion date.

2.8.2 Acceptable Quality Level: See PWS 7, Performance Requirement Summary (PRS).

http://www.imsglobal.org/

19 Aug 24 10

3 Constraints

3.1 Place of Performance: Work shall be performed at the Contractor’s facilities.

3.2 Privacy—The Contractor shall:

3.2.1 User Accounts: Require, wherever applicable, that individual accounts possess unique usernames and passwords that do not require personally identifiable information (PII) to access online content, i.e., first & last name and any other unique personal information.

3.2.2 Contractor Personnel:

3.2.2.1 Ensure personnel assigned to this contract take proper precautions to protect information from disclosure. Collect and/or store all agency-owned or agency-controlled PII in accordance with the relevant requirements of the Privacy Act, 5 U.S.C, which may be found at the following URL: http://www.archives.gov/about/laws/privacy-act-1974.html.

3.2.2.2 All Contractor personnel that have access or may potentially have access to DoDEA data in any form shall be US citizens, including any third-party penetration (PEN)/security testers.

3.2.3 Privacy Training: Ensure Contractor staff who have access to DoDEA’s student, teacher and/or staff personally identifiable information successfully complete the DoD Privacy Act/Personally Identifiable Information (PA/PII) training before gaining access to the data and yearly thereafter. Provide copies of the certificates of completion to the COR which can be audited at any time by the Chief Information Security Officer (CISO) or his/her designee.

3.2.4 Privacy Verification: Provide the COR written verification of compliance to the Privacy requirements (listed above) 120 calendar days annually, as required. Note: After reviewing the Contractor’s verification, DoDEA reserves the right to ask for further verification data in order for DoDEA to comply with DoD’s evolving privacy mandates.

3.3 Liaison and Alternate Liaison—The Contractor shall:

3.3.1 Provide a liaison and alternate liaison to be responsible for the performance of work. Their names shall be designated in writing to the Contracting Officer. They shall have full authority to act for the Contractor on all contract matters relating to the daily operation of this contract. Each shall have at least one year of experience working in a similar role.

3.3.2 Notify the COR in writing regarding any change in either the liaison’s role ten business days in advance of the change If the liaison or liaison alternate is changed post-award, the replacement shall meet or exceed the qualifications and experience of the person assigned upon contract award.

3.4 Holidays and Hours of Operation

3.4.1 The liaison or alternate liaison shall be available during the hours of 9AM to 3PM Eastern Standard

Time (EST), except for Federal holidays and Federal government closures/shutdowns. The following list shows recognized Federal holidays: New Year’s Day, Martin Luther King Jr.’s Birthday, Presidents Day, Memorial Day, Juneteenth National Independence Day, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, and Christmas Day.

3.4.2 Although there are different time zones within Europe and the Pacific and different hours for specific schools throughout DoDEA, the normal business hours for the regions roughly correspond to the following: Americas, 0700-1500 EST; Europe, 1300-2100 EST; and Pacific, 2000-0400 EST. there are different time zones within Europe and the Pacific and different hours for specific schools throughout DoDEA, the normal business hours for the regions roughly correspond to the following:

Americas, 0700-1500 EST; Europe, 0200-1000 EST; and Pacific, 2000-0400 EST.

3.5 Availability: The Contractor shall make all resources available for the life of the contract.

3.6 Copyright Dates:

3.6.1 The Contractor shall provide the most recent copyright dated materials. The copyright preference applies only to student and teacher materials (e.g., the student textbook, teacher’s editions, etc.). The copyright preference does not apply to material included as part of the Contractor’s collection (that is, articles, leveled readers, big books, assessments, pictures, problems included in a textbook or http://www.archives.gov/about/laws/privacy-act-1974.html

19 Aug 24 11 supplemental to the teacher or student text) but which was created by others prior to the most recent copyright dated materials.

3.6.2 The Contractor shall keep content/courseware current and updated regularly throughout the period of performance, as demonstrated by maintenance of an updated content copyright not to exceed one school year from its current date. For example, an eBook published in January 2025 would be acceptable for the 2025-26 school year and also the 2026-27 school year. It would not, however, be considered current for the 2027-28 school year.

3.7 Anti-Bias, Diversity, and Inclusion—The Contractor shall provide resources free of age, racial, color, national origin, disabling conditions, sexual, gender, religious, and ethnic bias and present balanced coverage of multi-cultural contributions and representation, where appropriate.

3.8 Section 508 Compliance—The Contractor shall:

3.8.1 Background: Section 508 of the Rehabilitation Act, as amended by the Workforce Investment Act of 1998 (P.L. 105-220) requires Federal agencies that develop, procure, maintain, or use information and communication technology (ICT) to endure they are accessible to people with disabilities.

Federal employees and members of the public who have disabilities must have access to and use of information/data that is comparable to people without disabilities.

3.8.2 Requirement: Ensure that products, platforms, and services delivered as part of this work statement that are ICT or contain ICT conform to the Revised 508 Standards, 36 C.F.R. § 1194.1 & Apps. A, C & D which are located at the following URL: https://www.access-board.gov/guidelines-and-standards/communications-and-it/about-the-ict-refresh/final-rule/text-of-the-standards-and-guidelines.

3.8.3 ARS: See the attached ICT Accessibility Requirements Statement (ARS). All functional performance criteria apply when using an alternative design or technology that achieves substantially equivalent or greater accessibility and usability by individuals with disabilities, than would be provided by conformance to one or more of the requirements in Chapters 4-6 of the Revised 508 Standards or when Chapters 4-6 do not address one or more functions of ICT. Note the guidance in the table below:

Applicable Requirements Directions

Software Features and Components

Applies to all WCAG Level AA Success Criteria, 502 Interoperability with Assistive Technology, and 503 Applications.

Hardware Features and Components All requirements apply.

Support Services and Documentation All requirements apply.

Outputs/Deliverables Ensures that outputs/deliverables do not adversely affect accessibility features of the existing EIT technologies.

3.9 Optical Character Resolution (OCR): The Contractor shall provide, upon request, two digital OCR copies of print materials in one or more of the following five formats: Digital Accessible Information System/National Instructional Materials; Accessibility Standard (NIMAS) with cascading style sheet; HyperText Markup Language (HTML); Portable Document Format (PDF, unlocked, embedded fonts, single page); and Rich Text Format (RTF)/Word document.

3.10 Sharable Content Object Reference Model® (SCORM®) Compliance: All digital modules, if included among the proposed resources, shall be SCORM®-compliant. Note: Per Department of Defense Instruction (DoDI) 1322.26, digital modules shall use the latest version of SCORM®, which may be found at the following URL: https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/132226_dodi_2017.pdf?ver=2017-10- 05-073235-400.

3.11 Data & Data Rights: All data developed from any work awarded under this contract is and shall remain the property of the Government. The Contractor shall ensure that digital rights to all visual materials embedded in the resources will be given so that DoDEA for DoDEA’s internal use only may use resources without incurring copyright costs or infringing on copyright laws. All data developed from any work awarded under http://www.access-board.gov/guidelines-and-http://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/132226_dodi_2017.pdf?ver=2017-10-

19 Aug 24 12 this contract is and shall remain the property of the Government.

3.12 Organizational Conflict of Interest (OCI): The Contractor (including any subcontractor) personnel performing work under this contract may receive, have access to, or participate in the development of, proprietary or Privacy Act information (e.g., personal information, education, etc.) may create a current or subsequent OCI as defined in FAR Subpart 9.5. Whenever the Contractor becomes aware that such access or participation may result in actual or potential OCI, the Contractor shall (1) immediately notify the Contracting Officer (KO) in writing and (2) promptly submit a plan to the KO to avoid or mitigate any such OCI. Note: The KO will unilaterally determine if the Contractor’s plan is acceptable. If the KO determines the plan cannot satisfactorily avoid or mitigate an OCI, s/he may implement other remedies to include prohibiting the Contractor’s further participation in contracted requirements.

3.13 Travel

3.13.1 Travel may be required for objectives in this PWS on an as needed basis. Travel will be purchased and billed in accordance with the Contract Line Item Number (CLIN) and Sub-Contract Line Item Number (SubCLIN) structure:

Airfare/Car Rental/Privately Owned Vehicle (POV) Mileage: The contractor will be asked to propose the airfare/car rental price, including gasoline, for each travel event. The Government will then use independent market research to determine the reasonableness of the price. The Government will only pay the contractor for the agreed upon airfare/rental car price determined prior to travel. Airfare shall only be purchased at economy/coach class levels unless the contractor can present evidence, which the Government can confirm, of the unavailability of economy/coach class seating options for a specific trip. Car rental class shall be no higher than an economy size.

Rental above economy size shall be justified and approved by the contracting officer prior to travel. If traveling by POV, the rates cannot be more than the established GSA mileage rates.

3.13.2 Per Diem: Per Diem: Any rates paid for per diem must be fair and reasonable. For travel within the

United States, the Government will use the rates published by the General Services Administration (GSA) found at https://www.gsa.gov/perdiem in determining the reasonableness of any proposed per diem rates. For foreign travel, the Government will use the rates published by the Department of State found at https://aoprals.state.gov/web920/per_diem.asp in determining reasonableness of proposed rates. For example, if an approved trip to Los Angeles, CA has a current GSA Per Diem rate of $158 during the dates of travel, the Government will use $158 as the point of comparison for determining reasonableness

3.13.3 Travel Plans: Each travel plan shall be approved by the Government before commencing travel.

The contractor shall provide a detailed travel plan in support of the objective(s) to the Contracting Officer’s Representative (COR) no less than ten (10) business days prior to travel unless the travel is in response to an emergency as determined by the Government. The travel plan shall include the name of the traveler(s), location, purpose, and dates of travel; and a proposal for travel prices under the two travel SubCLINs (Airfare/Car rental and Per Diem/Lodging). Travel within 50 miles is considered local travel, and the Government will not pay for it separately.

3.13.4 The Government’s estimated Contractor travel is indicated below:

Contractor Travel Estimate

Location Purpose Contractors Participants Duration/Dates Sembach, GE Train the Trainer 4 people 5 days Peachtree City, US Train the Trainer 4 people 5 days Okinawa, JP Train the Trainer 4 people 5 days http://www.gsa.gov/perdiem

19 Aug 24 13

Security Requirements: Contractor personnel performing work under this contract shall follow each military base’s or installation’s rules and regulations for contracted services.

All personnel providing services under this PWS (to include subcontractors) may be denied access to the installation during increased force protection conditions (FPCON).

FPCON is a counter-terrorist threat system based on a DoD directive that describes the number of measures to be taken by security agencies in response to various levels of terrorist threats against military facilities.

4 Government-Furnished Information / Resources

4.1 DoDEA staff/COR will schedule synchronous webinars and face-to-face trainings in consultation with the

Contractor post-award.

4.2 DoDEA will provide escorts for contractor personnel while they conduct professional learning on a DoD base or installation.

5 Contract Deliverables

Milestone/Deliverable Word / Excel

Digital Copies PWS Planned

Frequency

Student and Teacher Resources

Yes

2.1

After the receipt of delivery order:

Digital Access: Three business days

Digital Platform (Integration)

2.1.1

Any changes to the digital platform including to the integration, accessibility, or configuration must be communicated to the COR at least 60 days prior to implimentation, perferrably before 01 June for the upcoming school year.

Standards Alignment Documents Yes Yes 2.1.3 Ten business days after the post-award conference.

Above-school-level Staff Access to Digital Resources Yes Yes 2.1.4 Ongoing, beginning three business days after receipt of the initial delivery order

Assessments Yes Yes 2.3 Ongoing, beginning three business days after receipt of the initial delivery order

Reporting Yes Yes 2.3.2.9 Ongoing, beginning three business days after receipt of the initial delivery order

Product Training Yes Yes 2.4.1 Ongoing access, beginning three business days after receipt of initial delivery order.

Introductory PL

2.4.2.1

Demonstration: 30 calendar days after award. Final: Five calendar days after receipt of written feedback from the COR.

Presentations: Determined post-award Recordings: Posted ten business days after the final presentation.

Advanced Topics PL Yes Yes 2.4.2.2 Same as Introductory PL above.

Onboarding PL

2.4.2.3

Demonstration: 60 calendar days after award. Final: Five calendar days after receipt of written feedback from the COR.

Recording: Posted ten business days after receipt of written feedback from the COR.

Leadership PL Yes Yes 2.4.2.4 Same as Onboarding PL.

19 Aug 24 14

Train-the-Trainer PL Yes Yes 2.4.2.5 Scheduled post-award

Technical Support Yes Yes 2.5.1 Ongoing after receipt of initial delivery order

Privacy Training Yes Yes 3.2.3 Three days after receipt of a written request

Privacy Verification Yes Yes 3.2.4 120 calendar days prior to the end of each contract year

6 Acronyms and Definitions

CCRS College and Career Ready Standards PA/PII Privacy Act/Personally Identifiable Information SCORM® Shareable Content Object Reference Model®

Contract Line Item Number (CLIN): Basic structural element in a procurement instrument describing and organizing the required product or service for pricing, delivery, inspection, acceptance, invoicing, and payment.

The use of the term “line item” includes “subcontract line number”, (SLIN), as applicable.

Contracting Officer (KO) : Only individual with expressed authority to obligate (bind) the Government by means of entering, administering, and terminating contracts within the limits of the authority delegated via a KO’s warrant.

Contracting Officer’s Representative (COR): Qualified and trained Government employee, nominated by the requiring activity (RA) and appointed in writing by a KO primarily to perform specific technical or administrative functions on a specific contract(s); serves as the ‘eyes and ears’ of a KO to assure the Government’s best interests are protected via the terms and conditions of the contract(s) appointed. COR’s do not have authority to obligate (i.e., bind) the Government.

Contra…