919900-19-R-0022_Transition_Support.pdf

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SOLICITATION, OFFER AND AWARD 1. THIS CONTRACT IS A RATED

ORDER UNDER DPAS (15 CFR 7900)

RATING

PAGE OF

PAGES

2. CONTRACT NUMBER 3. SOLICITATION NUMBER 4. TYPE OF SOLICITATION 5. DATE ISSUED 6. REQUISITION/PURCHASE NUMBER

91990019R0022 SEALED BID (IFB)

NEGOTIATED (RFP)

7. ISSUED BY CODE 8. ADDRESS OFFER TO (If other than Item 7)

US Department of Education Contracts & Acq Mgt/Group B, 550 12th St SW - 7th Floor Washington DC USA

NOTE: In sealed bid solicitations "offer" and "offeror" mean "bid" and "bidder".

SOLICITATION

9. Sealed offers in original and 1 copies for furnishing the supplies or services in the Schedule will be received at the place specified in Item 8, or if handcarried, in the depository located in until 10:00

AM ET

local time MAY 31, (Hour) (Date)

CAUTION - LATE Submissions, Modifications, and Withdrawls: See Section L, Provision No. 52.214-7 or 52.215-1. All offers are subject to all terms and conditions contained in this solicitation.

B. TELEPHONE (NO COLLECT CALLS)10. FOR

INFORMATION CALL

A. NAME

Joseph Gibbs AREA CODE

NUMBER

245-6016

EXT.

C. E-MAIL ADDRESS

Joseph.Gibbs@ed.gov

11. TABLE OF CONTENTS

(X) SEC. DESCRIPTION PAGES(S) (X) SEC. DESCRIPTION PAGE(S)

PART 1 - THE SCHEDULE PART II - CONTRACT CLAUSES

X A SOLICITATION/CONTRACT FORM 1 - 1 X I CONTRACT CLAUSES 55 - 64

X B SUPPLIES OR SERVICES AND PRICES/COSTS 2 - 3 PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

X C DESCRIPTION/SPECS./WORK STATEMENT 8 - 48 X J LIST OF ATTACHMENTS 65 - 72

D PACKAGING AND MARKING - PART IV - REPRESENTATIONS AND INSTRUCTIONS

X E INSPECTION AND ACCEPTANCE 49 - 49 X K REPRESENTATIONS, CERTIFICATIONS AND OTHER 73 - 81

X F DELIVERIES OR PERFORMANCE 50 - 50 STATEMENTS OF OFFERORS

X G CONTRACT ADMINISTRATION DATA 51 - 51 X L INSTRS., CONDS., AND NOTICES TO OFFERORS 82 - 93

X H SPECIAL CONTRACT REQUIREMENTS 52 - 54 X M EVALUATION FACTORS FOR AWARD 94 - 99

OFFER

NOTE: Item 12 does not apply if the solicitation includes the provisions at 52.214-16, Minimum Bid Acceptance Period.

12. In compliance with the above, the undersigned agrees, if this offer is accepted within calendar days (60 calendar days unless a different period is inserted by the offeror) from the date for receipt of offers specified above, to furnish any or all items upon which prices are offered at the set opposite each item, delivered at the designated point(s), within the time specified in the schedule.

13. DISCOUNT FOR PROMPT PAYMENT

(See Section I, Clause No. 52.232-8)

10 CALENDAR DAYS (%) 20 CALENDAR DAYS (%) 30 CALENDAR DAYS (%) CALENDAR DAYS (%)

14. ACKNOWLEDGMENT OF AMENDMENTS AMENDMENT NO. DATE AMENDMENT NO. DATE

(The offeror acknowledges receipt of amendments to the SOLICITATION for offerors and related documents numbered and dated):

CODE FACILITY 16. NAME AND TITLE OF PERSON AUTHORIZED TO SIGN OFFER

15A. NAME AND

ADDRESS OF

OFFEROR

(Type or print)

15B. TELEPHONE NUMBER 15C. CHECK IF REMITTANCE ADDRESS IS DIFFERENT

AREA CODE NUMBER

EXT. FROM ABOVE - ENTER SUCH ADDRESS IN SCHEDULE.

17. SIGNATURE 18. OFFER DATE

AWARD (To be completed by Government)

19. ACCEPTED AS TO ITEMS NUMBERED 20. AMOUNT 21. ACCOUNTING AND APPROPRIATION

22. AUTHORITY FOR USING OTHER THAN FULL AND OPEN COMPETITION:

10 U.S.C. 2304(c) 41 U.S.C. 3304(a)

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

(4 copies unless otherwise specified

ITEM

24. ADMINISTERED BY (If other than Item 7) 25. PAYMENT WILL BE MADE BY CODE

26. NAME OF CONTRACTING OFFICER(Type or print) 27. UNITED STATES OF AMERICA 28. AWARD DATE

(Signature of Contracting Officer)

IMPORTANT - Award will be made on this Form, or on Standard Form 26, or by other authorized official written notice. (Must be fully completed by offeror)

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (REV. 6/2014)

Prescribed by GSA - FAR (48 CFR) 53.214(c)

SCHEDULE Continued

ITEM NO. SUPPLIES/SERVICES QUANTITY UNIT UNIT PRICE AMOUNT

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The National Center for Education Evaluation and Regional Assistance (NCEE) within the U.S. Department of Education's (Department) Institute of Education Sciences (IES) requires a contract to conduct an implementation and impact evaluation study of transition services for students with disabilities, specifically their effects on improving post-high school outcomes.

The services include identifying promising transition programs, finalizing the study design, implementing the Transition Program in Study Schools, and data collection and analyses. Finally, the contractor will write an impact report to summarize the results and findings of the impact evaluation.

Base Period - Cost Reimbursement

0001 Design/Feasibility

Period of Performance: 09/15/2019 to 05/15/2022

1.00 SE

Base Period - Fixed Fee

0002 Design/Feasibility

Period of Performance: 09/15/2019 to 05/15/2022

Optional Task Period 1 - Cost Reimbursement

OPT

0003 may include Optional Task Period 1A

Period of Performance: 08/15/2021 to 11/15/2022

Optional Task Period 1 - Fixed Fee

0004 may include Optional Task Period 1A

Period of Performance: 08/15/2021 to 11/15/2022

Optional Task Period 2 - Cost Reimbursement

0005 May include Optional Task Period 2A

Period of Performance: 06/15/2022 to 10/15/2023

Optional Task Period 2 - Fixed Fee

0006 May include Optional Task Period 2A

Period of Performance: 06/15/2022 to 10/15/2023

Optional Task Period 3 - Cost Reimbursement

0007 May include Optional Task Period 3A

Period of Performance: 05/15/2023 to 09/15/2026

Optional Task Period 3 - Fixed Fee

0008 May include Optional Task Period 3A

Period of Performance: 05/15/2023 to 09/15/2026

Optional Task Period 4 - Cost Reimbursement

0009 May include Optional Task Period 4A

Period of Performance: 08/15/2023 to 09/15/2027

Optional Task Period 4 - Fixed Fee

SCHEDULE Continued

ITEM NO. SUPPLIES/SERVICES QUANTITY UNIT UNIT PRICE AMOUNT

PAGE 3 OF 99 91990019R0022

May include Optional Task Period 4A

Period of Performance: 08/15/2023 to 09/15/2027

Table of Contents

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SECTION C DESCRIPTION/SPECIFICATIONS/WORK STATEMENT

C.1

SECTION E INSPECTION AND ACCEPTANCE

E.1 52.246-5 INSPECTION OF SERVICES--COST-REIMBURSEMENT (APR 1984)

SECTION F DELIVERIES OR PERFORMANCE

F.1 52.242-15 I STOP-WORK ORDER (AUG 1989)--ALTERNATE I (APR 1984)

SECTION G CONTRACT ADMINISTRATION DATA

G.1 3452.201-70 CONTRACTING OFFICER`s REPRESENTATIVE (COR) (MAY 2011)

G.2 306-1cINVOICE AND CONTRACT FINANCING REQUESTS SUBMISSION - IPP (MAY 2018)

SECTION H SPECIAL CONTRACT REQUIREMENTS

H.1 3452.208-71 PRINTING (MAY 2011)

H.2 3452.208-72 PAPERWORK REDUCTION ACT (MAY 2011)

H.3 3452.209-71 CONFLICT OF INTEREST (MAY 2011)

H.4 3452.215-70 RELEASE OF RESTRICTED DATA (MAY 2011)

H.5 3452.224-70 RELEASE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT (MAY 2011)

H.6 3452.224-71 NOTICE ABOUT RESEARCH ACTIVITIES INVOLVING HUMAN SUBJECTS (MAY 2011)

H.7 3452.227-71 ADVERTISING OF AWARDS (MAY 2011)

H.8 3452.227-72 USE AND NON-DISCLOSURE AGREEMENT (MAY 2011)

H.9 3452.227-73 LIMITATIONS ON THE USE OR DISCLOSURE OF GOVERNMENT-FURNISHED INFORMATION MARKED WITH

RESTRICTIVE LEGENDS (MAY 2011)

H.10 3452.228-70 REQUIRED INSURANCE (MAY 2011)

H.11 3452.237-70 SERVICES OF CONSULTANTS (MAY 2011)

H.12 3452.237-71 OBSERVANCE OF ADMINISTRATIVE CLOSURES (MAY 2011)

H.13 3452.242-71 NOTICE TO THE GOVERNMENT OF DELAYS (MAY 2011)

H.14 3452.242-73 ACCESSIBILITY OF MEETINGS, CONFERENCES, AND SEMINARS TO PERSONS WITH DISABILITIES

(MAY 2011)

H.15 3452.247-70 FOREIGN TRAVEL (MAY 2011)

H.16 31.205.70FOOD COSTS

H.17 31.205.71TRAVEL COSTS

H.18 3452.202-1 DEFINITIONS--DEPARTMENT OF EDUCATION (MAY 2011)

H.19 3452.227-70 PUBLICATION AND PUBLICITY (MAY 2011)

H.20 3452.239-72 DEPARTMENT SECURITY REQUIREMENTS (MAY 2011)

H.21 3452.243-70 KEY PERSONNEL (MAY 2011)

H.22

SECTION I CONTRACT CLAUSES

I.1 52.202-1 DEFINITIONS (NOV 2013)

I.2 52.203-3 GRATUITIES (APR 1984)

I.3 52.203-5 COVENANT AGAINST CONTINGENT FEES (MAY 2014)

I.4 52.203-6 RESTRICTIONS ON SUBCONTRACTOR SALES TO THE GOVERNMENT (SEP 2006)

I.5 52.203-7 ANTI-KICKBACK PROCEDURES (MAY 2014)

I.6 52.203-8 CANCELLATION, RESCISSION, AND RECOVERY OF FUNDS FOR ILLEGAL OR IMPROPER ACTIVITY (MAY

2014)

I.7 52.203-10 PRICE OR FEE ADJUSTMENT FOR ILLEGAL OR IMPROPER ACTIVITY (MAY 2014)

I.8 52.203-12 LIMITATION ON PAYMENTS TO INFLUENCE CERTAIN FEDERAL TRANSACTIONS (OCT 2010)

I.9 52.203-13 CONTRACTOR CODE OF BUSINESS ETHICS AND CONDUCT (OCT 2015)

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I.10 52.203-17 CONTRACTOR EMPLOYEE WHISTLEBLOWER RIGHTS AND REQUIREMENT TO INFORM EMPLOYEES OF

WHISTLEBLOWER RIGHTS (APR 2014)

I.11 52.203-19 PROHIBITION ON REQUIRING CERTAIN INTERNAL CONFIDENTIALITY AGREEMENTS OR STATEMENTS

(JAN 2017)

I.12 52.204-4 PRINTED OR COPIED DOUBLE-SIDED ON POSTCONSUMER FIBER CONTENT PAPER (MAY 2011)

I.13 52.204-10 REPORTING EXECUTIVE COMPENSATION AND FIRST-TIER SUBCONTRACT AWARDS (OCT 2018)

I.14 52.204-13 SYSTEM FOR AWARD MANAGEMENT MAINTENANCE (OCT 2018)

I.15 52.204-14 SERVICE CONTRACT REPORTING REQUIREMENTS (OCT 2016)

I.16 52.209-6 PROTECTING THE GOVERNMENT`S INTEREST WHEN SUBCONTRACTING WITH CONTRACTORS DEBARRED, SUSPENDED, OR PROPOSED FOR DEBARMENT (OCT 2015)

I.17 52.209-9 UPDATES OF PUBLICLY AVAILABLE INFORMATION REGARDING RESPONSIBILITY MATTERS (OCT 2018)55

I.18 52.209-10 PROHIBITION ON CONTRACTING WITH INVERTED DOMESTIC CORPORATIONS (NOV 2015)

I.19 52.210-1 MARKET RESEARCH (APR 2011)

I.20 52.215-2 AUDIT AND RECORDS--NEGOTIATION (OCT 2010)

I.21 52.215-8 ORDER OF PRECEDENCE--UNIFORM CONTRACT FORMAT (OCT 1997)

I.22 52.215-10 PRICE REDUCTION FOR DEFECTIVE CERTIFIED COST OR PRICING DATA (AUG 2011)

I.23 52.215-11 PRICE REDUCTION FOR DEFECTIVE CERTIFIED COST OR PRICING DATA--MODIFICATIONS (AUG

2011)

I.24 52.215-13 SUBCONTRACTOR CERTIFIED COST OR PRICING DATA--MODIFICATIONS (OCT 2010)

I.25 52.215-23 LIMITATIONS ON PASS-THROUGH CHARGES (OCT 2009)

I.26 52.216-7 ALLOWABLE COST AND PAYMENT (AUG 2018)

I.27 52.216-8 FIXED FEE (JUN 2011)

I.28 52.219-4 NOTICE OF PRICE EVALUATION PREFERENCE FOR HUBZONE SMALL BUSINESS CONCERNS (OCT 2014).56

I.29 52.219-8 UTILIZATION OF SMALL BUSINESS CONCERNS (OCT 2018)

I.30 52.219-9 II SMALL BUSINESS SUBCONTRACTING PLAN (AUG 2018)--ALTERNATE II (NOV 2016)

I.31 52.219-16 LIQUIDATED DAMAGES--SUBCONTRACTING PLAN (JAN 1999)

I.32 52.219-28 POST-AWARD SMALL BUSINESS PROGRAM REPRESENTATION (OCT 2014)

I.33 52.222-2 PAYMENT FOR OVERTIME PREMIUMS (JUL 1990)

I.34 52.222-3 CONVICT LABOR (JUN 2003)

I.35 52.222-4 CONTRACT WORK HOURS AND SAFETY STANDARDS --OVERTIME COMPENSATION (MAY 2018)

I.36 52.222-17 {52.222-17} NONDISPLACEMENT OF QUALIFIED WORKERS (MAY 2014)

I.37 52.222-21 PROHIBITION OF SEGREGATED FACILITIES (APR 2015)

I.38 52.222-26 EQUAL OPPORTUNITY (SEPT 2016)

I.39 52.222-35 EQUAL OPPORTUNITY FOR VETERANS. [OCT 2015]

I.40 52.222-36 EQUAL OPPORTUNITY FOR WORKERS WITH DISABILITIES (JUL 2014)

I.41 52.222-37 EMPLOYMENT REPORTS ON VETERANS (FEB 2016)

I.42 52.222-40 NOTIFICATION OF EMPLOYEE RIGHTS UNDER THE NATIONAL LABOR RELATIONS ACT (DEC 2010). 57

I.43 52.222-43 FAIR LABOR STANDARDS ACT AND SERVICE CONTRACT LABOR STANDARDS--PRICE ADJUSTMENT

(MULTIPLE YEAR AND OPTION CONTRACTS) (AUG 2018)

I.44 52.222-50 COMBATING TRAFFICKING IN PERSONS (JAN 2019)

I.45 52.222-54 EMPLOYMENT ELIGIBILITY VERIFICATION (OCT 2015)

I.46 52.223-6 DRUG-FREE WORKPLACE (MAY 2001)

I.47 52.223-18 ENCOURAGING CONTRACTOR POLICIES TO BAN TEXT MESSAGING WHILE DRIVING (AUG 2011)

I.48 52.224-1 PRIVACY ACT NOTIFICATION (APR 1984)

I.49 52.224-2 PRIVACY ACT (APR 1984)

I.50 52.224-3 PRIVACY TRAINING (JAN 2017)

I.51 52.225-13 RESTRICTIONS ON CERTAIN FOREIGN PURCHASES (JUN 2008)

I.52 52.227-17 RIGHTS IN DATA--SPECIAL WORKS (DEC 2007)

I.53 52.228-7 INSURANCE--LIABILITY TO THIRD PERSONS (MAR 1996)

I.54 52.230-2 COST ACCOUNTING STANDARDS (OCT 2015)

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I.55 52.230-3 DISCLOSURE AND CONSISTENCY OF COST ACCOUNTING PRACTICES (OCT 2015)

I.56 52.230-6 ADMINISTRATION OF COST ACCOUNTING STANDARDS (JUN 2010)

I.57 52.232-1 PAYMENTS (APR 1984)

I.58 52.232-9 LIMITATION ON WITHHOLDING OF PAYMENTS (APR 1984)

I.59 52.232-11 EXTRAS (APR 1984)

I.60 52.232-17 INTEREST (MAY 2014)

I.61 52.232-18 AVAILABILITY OF FUNDS (APR 1984)

I.62 52.232-20 LIMITATION OF COST (APR 1984)

I.63 52.232-22 LIMITATION OF FUNDS (APR 1984)

I.64 52.232-23 ASSIGNMENT OF CLAIMS (MAY 2014)

I.65 52.232-25 PROMPT PAYMENT (JAN 2017)

I.66 52.232-33 PAYMENT BY ELECTRONIC FUNDS TRANSFER--SYSTEM FOR AWARD MANAGEMENT (OCT 2018)

I.67 52.232-39 UNENFORCEABILITY OF UNAUTHORIZED OBLIGATIONS (JUNE 2013)

I.68 52.232-40 PROVIDING ACCELERATED PAYMENTS TO SMALL BUSINESS SUBCONTRACTORS (DEC 2013)

I.69 52.233-1 I DISPUTES (MAY 2014)--ALTERNATE I (DEC 1991)

I.70 52.233-3 I PROTEST AFTER AWARD (AUG 1996)--ALTERNATE I (JUN 1985)

I.71 52.233-4 APPLICABLE LAW FOR BREACH OF CONTRACT CLAIM (OCT 2004)

I.72 52.239-1 PRIVACY OR SECURITY SAFEGUARDS (AUG 1996)

I.73 52.242-1 NOTICE OF INTENT TO DISALLOW COSTS (APR 1984)

I.74 52.242-3 PENALTIES FOR UNALLOWABLE COSTS (MAY 2014)

I.75 52.242-4 CERTIFICATION OF FINAL INDIRECT COSTS (JAN 1997)

I.76 52.242-5 PAYMENTS TO SMALL BUSINESS SUBCONTRACTORS (JAN 2017)

I.77 52.242-13 BANKRUPTCY (JUL 1995)

I.78 52.244-2 I SUBCONTRACTS (OCT 2010)--ALTERNATE I (JUN 2007)

I.79 52.244-5 COMPETITION IN SUBCONTRACTING (DEC 1996)

I.80 52.244-6 SUBCONTRACTS FOR COMMERCIAL ITEMS (JAN 2019)

I.81 52.246-25 LIMITATION OF LIABILITY--SERVICES (FEB 1997)

I.82 52.249-6 TERMINATION (COST-REIMBURSEMENT) (MAY 2004)

I.83 52.249-14 EXCUSABLE DELAYS (APR 1984)

I.84 52.253-1 COMPUTER GENERATED FORMS (JAN 1991)

I.85 3452.208-72 PAPERWORK REDUCTION ACT (MAY 2011)

I.86 3452.224-72 RESEARCH ACTIVITIES INVOLVING HUMAN SUBJECTS (MAY 2011)

I.87 3452.232-70 LIMITATION OF COST OR FUNDS (MAY 2011)

I.88 3452.242-70 LITIGATION AND CLAIMS (MAY 2011)

I.89 52.204-21 BASIC SAFEGUARDING OF COVERED CONTRACTOR INFORMATION SYSTEMS (JUN 2016)

I.90 52.217-8 OPTION TO EXTEND SERVICES (NOV 1999)

I.91 52.217-9 OPTION TO EXTEND THE TERM OF THE CONTRACT (MAR 2000)

I.92 52.243-2 I CHANGES--COST-REIMBURSEMENT (AUG 1987)--ALTERNATE I (APR 1984)

I.93 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

I.94 52.252-6 AUTHORIZED DEVIATIONS IN CLAUSES (APR 1984)

I.95 52.239-70ACCESS TO CONTRACTOR AND SUBCONTRACTOR INFORMATION SYSTEMS AND RELATED

SECTION J LIST OF ATTACHMENTS

J.1 309-1aLIST OF ATTACHMENTS

J.2

J.3

SECTION K REPRESENTATIONS, CERTIFICATIONS AND OTHER STATEMENTS OF OFFERORS

K.1 52.203-11 CERTIFICATION AND DISCLOSURE REGARDING PAYMENTS TO INFLUENCE CERTAIN FEDERAL

TRANSACTIONS (SEP 2007)

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K.2 52.204-16 COMMERCIAL AND GOVERNMENT ENTITY CODE REPORTING (JUL 2016)

K.3 52.204-17 OWNERSHIP OR CONTROL OF OFFEROR (JUL 2016)

K.4 52.204-19 INCORPORATION BY REFERENCE OF REPRESENTATIONS AND CERTIFICATIONS (DEC 2014)

K.5 52.209-2 PROHIBITION ON CONTRACTING WITH INVERTED DOMESTIC CORPORATIONS-REPRESENTATION (NOV

2015)

K.6 52.222-38 COMPLIANCE WITH VETERANS` EMPLOYMENT REPORTING REQUIREMENTS (FEB 2016)

K.7 52.225-25 PROHIBITION ON CONTRACTING WITH ENTITIES ENGAGING IN CERTAIN ACTIVITIES OR TRANSACTIONS

RELATING TO IRAN--REPRESENTATION AND CERTIFICATIONS (AUG 2018)

K.8 52.204-5 WOMEN-OWNED BUSINESS (OTHER THAN SMALL BUSINESS) (OCT 2014)

K.9 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (OCT 2018)

K.10 52.209-5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (OCT 2015)

K.11 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (OCT 2018)

K.12 52.225-20 PROHIBITION ON CONDUCTING RESTRICTED BUSINESS OPERATIONS IN SUDAN--CERTIFICATION (AUG

2009)

K.13 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION (OCT 2015)

K.14 52.230-7 PROPOSAL DISCLOSURE -- COST ACCOUNTING PRACTICE CHANGES (APR 2005)

K.15 52.252-6 AUTHORIZED DEVIATIONS IN CLAUSES (APR 1984)

K.16 3452.209-70 CONFLICT OF INTEREST CERTIFICATION (MAY 2011)

SECTION L INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

L.1 52.204-7 SYSTEM FOR AWARD MANAGEMENT (OCT 2018)

L.2 52.204-16 COMMERCIAL AND GOVERNMENT ENTITY CODE REPORTING (JUL 2016)

L.3 52.204-18 COMMERCIAL AND GOVERNMENT ENTITY CODE MANAGEMENT (JUL 2016)

L.4 52.215-1 I INSTRUCTIONS TO OFFERORS--COMPETITIVE ACQUISITION (JAN 2017)--ALTERNATE I (OCT

1997)

L.5 52.215-20 REQUIREMENTS FOR CERTIFIED COST OR PRICING DATA AND DATA OTHER THAN CERTIFIED COST

OR PRICING DATA (OCT 2010)

L.6 52.215-22 LIMITATIONS ON PASS-THROUGH CHARGES -- IDENTIFICATION OF SUBCONTRACT EFFORT (OCT

2009)

L.7 52.222-46 EVALUATION OF COMPENSATION FOR PROFESSIONAL EMPLOYEES (FEB 1993)

L.8 52.216-1 TYPE OF CONTRACT (APR 1984)

L.9 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.10 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)

L.11 3452.239-71 NOTICE TO OFFERORS OF DEPARTMENT SECURITY REQUIREMENTS (MAY 2011)

L.12

SECTION M EVALUATION FACTORS FOR AWARD

M.1

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SECTION C

DESCRIPTION/SPECIFICATIONS/WORK STATEMENT

PAGE 9 OF 99 91990019R0022

C.1

U.S. Department of Education

Institute of Education Sciences

National Center for Education Evaluation and Regional Assistance

EVALUATION OF TRANSITION SUPPORTS FOR YOUTH WITH DISABILITIES

Performance Work Statement

I. INTRODUCTION

The National Center for Education Evaluation and Regional Assistance (NCEE) of the U.S.

Department of Education’s (the “Department”) Institute of Education Sciences (IES) requires a contract to design and evaluate the effectiveness of transition supports for youth with disabilities served under the Individuals with Disabilities Education Act (IDEA). The Department will award a cost-reimbursement with fixed fee contract with a base period to conduct design/feasibility assessment work and optional task periods to conduct an impact study. The purpose of the 32-month base period design work is to assess the feasibility of conducting a large-scale random assignment study through activities including a systematic evidence review, development of study design options, and a transition strategy(ies) competition.

Based on the study design options and the outcome of the transition strategy competition, the

Department may decide to evaluate two transition strategies rather than one (i.e., conduct a 3-arm study instead of a 2-arm study). Optional task periods are structured to support an evaluation of either one transition strategy (2-arm study) or two transition strategies (3-arm study).

• Optional Task Period 1 includes the recruitment necessary for an impact study of one transition strategy and the conduct of the initial training in the summer prior to the first implementation year (2022-2023 school year). Optional Task Period 1A includes recruitment of additional sample and training for a second transition strategy (in a 3-arm study).

• Optional Task Period 2 covers the first implementation year of one transition strategy, including the ongoing support for implementation and data collection for the 2022-2023 school year. Optional Task Period 2A includes the ongoing support for implementation of a second transition strategy and data collection (for additional sample in a 3-arm study).

• Optional Task Period 3 is for a second year of implementation, including any necessary training, ongoing support for implementation, and data collection for the 2023-2024 school year. Optional Task Period 3A includes the training and ongoing support for implementation of a second transition strategy as well as data collection (for additional sample in a 3-arm study) during the 2023-2024 school year.

• Optional Task Period 4 includes data analysis, convening a Technical Working Group meeting to discuss preliminary findings, report preparations, and development of a restricted-use data file. Optional Task Period 4A includes data analyses, report preparations, and development of restricted-use files for a second transition strategy.

PAGE 10 OF 99 91990019R0022

Exhibit 1. Contract Periods of Performance

Dates Contract Month Overlap Duration

Base Period

(Design/Feasibility)

9/15/19 to

5/15/22

Months 1-32 32 months

Optional Task Period 1

(and Optional Task

Period 1A, if exercised)

8/15/2021 to

11/15/2022

Months 23-38 10 month overlap with Base Period

16 months

Optional Task Period 2

(and Optional Task

Period 2A, if exercised)

6/15/2022 to

10/15/2023

Months 33-49 6 month overlap with Optional

Task Period 1

16 months

Optional Task Period 3

(and Optional Task

Period 3A, if exercised)

5/15/2023 to

9/15/2026

Months 44-84 6 month overlap with Optional

Task Period 2

41 months

Optional Task Period 4

(and Optional Task

Period 4A, if exercised)

8/15/2023 to

9/15/2027

Months 47-96 38 month overlap with Optional

Task Period 3

50 months

A. LEGISLATIVE AUTHORITY

This evaluation of transition supports for youth with disabilities is authorized in Section 664 of the Individuals with Disabilities Education Act (IDEA, P.L. 108-446), as amended, which assigns to IES the responsibility to conduct studies and evaluations of the implementation and impact of programs supported under IDEA.

B. BACKGROUND

A central goal of the Individuals with Disabilities Education Act 2004 (IDEA) is to help students with disabilities prepare for education, work, and independent living after secondary school.

However, more than a decade later, students with disabilities continue to lag their peers in rates of high school graduation (66% vs. to 84%), 1 enrollment in postsecondary education (61% vs.

84%),2 and employment (35% vs. 78%, among youth aged 25-34)3.

IDEA emphasizes the role that transition services can play, including transition planning4, in improving postsecondary outcomes among students with disabilities. Recent research conducted by IES suggests that, while transition planning is happening, students with disabilities are not consistently engaging in the types of transition services that may improve their outcomes after

1 Public high school 4-year adjusted cohort graduation rate (ACGR), by selected student characteristics and state: 2010-11 through 2015-16 (Table 2018-46) retrieved December 7, 2018 from https://nces.ed.gov/programs/digest/d17/tables/dt17_219.46.asp?current=yes.

2 Web Tables: Characteristics and Outcomes of Undergraduates with Disabilities (NCES 2018-432).

https://nces.ed.gov/pubs2018/2018432.pdf 3 McFarland, J., Hussar, B., de Brey, C., Snyder, T., Wang, X., Wilkinson-Flicker, S., Gebrekristos, S., Zhang, J., Rathbun, A., Barmer, A., Bullock Mann, F., and Hinz, S. (2017). The Condition of Education 2017 (NCES 2017-144). U.S. Department of Education.

Washington, DC: National Center for Education Statistics. Retrieved December 7, 2018 from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017144.

4 IDEA requires the development of a transition plan as part of his or her IEP by the time the student reaches age 16. That plan must address his or her postsecondary goals and the transition services required to reach those goals.

PAGE 11 OF 99 91990019R0022

high school. Specifically, the National Longitudinal Transition Study 2012 found that most students who had participated in a transition planning meeting had discussed their interests, strengths, preferences, and post-school options with school staff.5 However, youth with disabilities were found to be less likely than their peers to have taken a college entrance test or a high school course for college credit, or to have participated in a paid work experience.6 To the extent that these or other services can facilitate their transition to additional education and training after high school—either individually or in combination as part of a comprehensive set of supports—students with disabilities who do not access them may be missing out.

There is some evidence suggesting the importance of certain types of preparations for students with disabilities’ transition to postsecondary education and employment. These include individualized transition planning, participation in inclusive high school settings, career and technical education, work experience while in high school, and functional life skills instruction.7,8,9 However, few of these strategies have been rigorously evaluated.10

The Department seeks to advance the evidence base in the area of transition services for youth with disabilities through the conduct of this new study. To achieve this objective, there are two major components of this requirement: (1) assessing the feasibility of conducting a large-scale random assignment study, and (2) an option to conduct an impact study to determine effectiveness.

C. DESIGN AND FEASIBILITY ASSESSMENT

The goal of the contract’s design and feasibility work (base contract) is to determine if it is possible to conduct a large-scale impact evaluation of promising transition services for secondary students with an individualized education program (IEP). Three key deliverables shall be prepared through components of this work: (1) a report synthesizing evidence from reviewed studies and summarizing what is known about the effects of transition strategies/programs, (2) a report on the design options for a large-scale impact study that includes a description of the promising transition strategies to prioritize and approaches to addressing anticipated challenges, and (3) a Request for Proposal inviting applications from researchers, publishers, and other

5 Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from NLTS

2012. Volume 2: Comparisons among Disability Groups. Available at https://ies.ed.gov/ncee/pubs/20184007/ 6 Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Findings from NLTS

2012. Volume 1: Comparisons with Other Youth. Available at https://ies.ed.gov/ncee/pubs/20184007/ 7 Rowe, D.A., Alverson, C.Y., Unruh, D.K., Fowler, C.H., Kellems, R., & Test. D.W. (2014). A Delphi study to operationalize evidence-based predictors in secondary transition. Career Development and Transition for Exceptional Individuals, 38(2) 113-126.

https://journals.sagepub.com/doi/10.1177/2165143414526429 8 Test, D.W., Mazzotti, V.L., Mustian, A.L., Fowler, C.H., Kortering, L., & Kohler, P. (2009). Evidence-based secondary transition predictors for improving post-school outcomes for students with disabilities. Career Development for Exceptional

Individuals, 32(3), 160-191. https://sites.bu.edu/miccr/files/2015/03/Evidence-based-secondary-transition-predictors-for-improving-post-school-outcomes-for-students-with-disabilities.pdf 9 Tomasello, J. & Brand, B. (2018). How ESSA and IDEA Can Support College and Career Readiness for Students with Disabilities:

Considerations for States. College & Career Readiness & Success Center. Available at https://ccrscenter.org/sites/default/files/ESSA-IDEA_CollegeCareerReadiness.pdf 10 Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review. Available at https://ies.ed.gov/ncee/pubs/20134011/index.asp

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organizations involved in the development and, if applicable, provision of training on the prioritized transition strategies.

For the purposes of this work, the focus of the effectiveness study can be a combination of transition strategies incorporated into a program offered to youth with an individualized education program (IEP) enrolled in secondary school and that includes individualized transition planning, college and career advising, academic, vocational, social skills training, career and technical education, work experience, and/or other supports (e.g., tutoring, mentoring, and follow-up after completing the program).

The Department is prioritizing strategies implemented and tested with students with disabilities but will consider transition strategies that have been implemented with all high school students and have some preliminary evidence of efficacy/effectiveness in improving students’ high school completion, enrollment in postsecondary education/training, employment, and/or independent living. The Department expects some adaptation or integration of existing materials may be necessary as part of preparations for the impact study.

Through the design and feasibility work, the contractor shall address the following research questions, keeping in mind the unique set of challenges that special education requirements may present for effectiveness research, including challenges integrating transition strategies with the supports required based on student’s individualized education program (IEP).

• What is known about the effectiveness of transition strategies? And for whom? The

Department is interested in examining the evidence on the efficacy or effectiveness of transition strategies in improving students’ achievement of the outcomes envisioned by

IDEA, including high school completion, enrollment in postsecondary education/training, employment, and independent living. This includes understanding the groups/subgroups of students that the strategies are targeted to support and for whom there is evidence of efficacy/effectiveness.

• What are the transition strategies feasible to evaluate in an impact study? Based on the evidence review, the Department is interested in identifying promising transition strategies most suitable for a large-scale evaluation study. This includes identifying the groups/subgroups of students that the strategies/programs are specifically geared for and would, therefore, be appropriate to include in the evaluation.

• What are design options for the impact study? The Department is interested in design specifications taking into account responses to the following questions:

o What is the transition strategy to be evaluated? Is there a single strategy or are there a number of promising strategies to consider for a multi-arm study?

o Are there important variations of the transition strategy that are policy relevant to study and could be varied within the study?

o What is the appropriate, policy-relevant counterfactual?

o At what level should random assignment be conducted?

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o For what minimum detectable effect size should the study be powered? How large would the study sample need to be (number of sites, number of students) to detect an impact of this magnitude?

o What recruitment activities would be required to achieve such a sample size?

What are anticipated challenges to recruitment? Are there any activities that could be conducted as part of base period’s feasibility assessment to help facilitate recruitment and mitigate some of the challenges?

o What will be required to obtain outcome data through administrative sources (e.g., MOU/ agreements, data used for matching procedure)? What are anticipated challenges with relying solely on administrative data to examine outcomes? How can these challenges be remedied or mitigated?

o What are the training and supports necessary to implement the transition strategy with fidelity (and sufficient intensity)?

o Are there vendors/providers that can provide the necessary training in the transition strategy(ies)? Can these providers adequately train the requisite number of districts/schools/staff in the transition strategies for a large-scale impact evaluation?

o Is a pilot of this training necessary prior to large-scale implementation in an impact study?

Key Components of Design and Feasibility Assessment

Systematic Evidence Review

To identify possible transition strategies to consider in the design of the impact study, the contractor shall conduct a systematic evidence review of studies examining the efficacy or effectiveness of transition services in improving high school completion, enrollment in postsecondary education/training, employment, and independent living of youth with an IEP.

These transition strategies will include, but not be limited to, those described in IES What Works

Clearinghouse (WWC) intervention reports and reviews of individual studies11. Widely-used transition strategies will also be considered for inclusion in the evidence review.

The contractor shall use WWC-certified reviewers to review the identified studies using WWC standards and procedures, unless already reviewed and in WWC intervention reports. The contractor shall synthesize evidence from studies determined to meet WWC standards or meet

WWC standards with reservations in a report. The report shall summarize what is known about the effects of the transition strategies and identify where there are gaps in the literature. The report will be reviewed by IES and publicly released as a product of the study.

11 WWC reports and reviews available at https://ies.ed.gov/ncee/wwc/FWW

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Design Options

The study design options will prioritize randomized controlled trials (RCT), to support strong causal inferences about the impacts of the transition strategy(ies) on students’ high school and post-school outcomes, including educational attainment, employment, and earnings.

When designing options, there are some issues to consider. They include, but are not limited to, the following:

• Intervention: a consideration in designing the study will be the components of the transition strategy, the complexity of the strategy model (e.g., whole school, classroom-based, individual), the key participants for successful implementation (e.g., teachers, other district/ school staff, vocational rehabilitation service providers, work-based learning community partners), and the implementation intensity (or dosage) necessary.

• Counterfactual: a key consideration is the nature of the transition practices implemented by the control group and the underlying programs of services available to students in the control group.

• Recruitment: consideration of challenges with recruitment for random assignment study given IDEA requirement for transition services as well as challenges recruiting and retaining high school student participants in study.

• Training and implementation: a consideration is the training and professional development required to ensure the transition strategy is implemented with fidelity (and sufficient intensity) and the supports necessary to assist with implementation.

• Crossover/contamination: depending on the design and level of random assignment, there is potential for staff in the control group to learn about and possibly implement some aspects of the transition strategy(ies) being evaluated.

• Data collection: consideration about the feasibility of obtaining outcomes of interest through administrative records, the data required to obtain administrative records (i.e., through matching procedures), the number of years of data collection (i.e., whether two years post high school will be adequate for looking at preliminary post-school outcomes), the frequency and timing of data collection, and the targeted sample for data collection.

The design options report shall weigh different approaches to various challenges and provide recommendations.

Transition Strategy(ies) Competition

If feasible based on the evidence review and design work, the contractor shall develop an open solicitation, in consultation with an expert panel and the Department, inviting applications from researchers, publishers, and other organizations involved in the development and, if applicable, provision of training and support for the prioritized transition strategy(ies). They are referred to in the performance work statement as “training providers”. The solicitation will focus on the transition strategies identified through the evidence review as both promising and suitable for the impact study. In response to the solicitation, interested parties will submit a description of their

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proposed transition strategy(ies), any evidence of effectiveness, requirements for training and implementation, staff experience in delivering relevant training and/or support, and their capacity to deliver this training/support at the necessary scale. The contractor shall oversee the expert panelists’ review of proposals in order to identify up to four transition strategies for inclusion in panel meetings in Washington, DC. After consideration of the Department and expert panel’s recommendations, the contractor shall select up to two transition strategies for inclusion in the study.

D. IMPACT STUDY

The Department may decide to conduct the impact study based on the feasibility and design work conducted during the base period of this contract. For the purpose of responding to this performance work statement, offerors shall assume that the optional study is a two-arm study with an option for a third-arm if there are two promising transition strategies selected to test or if there are variations of the transition strategies that may be of interest.

The two-arm study will address the following questions:

• What is the impact of the transition strategy on students’ educational attainment and employment outcomes? The study will examine the effectiveness of the transition strategy on students’ completion of high school completion, enrollment in postsecondary education/training, employment, and earnings.

• What are the effects of the transition strategy for policy-relevant subgroups of students?

• Was the transition strategy implemented with fidelity (and sufficient intensity)?

• How do the services/supports that students in the transition strategy receive differ from those received by students not in the program?

• Are there particular services/supports, as components of the transition strategy, that were more challenging to implement than others?

• What is the cost effectiveness of the transition strategy?

The three-arm option will address the following questions:

• What is the impact of the second transition strategy on student’s educational attainment and employment outcomes? How do the impacts of the two transition strategies compare?

• What are the services/supports that students are receiving in each transition strategy?

• What is cost effectiveness of the second strategy? How does the cost effectiveness of the two transition strategies compare?

E. ASSUMPTIONS CONCERNING DESIGN OPTIONS AND IMPACT STUDY

The Department’s assumptions for the purpose of responding to the performance work statement are noted below:

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Intervention: The contractor shall hold an open competition to select up to two transition strategies to evaluate in this study.

Random assignment: The Department assumes randomly assigning schools to the transition strategy or business-as-usual groups. Transition planning is required under IDEA by the time student reaches sixteen, and students may begin to receive transition services as early as 14. The

Department assumes implementation of the transition strategy would involve the whole school and its staff, and therefore school-level assignment would be most appropriate.

Anticipated sample size: The Department assumes that 200 schools/sites will be recruited to participate in a two-arm study, of which half (100 schools) will receive training to implement the transition strategy. (For a three-arm study, the Department assumes that an additional 100 schools/sites will need to be recruited and trained to implement a second transition strategy.)

Implementation support: The Department assumes the contractor will coordinate and monitor the training for, and implementation of, the transition strategy in at least 100 schools per treatment, across at least two years. Critical to the impact study will be careful monitoring of the providers to ensure that the training and ongoing supports are carried out as planned and of the school staff’s implementation to ensure the transition strategy is implemented with fidelity (and sufficient intensity).

Data Collection: The study will include data collection on implementation and student experiences/outcomes for at least two years while the students attend high school and on student outcomes for at least two years after students’ transition out of high school. The study prioritizes the collection of administrative data to examine outcomes. This includes: school district data on student achievement, attendance, inclusion in the general education classroom, course taking and school completion; Rehabilitation Services Administration (RSA) data on participation in vocational rehabilitation (VR) services and benefits received; postsecondary enrollment data

(from the National Student Clearinghouse and Federal Student Aid records); and receipt of supplemental security income and other federal benefits, and/or employment and earnings

(Census; RSA VR individual case records), depending on the focus of the selected transition program(s).

II. SCOPE OF WORK

This section specifies the tasks and subtasks that the contractor shall perform.

BASE CONTRACT – Design and Feasibility

Task 1—Meeting with ED

1.1 Initial Meeting. The contractor’s project director and up to two key project staff members shall meet with the CO/CS, COR and other appropriate ED staff within 10 business days after the effective date of the contract award to discuss details regarding the tasks outlined in the proposal, scheduling activities, and other issues related to the contract. The meeting will be held in ED’s office in Washington, DC. The contractor shall come prepared to identify any areas of concern and to suggest ways of responding to them. Within two weeks following the

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meeting, the contractor shall prepare a memo summarizing the key issues and concerns raised at the meeting, and how each shall be addressed as part of the contract.

1.2 Ongoing Communication. The contractor shall participate in regular meetings with the

Department to update the Department on the progress of contract activities and to discuss any issues or anticipated problems and proposed solutions to those problems. ED assumes the meetings will occur by conference call every other week during the base period.

Deliverable: Kick-off meeting agenda

Memo summarizing initial meeting

Task 2—Design and Feasibility Technical Working Group (TWG)

2.1 Establish the Design and Feasibility TWG. The role of the Design and Feasibility TWG will be to advise the contractor on the work conducted as part of the base tasks. This includes the systematic evidence review approach and findings as well as the contractors’ determinations of the feasibility of conducting an effectiveness study and any design options.

The panel shall be comprised of up to ten individuals and should include highly qualified individuals with experience related to special education, transition supports for youth with disabilities, and evaluation methodology.

The contractor shall submit a list of potential TWG members to be reviewed and approved by the Department within two weeks of contract award. The contractor shall contact each proposed member and submit letters of commitment and documentation of consulting rates to the Department four weeks after Department approval of the TWG list.

The contractor shall evaluate the potential for conflicts of interest by assessing whether any individual considered for inclusion on the TWG has a bias or financial interest in the outcome of the study. The contractor shall have TWG members complete conflict of interest forms before appointment to the TWG.

2.2 Support TWG Meeting: Two in-person meetings of the TWG will be held during the base contract period (see Tasks 2.4 and 2.5). Three weeks prior to this meeting, the contractor shall provide the Department a draft agenda, a draft presentation slides, and a plan for a guided discussion of key topics and issues. Within two weeks after the meeting, the contractor shall submit a detailed summary of the meeting, including key observations and recommendations provided by TWG members, along with the contractor’s proposed actions.

2.3 Consult with TWG Members as Needed: Before the TWG meeting, and throughout the completion of the base period tasks, members of the TWG shall be available for ongoing consultation with the contractor and relevant ED staff. This may include having TWG members review products such as the draft evidence review plan (Task 3.1). The contractor shall provide copies of all reviews of products by the TWG to the Department within five business days of receipt by the contractor. If the TWG recommends any significant deviation from the proposed design/feasibility activities, the contractor shall submit the recommendation to the Department for approval prior to implementation. The contractor

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shall not make any significant changes in the study based solely upon the recommendation of

TWG members without the written approval of the COR and CO.

2.4 Convene TWG meeting. The contractor shall convene a one-day meeting of the TWG in order to discuss the contractor’s plans for and progress on the systematic evidence review

(Task 3.1) and discuss the types of transition strategies of policy interest to the field. The date for the meeting shall be set in consultation with the Department, but is expected to take place by January 2020. The meeting will take place in ED facilities in Washington, DC. The contractor shall cover the travel, per diem, and honorarium expenses of the TWG members.

2.5 Convene Second TWG meeting. The contractor shall convene a second one-day meeting of the TWG for the purpose of reviewing preliminary findings from the systematic evidence review (Task 3.2) and the contractors’ recommendations regarding feasible design options for an effectiveness study (Task 5). The date for the meeting shall be set in consultation with the

Department, but is expected to take place by February 2021. The meeting will take place in

Department facilities in Washington, DC. The contractor shall cover the travel, per diem, and honorarium expenses of the TWG members.

Deliverable: List of potential TWG members

Letters of commitment and consulting rates

Draft TWG meeting materials

Summaries of TWG meetings

Task 3—Systematic Evidence Review

The contractor shall conduct the evidence review following the procedures and standards used by the WWC, including the use of WWC-certified study reviewers. This shall include determining policy-relevant categories transition strategies to examine, developing a review protocol, searching the literature to identify relevant studies, screening in eligible studies, coding eligible studies, assessing the methodological quality of each eligible study, analyzing the results of eligible studies that meet WWC standards or meet standards with reservations, and synthesizing the results across studies.

The evidence report that is the culmination of this task shall address the question of what is known about the effects of transition strategies in improving key outcomes for youth with disabilities, such as educational attainment, employment, and earnings. The report shall include a description of the methodology of the review including its parameters and the state of the literature (number of studies identified in the scan for particular outcome measures, the number that meet WWC evidence standards). Most importantly, the report shall summarize the evidence from the studies meeting WWC standards and meeting WWC standards with reservations and identify gaps in the literature.

3.1 Create an Evidence Review Plan. Prior to conducting the review, the contractor shall submit a proposed plan for conducting the evidence review. The evidence review plan shall include parameters for the systematic evidence review, such as databases and other sources that the contractor will consult, search terms the contractor will use, and any limitations that will be

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imposed (e.g. in terms of publication years). The evidence review plan shall also include the contractor’s plans for systematically compiling the evidence base in an evidence report (e.g., report outline, proposed tables shells, summary sheets for each transition strategy, appendices).

The contractor shall submit the draft evidence review plan to the Department by December 6, 2019. The Department will review the draft evidence review plan within two weeks. The contractor shall make revisions and submit a final evidence review plan to the Department by

February 7, 2020. The final evidence review plan shall be fully responsive to Department comments on the draft plan.

3.2 Conduct the Review. Using the final evidence review plan, the contractor shall conduct the review and submit a draft evidence review report by December 18, 2020. The report length is expected to be no more than 15 pages, with information on the technical aspects of the review and full documentation of the transition strategies, data, analytic methods, and results of studies included in appendices. The contractor shall also include two shorter summaries of the report:

• A one-pager. This shall be a stand-alone introduction to the report and contain enough information to form the basis for a press release.

• A four-pager. This shall be written to be suitable for ED program staff, reporters and policy makers (Congress and Hill staffers). It shall include key graphics and highlights.

The Department will review the draft report within three weeks. The contractor shall incorporate revisions to address Department comments and submit a revised report fully responsive to Department comments by March 15, 2021. The Department will submit the revised evidence review report to IES’ Standards and Review Office (SRO) for review. The

Department will provide comments from peer review to the contractor within approximately two months. The contractor shall be responsive to SRO’s comments and make revisions to the report until it clears SRO. The contractor shall provide a web-ready (i.e. 508-compliant) version of the report to the Department (the final report) within two weeks after the report is cleared by SRO.

ED cannot estimate the level of effort required for this work because the number of relevant studies and portion that will need to be coded is unknown. For the purposes of scoping this work effort, offerors shall assume that a search of the literature may result in 12,000 studies which would need to be screened and 50 studies that would need to be fully coded. The actual amount may be more or less.

Deliverables: Draft evidence review plan

Final evidence review plan

Draft evidence review report

Revised evidence review report

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Final evidence review report, web-ready

Task 4 - Feasibility of Obtaining Administrative Data

The contractor shall identify outcome data of policy interest for the study, in consultation with

TWG members, ED, and…