26QE057_ATTCH8_PWS_050526 (2).docx

PERFORMANCE WORK STATEMENT

Department of War Education Activity (DoWEA) 4800 Mark Center Drive Alexandria, VA 22350

CONTROLLED UNCLASSIFIED INFORMATION (CUI)

SOURCE SELECTION INFORMATION – SEE FAR 2.101 & 3.104

SOURCE SELECTION INFORMATION – SEE FAR 2.101 & 3.104

DEPARTMENT OF WAR EDUCATION ACTIVITY (DoWEA)

PERFORMANCE WORK STATEMENT (PWS)

FOR

COACHING FOR INSTRUCTIONAL IMPROVEMENT

1. INTRODUCTION

1.1 Agency

The Department of War Education Activity (DoWEA) is one of only two federally operated school systems. DoWEA plans, directs, coordinates, and manages prekindergarten through grade 12 educational programs in 161 fully accredited schools that serve approximately 66,000 children of active-duty military and related civilian families. Our curriculum, resources and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems.

Operating as a field activity of the Office of the Secretary of Defense (Personnel and Readiness), DoWEA is overseen by a director located at our headquarters in Alexandria, VA. Our schools are organized into three geographic areas: Americas, Europe, and Pacific. In the Americas, DoWEA operates 50 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, we operate 64 schools located in Germany, England, Netherlands, Belgium, Spain, Turkey, Bahrain, and Italy. In the Pacific, we operate 46 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoWEA also operates one fully accredited virtual high school with teaching hubs in the Americas, Europe, and Pacific.

1.2 Background

In 2018 the Agency in partnership with Virginia Tech and Vanderbilt University to develop a systemwide coaching model with the goal to establish foundational coaching skills for our regional Centers for Instructional Leadership (CIL). DoWEA’s Coaching Model was adopted from the book, Blended Coaching: Skills and Strategies to Support Principal Development by Gary Bloom, Claire L. Castagna, Ellen R. Moir, and Betsy Warren. Over the past eight years, DoWEA has progressively reshaped multiple instructional leadership roles to include coaching as a formal performance expectation. DoWEA is now seeking to provide role-specific professional learning (PL) that strengthens the coaching skills of all instructional leaders. To support this effort, a series of differentiated, scenario-based learning opportunities tailored to each role will be procured, which will build and refine the coaching capacity of DoWEA’s workforce. Ultimately, DoWEA aims to establish a sustainable, systemwide culture of coaching.

To ensure continuity, all professional learning must align with DoWEA’s Coaching Model and the latest edition of the book, Blended Coaching: Supporting the Development and Supervision of School Leaders by Gary Bloom and Jackie Owens Wilson. This alignment requires reviewing prior materials, resources, and research, and updating existing resources (i.e., progressional learning, Innovation Configuration (IC) Maps, etc.) of the DoWEA Coaching Model to incorporate current and relevant content.

1.3 Scope

Over a 3-year period, the Contractor shall collaborate with DoWEA to provide a 2-level (Foundational and Advanced), role-specific coaching program for school-level and above-school-level educators that is aligned to DoWEA’s Coaching Model and the latest edition of the book, Blended Coaching: Supporting the Development and Supervision of School Leaders. The Contractor shall provide the following:

1) Project plan that is reviewed and revised annually.

2) Professional learning session for all participants on DoWEA’s Coaching Model.

3) Role-specific professional learning sessions and related resources.

4) Facilitation preparation sessions.

5) Competency assessments for differentiated support in the Advanced session.

6) Evaluation support and reporting.

7) Technical support.

The participants consist of Executive Coaches, Regional Center for Instructional Leadership, Region/District Instructional Systems Specialists (ISS), and School Leaders as shown in the table below:

DoWEA Instructional Leaders

2 REQUIREMENTS (OBJECTIVES)

2.1 Objective 1, Coaching for Instructional Improvement

This objective is to provide professional learning for school-level and above-school-level instructional leaders on DoWEA’s Coaching Model to create a shared understanding of coaching for instructional improvement.

DoWEA sees coaching as a means to build the capacity of all educators. Research shows that coaching for instructional improvement enhances instructional quality, embeds evidence-based practices, and positively impacts student outcomes.

The professional learning program is intentionally sequenced over two years to provide a progressive and coherent development experience. Year One (Foundational) focuses on building a strong, shared foundation in the DoWEA Coaching Model and essential coaching practices. Year Two (Advanced) builds on this foundation by deepening skill development, expanding application, and supporting sustained, high-quality coaching practice across instructional leadership roles.

The tasks listed below help the Contractor understand the requirements but are not exhaustive.

The Contractor shall develop a complete solution using a performance-based approach.

2.1.1 Task 1, Guiding Principles and Customization of Resources—The professional learning (PL) supported by customized resources builds the capacity of educators to improve instruction. It shall be guided by the following principles:

2.1.1.1 Professional Learning: Adhere to DoWEA’s Professional Learning Guidance by moving through the five phases of the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model and by evaluating the influence of professional learning on teachers and its impact on student learning via the Kirkpatrick Model. For more information, see the following URL: https://dodea.widen.net/content/p1gwewl224/original/Professional-Learning-Guidance.pdf

2.1.1.2 Review of Prior Learning: Assess previous work products for suitability and alignment with updated goals to ensure that foundational elements remain relevant and continue to support the desired coaching practices. Use prior learning as the foundation to (1) update existing PL on the Coaching Model (https://dodea.widen.net/s/rprxlfhmsv/dodea-coaching-model) and (2) develop role‑specific PL that incorporates blended coaching concepts. Updated materials shall:

· Integrate strategies to develop coaching expertise.

· Prioritize coaching practices for instructional leaders.

· Ensure alignment with systemic priorities and the achievement of systemic goals.

· Maintain skills identified in the original Innovation Configuration Maps to ensure consistency and progression in skill development. For further information ,see the following URL: https://dodea.widen.net/s/rrhmvs9mcs/coaching-expanded-ic-map.

2.1.1.3 Customization of Resources: Customize resources and presentations to meet the needs/foci of each group listed below. Deliver all resources in an editable format.

· Provide role‑specific resources, including PL handouts and toolkits. Deliverables may include resources such as, but not limited to, coaching conversation placemats, planning and reflection templates, and other job‑embedded coaching tools

· Deliver all PL in both synchronous and asynchronous formats. PL designed for synchronous delivery shall include, at a minimum, a standardized slide deck aligned with DoWEA’s PL design standards and a corresponding facilitator’s guide to support consistent implementation.

· Brand all resources in accordance with DoWEA branding standards. No vendor branding—including company name, logo, trademark, product identifier, or watermarks—may appear on any resource without prior written approval from DoWEA.

· Ensure all PL and PL resources align with relevant Executive Orders of the President of the United States.

2.1.1.4 Ownership: All resources developed for this contract shall be DoWEA-owned and will be for DoWEA’s internal use only.

2.1.2 Task 2, Project Plan—The Contractor shall draft a Project Plan within ten (10) days of contract award in the Base Year and shall finalize it based on written feedback from the contracting officer’s representative (COR). The Project Plan shall serve as the primary management document guiding development, implementation, reporting, and performance monitoring throughout the life of the contract. The Project Plan shall address the full scope of the program, including the Base Year and all Option Years. It shall be updated in Option Year 1 to reflect progress, evaluation findings, and evolving DoWEA priorities. The plan shall include at a minimum the following elements:

2.1.2.1 Project Overview and Vision

1) Program Vision

2) Role-specific Enduring Understanding Statements

3) Two-year Role-specific Arcs of Learning with Learning Objectives

2.1.2.2 Scope of Work

1) Work Structure to include Review Process

2) Project Deliverables

3) Government Furnished Information/Resources (if any)

2.1.2.3 Schedule

1) Project Timeline

2) Project Milestones

2.1.2.4 Quality Assurance whose measures align to DoWEA’s Professional Learning Guidance, ADDIE process, and the Kirkpatrick evaluation model

2.1.2.5 Management

1) Roles and Responsibilities (including contact information)

2) Communication Plan

3) Anticipated Invoicing Schedule

4) Reporting Requirements

5) Risk Management Strategies/Plan

2.1.3 Task 3, Foundational Professional Learning—In the Base Year, the Contractor shall:

2.1.3.1 Overview of the DoWEA Coaching Model: The Contractor shall update and deliver PL (6 hours) that provides an overview of the DoWEA Coaching Model, reflecting updates and refinements in the most current edition of Blended Coaching. The PL shall revise existing content as needed to ensure alignment with updated concepts, language, and practices while maintaining coherence with the established coaching model. The Contractor shall facilitate the Overview of the DoWEA Coaching Model PL to selected participants. The participants, number of sessions (not to exceed 2), and method of facilitation (i.e., in-person, virtual, or hybrid) will be determined post-award by the Agency in consultation with the Contractor. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 2) ensure the content is understood and can be redelivered with fidelity.

2.1.3.2 Executive Team: Design and deliver Foundational PL (3 hours) and related resources which are focused on coaching coaches for systems level instructional improvement. This PL shall build a shared understanding of the DoWEA Coaching Model, clarify the role of senior leaders as coaches of coaches, and strengthen their capacity to support, monitor, and sustain high-quality coaching practices across regions and districts. The Contractor shall facilitate the PL. The participants, number of sessions (not to exceed 4), and method of facilitation (i.e., in-person, virtual, or hybrid) will be determined post-award by the Agency in consultation with the Contractor.

2.1.3.3 CIL Team: Design and deliver Foundational PL (3 hours) and resources which are focused on coaching for instructional leadership. This work shall establish a shared understanding of the DoWEA Coaching Model and build readiness to apply core coaching practices in support of school and district leaders. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 4, 1.5 hour sessions) to ensure content is understood and can be redelivered with fidelity.

2.1.3.4 Region/District ISS Team: Design and deliver Foundational PL (3 hours) and related resources which are focused on coaching educators for content specific classroom instructional improvement. This work shall establish a shared understanding of the DoWEA Coaching Model and readiness to apply core coaching practices with educators. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 4, 1.5 hour sessions) to ensure the content is understood and can be redelivered with fidelity.

2.1.3.5 School Leader Team: Design and deliver Foundational PL (3 hours) and related resources which are focused on coaching educators for schoolwide instructional improvement. This work shall establish a shared understanding of the DoWEA Coaching Model and readiness to apply core coaching practices within school settings. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 4, 1.5 hour sessions) to ensure content is understood and can be redelivered with fidelity.

2.1.3.6 Competency-Based Assessments: Develop a coaching competency assessment for the CIL Team, Region/District ISS, and School Leaders respectively that (1) identify the diverse needs, skills, and knowledge of participants and (2) provide information for differentiated learning (i.e., intermediate, distinguished) for the Advanced PL.

2.1.3.7 Evaluation Support: Provide evaluation support to assess the effectiveness of Foundational PL by role, monitor participant progress, and evaluate the development of coaching competencies aligned to the DoWEA Coaching Model. Support shall include implementation of agreed upon evaluation measures, analysis of role-specific evidence of practice, and alignment of findings. Evaluation findings shall inform continuous improvement of PL and the Advanced level project planning and reporting.

2.1.3.8 Annual Report: Submit an annual report at the conclusion of each contract year summarizing activities, deliverables, participation, and evaluation findings. Each report shall document progress toward contract objectives, highlight trends and lessons learned, and provide actionable recommendations to inform subsequent year implementation and refinements. Reports shall align with DoWEA’s Professional Learning Guidance and the Kirkpatrick evaluation model. The Annual Report shall inform the Project Plan for the Advanced PL.

2.1.4 Task 3, Advanced Professional Learning—In Option Year 1, the Contractor shall:

2.1.4.1 Executive Team: Design and deliver Advanced PL (3 hours) and related resources focused on coaching coaches for systems level instructional improvement. This professional learning shall build a shared understanding of the DoWEA Coaching Model, clarify the role of senior leaders as coaches of coaches, and strengthen their capacity to support, monitor, and sustain high-quality coaching practices across regions and districts. The Contractor shall facilitate the professional learning. The participants, number of sessions (not to exceed 4), and method of facilitation (i.e., in-person, virtual, or hybrid) will be determined post-award by the Agency in consultation with the Contractor.

2.1.4.2 CIL Team: Design and deliver Advanced PL (3 hours) and related resources focused on coaching for instructional leadership. This work shall establish a shared understanding of the DoWEA Coaching Model and build readiness to apply core coaching practices in support of school and district leaders. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 4, 1.5 hour sessions) to ensure the content is understood and can be redelivered with fidelity. Advanced PL shall incorporate differentiation through leveled content and graduated engagement—including differentiated coaching moves and scenarios—to extend depth and complexity for participants (as identified by the competency-based assessment), rather than through separate PL offerings.

2.1.4.3 Region/District ISS Team: Design and deliver Advanced PL (3 hours) and related resources focused on coaching educators for content-specific classroom instructional improvement. This work shall establish a shared understanding of the DoWEA Coaching Model and readiness to apply core coaching practices with educators. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 4, 1.5 hour sessions) to ensure the content is understood and can be redelivered with fidelity. Advanced PL shall incorporate differentiation through leveled content and graduated engagement—including differentiated coaching moves and scenarios—to extend depth and complexity for participants (as identified by the competency-based assessment), rather than through separate PL offerings.

2.1.4.4 School Leader Team: Design and deliver Advanced PL (3 hours) and related resources focused on coaching educators for schoolwide instructional improvement. This work shall establish a shared understanding of the DoWEA Coaching Model and readiness to apply core coaching practices within school settings. To support delivery by DoWEA, the Contractor shall design and facilitate facilitator preparation sessions (not to exceed 4, 1.5 hour sessions) to ensure the content is understood and can be redelivered with fidelity. Advanced PL shall incorporate differentiation through leveled content and graduated engagement—including differentiated coaching moves and scenarios—to extend depth and complexity for participants (as identified by the competency-based assessment), rather than through separate PL offerings.

2.1.4.5 Evaluation Support: Provide evaluation support to assess the effectiveness of Advanced PL by role, monitor participant progress, and evaluate the development of coaching competencies aligned to the DoWEA Coaching Model. Support shall include implementation of agreed upon evaluation measures, analysis of role-specific evidence of practice, and alignment of findings.

2.1.4.6 Review and Revision of Foundational PL: Review and revise all role-specific Foundational PL based on evaluation findings, participant feedback, and evidence of implementation. Revisions shall ensure continued alignment with the DoWEA Coaching Model, strengthen clarity and coherence of entry-level content, and improve effectiveness in establishing foundational coaching knowledge and skills across all roles.

2.1.4.7 Annual Report: Submit an annual report at the conclusion of each contract year summarizing activities, deliverables, participation, and evaluation findings. Each report shall document progress toward contract objectives, highlight trends and lessons learned, and provide actionable recommendations to inform subsequent year implementation and refinements. Reports shall align with DoWEA’s Professional Learning Guidance and the Kirkpatrick evaluation model.

2.1.5 Task 5, Option Year 2—The Contractor shall:

2.1.5.1 Review and Revision of Advanced PL: Review and revise all role-specific Advanced PL based on evaluation findings, participant feedback, and evidence of implementation. Revisions shall strengthen opportunities for application, analysis, and refinement of coaching practices and ensure alignment with evolving instructional priorities and system needs.

2.1.5.2 Program Evaluation: Submit a comprehensive Program Evaluation 60 calendar days upon completion of review and revision of the Advanced PL that synthesizes implementation, participation, evaluation findings, and certification outcomes across the life of the contract. The report shall include a summative evaluation of the effectiveness and impact of the professional learning and coaching program, analysis of trends and outcomes across all years, and evidence-based conclusions regarding sustainability and systemwide capacity building and provide actionable recommendations to inform future DoWEA coaching initiatives and long-term continuous improvement-based conclusions regarding sustainability and systemwide capacity building.

2.2 Objective 2, General Requirements

2.2.1 Task 1, Technical Support: The Contractor shall 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.

2.2.2 Task 2, Technical Requirements for Digital Resources—The Contractor shall:

2.2.2.1 Provide digital resources designed to run in DoWEA learning management system (LMS, Schoology) and Google Classroom, both of which operate within our virtual learning environment (VLE).

2.2.2.2 Ensure the 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 our 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.

2.2.3 Task 3, Third-Party Programs, Software, and Applications: The Contractor shall 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. On a case-by-case basis, DoWEA may honor requests to waive the FedRAMP Level 2 requirement. For more information, see Technical Exhibit #1, 1.1.

2.2.4 Task 4, Delivery of Digital Resources: The Contractor shall deliver digital materials with instructions detailing how the resources can be accessed by teachers, students, and above-school-level educators, using DoWEA’s LMS and/or PL platform.

2.2.5 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 receiving 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.

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

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

2.2.5.3 Other Post-Award Meetings: Meet with the Contracting Officer (KO), COR, and/or other DoWEA personnel, as appropriate, to review Contractor performance, as required by DoWEA. The KO may discuss DoWEA’s view of Contractor performance, and the Contractor shall apprise DoWEA of any problems being experienced. The Contractor shall take appropriate action to resolve any outstanding issues DoWEA raises.

2.3 Performance Standards and Acceptable Quality Levels (Objectives 1 and 2)

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

2.3.2 Acceptable Quality Level: See PWS Section 7, Performance Requirement Summary.

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

· Ensure personnel assigned to this contract take proper precautions to protect information from disclosure. Collect and/or store all DoWEA-owned or DoWEA-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.

· All Contractor personnel that have access or may potentially have access to DoWEA 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 DoWEA’s student, teacher and/or staff personally identifiable information successfully complete the required 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 with the Privacy requirements (listed above) 120 calendar days prior to the expiration of each year’s contract option period or annually, as required. Note: After reviewing the Contractor’s verification, DoWEA reserves the right to ask for additional verification data so DoWEA can comply with DoW’s evolving privacy mandates.

3.3 Key Functions—The Contractor shall designate the names of each person listed below in writing and shall:

3.3.1 Project Manager/Alternate Project Manager: Provide a project manager and alternate . They shall be available, from 9AM-3PM EST, Monday - Friday, except for Federal holidays or when the Government facility is closed for administrative reasons. The program manager or alternate shall have full authority to act for the Contractor on all contract matters relating to the daily operation of this contract.

3.3.2 Program Lead: Provide a person to be responsible for the performance of work. This person, who may also function as the program manager, shall be nationally recognized or possess an advanced degree in a relevant area, and show evidence of providing successful oversight of at least one coaching program implementation in a K-12 school system of comparable size to DoWEA

3.3.3 Program Specialists: Provide specialists with an advanced degree in relevant area and possess in‑depth knowledge of and demonstrated experience in coaching coaches, as well as in the design and facilitation of PL focused on coaching in a K-12 school system.

3.3.4 Changes: Personnel provided as replacements to key functions after contract award shall meet or exceed the qualifications and experience of those provided upon award of the contract. Notify the COR in writing regarding all personnel changes ten business days in advance of the change.

3.4 Holidays and Hours of Operation

3.4.1 The Program Manager and Assistant Program Manager 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, 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, 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.

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

3.6 Nondiscrimination: The Contractor shall provide resources free of bias regarding race, color, religion, sex, national origin, or disability.

3.7 Section 508 Compliance—The Contractor shall:

3.7.1 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 ensure 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.

3.7.2 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.

3.7.3 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:

3.8 Sharable Content Object Reference Model® (SCORM®) Compliance: Provide digital modules, if included among the proposed/required resources, that are SCORM®-compliant. Note: The Department of War Instruction (DoWI) 1322.26 mandates that modules comply with the latest possible version of SCORM®, per https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/132226_dodi_2017.pdf?ver=2017-10-05-073235-400.

3.9 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 DoWEA—for our internal use only—may use resources without incurring copyright costs or infringing on copyright laws. All data developed from any work awarded under this contract is and shall remain the property of the Government.

3.10 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.

4 GOVERNMENT-FURNISHED INFORMATION / RESOURCES

None

5 CONTRACT DELIVERABLES

Frequency Submit To

Objective 1, Coaching for Instructional Improvement

Final: Five business days after receipt of written feedback from DoWEA

COR

Objective 2, General Requirements

Constraints

6 ACRONYMS and DEFINITIONS

Contracting Officer (KO): Only individuals with the expressed authority to obligate (bind) the Government by means of entering, administering, and terminating contracts within the limits of the authority delegated via the 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. CORs do not have the authority to obligate (bind) the Government.

Contractor: Supplier or vendor contracted to provide specific supplies or services to the Government—may also be referred to as “the prime”.

Deliverable: Usually physically delivered items but may include such items as digital documents/reports.

Performance Requirements Summary (PRS): Tabular listing of performance objectives and standards.

Performance Work Statement (PWS): Statement of work for performance-based acquisitions describing the required results in clear, specific, and objective terms with measurable outcomes.

7 PERFORMANCE REQUIREMENT SUMMARY

Objective 1, Coaching for Instructional Improvement

Task 2, Project Plan

PWS 2.1.2

Final: 100% correct except for possible errors in grammar and formatting

Task 3, Foundational Professional Learning

PWS 2.1.3

Task 4, Advanced Professional Learning

PWS 2.1.4

Objective 2, General Requirements

Constraints

Privacy Verification

PWS 3.2.4

Technical Exhibit #1 - TECHNICAL REQUIREMENTS The Contractor shall comply with the applicable technical requirements detailed below.

1.1 Software and Cloud Security Requirements—The Contractor shall:

1.1.1 Ensure all online resources, cloud-based services and instructional software meet Department of War (DoW) and DoWEA cybersecurity requirements as defined below. Note: Software, cloud services and associated websites are rigorously tested to ensure no security risks are posed to DoWEA infrastructure and its users.

1.1.2 Complete the Cloud Services questionnaire that was submitted as part of the proposal submission and provide copies of and/or access to any software listed in the proposed solution.

1.1.3 Ensure its content accessible from the web is compatible with the following browser platforms: Google Chrome, and Edge. Ensure that any applicable STIGs are implemented.

1.1.4 Provide a plan of actions and milestones (POA&M) to mitigate any cybersecurity findings resulting from non-compliant and/or vulnerable components in 30 calendar days of written notification from DoWEA.

1.1.5 Be able to meet Federal Risk and Authorization Management Program (FedRAMP) Level 2 standards for all proposed software/digital resources and ensure that any third-party resources that are part of its proposed solution also meet the FedRAMP Level 2 standard. For more information on FedRAMP, see the following URL: www.fedramp.gov. Participate, if required, in interviews and deep system architecture inspections.

· Per DoW policy for cloud-based services, DoWEA conducts a supplemental series of validations, which closely mirror the FedRAMP Internet Cloud vetting processes. Contractor participation/cooperation is normally required to complete this process.

· On a case-by-case basis, DoWEA may honor requests to waive the FedRAMP Level 2 requirement.

· DoWEA currently distributes software packages via Microsoft’s System Center Configuration Manager (SCCM) and Microsoft Intune.

· All older 16-bit software are automatically denied.

1.4 DoWEA Software License Keys: The Contractor shall provide (1) license keys and electronic downloads for software required under this Contract to the COR and (2) software directly to DoWEA schools, districts, or regions only if explicitly required to do so in the contract or in writing by the COR.

· DoD Directive (DoDD) 8500.01E, Information Assurance, be found at the following URL: https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/850001_2014.pdf.

· DoD Security Technical Implementation Guidance (STIG), which may be found at the following URL: https://public.cyber.mil/stigs/downloads/.

· DoD Risk Management Framework (DODRMF) per DoD Instruction 8510.01, which may be found at https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/851001p.pdf?ver=2019-02-26-101520-3004.5.2.

1) Maintaining system security IAW the latest versions of the (1) DoW Cloud Computing Security Requirements Guide, (2) Family Educational Rights and Privacy Act (FERPA), and (3) Protection of Pupil Rights Amendment (PPRA).

2) Providing a solution robust enough to serve the needs of a large community of learners dispersed across the world using a variety of bandwidths and scalable to meet future growth, both in terms of instruction and the number of users. In addition, provided solutions shall be applicable to the digital learning environment of the DoWEA Virtual School.

3) Ensuring Contractor staff who have access to DoWEA’s student, teacher and/or staff personally identifiable information take the DoW Privacy Act/Personally Identifiable Information (PA and PPI/PII) training before gaining access to the data and yearly thereafter. Provide copies of the certificates to the COR which can be audited at any time by the CISO or his/her designee.

1.6.2. Support industry-standard data rostering standards via ClassLink and standard data formats such as OneRoster.

1.6.3. Ensure that data storage, handling, and security meet the following minimum standards:

1) DoWEA’s information and data shall be secured in data center located in the United States.

2) The system, including its server(s) and network devices, shall be in an environmentally controlled and secure facility under controlled circumstances (e.g., using authorized personnel access lists, ID cards, entry logs, etc.).

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

4) All data transit shall be secured with Transport Layer Security (TLS) encryption.

5) All data at rest shall be secured with Advanced Encryption Standard (AES)-256 encryption.

1.6.4 Ensure that data integration includes the following:

1) Automated industry standard form of data integration using Representational State Transfer Application Program Interface (RESTful API), Learning Tools Interoperability (LTI), or Secure File Transfer Protocol (SFTP) data sets (ClassLink, OneRoster, etc.).

2) Encryption of DoWEA’s data at rest to include unique encryption keys for each customer on systems hosting multiple customers.

3) Notification of DoWEA in writing within 72 hours of any changes made to corporate policies for data protection.

4) Use of only masked student data in a non-production environment.

5) Integration scheduling that meets DoWEA’s required timeframes.

6) Provision of fully automated data uploads per Agency schedule(s) and Agency requirements.

7) Support of SFTP capabilities using a single set of login credentials.

8) Provision of a single data set of DoWEA information. Note: The Contractor’s solution shall support DoWEA at all levels: school, community, district, region, and HQ.

9) Maintenance of a backup and restore plan for DoWEA data in the event of a disaster.

10) Provision of detailed feedback of what caused errors if an integration transmission results in errors.

1.6.5 System Features—The system shall:

1) Allow user accounts to be created automatically based on a file provided by DoWEA either nightly or on another pre-determined scheduled feed.

2) Allow DoWEA to be able to choose the format of user login identification, e.g., an email address, and be able to create manual accounts, if needed.

3) Require the user—for manually created accounts—to reset the password on the user’s initial login or, upon request, a password reset.

SOURCE SELECTION INFORMATION – SEE FAR 2.101 & 3.104