SF1449 (V3).pdf

RFQ IFB RFP

WOMEN-OWNED SMALL BUSINESS

(WOSB) ELIGIBLE UNDER THE WOMEN-OWNED

SOLICITATION/CONTRACT/ORDER FOR COMMERCIAL ITEMS

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

1. REQUISITION NUMBER PAGE OF

2. CONTRACT NO. 3. AWARD/EFFECTIVE

DATE

4. ORDER NUMBER 5. SOLICITATION NUMBER 6. SOLICITATION ISSUE

DATE

7. FOR SOLICITATION

INFORMATION CALL:

a. NAME b. TELEPHONE NUMBER (No collect calls)

8. OFFER DUE DATE/

LOCAL TIME

9. ISSUED BY

13b. RATING

14. METHOD OF SOLICITATION

CODE

15. DELIVER TO 16. ADMINISTERED BY CODE

18a. PAYMENT WILL BE MADE BY CODEFACILITY

CODE

CODE

TELEPHONE NO.

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

OFFER

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

BELOW IS CHECKED

SEE ADDENDUM

19.

ITEM NO.

20.

SCHEDULE OF SUPPLIES/SERVICES

21.

QUANTITY

22.

UNIT

23.

UNIT PRICE

24.

AMOUNT

(Use Reverse and/or Attach Additional Sheets as Necessary)

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

28. CONTRACTOR IS REQUIRED TO SIGN THIS DOCUMENT AND RETURN

DELIVER ALL ITEMS SET FORTH OR OTHERWISE IDENTIFIED ABOVE AND ON ANY

ADDITIONAL SHEETS SUBJECT TO THE TERMS AND CONDITIONS SPECIFIED

29. AWARD OF CONTRACT: REF.

DATED . YOUR OFFER ON SOLICITATION

(BLOCK 5), INCLUDING ANY ADDITIONS OR CHANGES WHICH ARE

SET FORTH HEREIN, IS ACCEPTED AS TO ITEMS:

30a. SIGNATURE OF OFFEROR/CONTRACTOR

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

31a. UNITED STATES OF AMERICA (SIGNATURE OF CONTRACTING OFFICER)

31b. NAME OF CONTRACTING OFFICER (Type or print) 31c. DATE SIGNED

AUTHORIZED FOR LOCAL REPRODUCTION

PREVIOUS EDITION IS NOT USABLE

STANDARD FORM 1449 (REV. 2/2012)

Prescribed by GSA - FAR (48 CFR) 53.212

COPIES TO ISSUING OFFICE. CONTRACTOR AGREES TO FURNISH AND

OFFER

13a. THIS CONTRACT IS A

RATED ORDER UNDER

DPAS (15 CFR 700)

11. DELIVERY FOR FOB DESTINA-

TION UNLESS BLOCK IS

MARKED

SEE SCHEDULE

12. DISCOUNT TERMS

ARE ARE NOT ATTACHED

ARE ARE NOT ATTACHED

27a. SOLICITATION INCORPORATES BY REFERENCE FAR 52.212-1, 52.212-4. FAR 52.212-3 AND 52.212-5 ARE ATTACHED. ADDENDA

27b. CONTRACT/PURCHASE ORDER INCORPORATES BY REFERENCE FAR 52.212-4. FAR 52.212-5 IS ATTACHED. ADDENDA

17a CONTRACTOR/

OFFEROR.

CODE

8 (A)

SIZE STANDARD:

NAICS:

% FOR:SET ASIDE:UNRESTRICTED OR

SERVICE-DISABLED

VETERAN-OWNED

SMALL BUSINESS

HUBZONE SMALL

BUSINESS

SMALL BUSINESS

10. THIS ACQUISITION IS

EDWOSB

SMALL BUSINESS PROGRAM

91990024R0001

Jana Knapp Jana.Knapp@ed.gov 202-987-0107

10:00 AM ET

CAMPCP

US Dept of ED-550 12th Street SW - Room 7169 Washington DC 20065

541720 see continuation page for line item details.

See Schedule

OCT 25, 2023

Please

STANDARD FORM 1449 (REV. 2/2012) BACK

19.

ITEM NO.

20.

SCHEDULE OF SUPPLIES/SERVICES

21.

QUANTITY

22.

UNIT

23.

UNIT PRICE

24.

AMOUNT

32a. QUANTITY IN COLUMN 21 HAS BEEN

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

41a. I CERTIFY THIS ACCOUNT IS CORRECT AND PROPER FOR PAYMENT

32b. SIGNATURE OF AUTHORIZED GOVERNMENT

REPRESENTATIVE

32c. DATE

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

42a. RECEIVED BY (Print)

42b. RECEIVED AT (Location)

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

40. PAID BY

32d. PRINTED NAME AND TITLE OF AUTHORIZED GOVERNMENT

REPRESENTATIVE

32e. MAILING ADDRESS OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32f. TELPHONE NUMBER OF AUTHORZED GOVERNMENT REPRESENTATIVE

32g. E-MAIL OF AUTHORIZED GOVERNMENT REPRESENTATIVE

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

CORRECT FOR

PARTIAL FINAL

37. CHECK NUMBER

38. S/R ACCOUNT NO. 39. S/R VOUCHER NUMBER

36. PAYMENT

COMPLETE PARTIAL FINAL

91990024R0001

SCHEDULE Continued

ITEM NO. SUPPLIES/SERVICES QUANTITY UNIT UNIT PRICE AMOUNT

0001 Cost Reimbursement Tasks

Period of Performance: 12/15/2023 to 12/15/2028

1.00 SE

0002 Fixed Fee

Period of Performance: 12/15/2023 to 12/14/2028

1.00 SE

PAGE 3 OF 136 91990024R0001

Table of Contents

SECTION C DESCRIPTION/SPECIFICATIONS/WORK STATEMENT

C.1 IDIQ PWS

C.2 Task Order 0001 PWS

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)

G.3 306-1INVOICE AND CONTRACT FINANCING REQUEST SUBMISSION (JAN 2007)

SECTION H SPECIAL CONTRACT REQUIREMENTS

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

H.2 3452.208-71 PRINTING (MAY 2011)

H.3 3452.208-72 PAPERWORK REDUCTION ACT (MAY 2011)

H.4 3452.209-71 CONFLICT OF INTEREST (MAY 2011)

H.5 3452.215-70 RELEASE OF RESTRICTED DATA (MAY 2011)

H.6 3452.224-70 RELEASE OF INFORMATION UNDER THE FREEDOM OF INFORMATION ACT (MAY 2011)

H.7 3452.224-71 NOTICE ABOUT RESEARCH ACTIVITIES INVOLVING HUMAN SUBJECTS (MAY 2011)

H.8 3452.227-71 ADVERTISING OF AWARDS (MAY 2011)

H.9 3452.227-72 USE AND NON-DISCLOSURE AGREEMENT (MAY 2011)

H.10 3452.227-73 LIMITATIONS ON THE USE OR DISCLOSURE OF GOVERNMENT-FURNISHED INFORMATION MARKED WITH

RESTRICTIVE LEGENDS (MAY 2011)

H.11 3452.228-70 REQUIRED INSURANCE (MAY 2011)

H.12 3452.237-70 SERVICES OF CONSULTANTS (MAY 2011)

H.13 3452.237-71 OBSERVANCE OF ADMINISTRATIVE CLOSURES (MAY 2011)

H.14 3452.242-71 NOTICE TO THE GOVERNMENT OF DELAYS (MAY 2011)

H.15 3452.242-73 ACCESSIBILITY OF MEETINGS, CONFERENCES, AND SEMINARS TO PERSONS WITH DISABILITIES

(MAY 2011)

H.16 3452.243-70 KEY PERSONNEL (MAY 2011)

H.17 3452.247-70 FOREIGN TRAVEL (MAY 2011)

H.18 31.205.70FOOD COSTS

H.19 31.205.71TRAVEL COSTS

H.20 52.204-24REPRESENTATION REGARDING CERTAIN TELECOMMUNICATIONS AND VIDEO SURVEILLANCE SERVICES OR

EQUIPMENT (NOV 2021)

H.21 52.204-27PROHIBITION ON A BYTEDANCE COVERED APPLICATION (JUNE 2023)

H.22 3452.204-71 DEVIATION (JUN 2021)Notice to Offerors of Department Contractor Security Vetting

Requirements (DEVIATION) (JUN 2021)

H.23 3452.227-70 PUBLICATION AND PUBLICITY (MAY 2011)

H.24 Federal Holidays

SECTION I CONTRACT CLAUSES

I.1 52.202-1DEFINITIONS (JUN 2020)

I.2 52.203-3 GRATUITIES (APR 1984)

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

I.4 52.203-7ANTI-KICKBACK PROCEDURES (JUN 2020)

PAGE 4 OF 136 91990024R0001

I.5 52.203-8 CANCELLATION, RESCISSION, AND RECOVERY OF FUNDS FOR ILLEGAL OR IMPROPER ACTIVITY (MAY

2014)

I.6 52.203-10 PRICE OR FEE ADJUSTMENT FOR ILLEGAL OR IMPROPER ACTIVITY (MAY 2014)

I.7 52.203-12LIMITATION ON PAYMENTS TO INFLUENCE CERTAIN FEDERAL TRANSACTIONS (JUN 2020)

I.8 52.203-13CONTRACTOR CODE OF BUSINESS ETHICS AND CONDUCT (NOV 2021)

I.9 52.203-17CONTRACTOR EMPLOYEE WHISTLEBLOWER RIGHTS AND REQUIREMENT TO INFORM EMPLOYEES OF

WHISTLEBLOWER RIGHTS (JUN 2020)

I.10 52.203-19 PROHIBITION ON REQUIRING CERTAIN INTERNAL CONFIDENTIALITY AGREEMENTS OR STATEMENTS

(JAN 2017)

I.11 52.204-4 PRINTED OR COPIED DOUBLE-SIDED ON POSTCONSUMER FIBER CONTENT PAPER (MAY 2011)

I.12 52.204-9 PERSONAL IDENTITY VERIFICATION OF CONTRACTOR PERSONNEL (JAN 2011)

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

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

I.15 52.209-9 UPDATES OF PUBLICLY AVAILABLE INFORMATION REGARDING RESPONSIBILITY MATTERS (OCT 2018) 57

I.16 52.209-10 PROHIBITION ON CONTRACTING WITH INVERTED DOMESTIC CORPORATIONS (NOV 2015)

I.17 52.210-1MARKET RESEARCH (NOV 2021)

I.18 52.212-4CONTRACT TERMS AND CONDITIONS--COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES (DEC 2022) 58

I.19 52.215-2AUDIT AND RECORDS--NEGOTIATION (JUN 2020)

I.20 52.215-8 ORDER OF PRECEDENCE--UNIFORM CONTRACT FORMAT (OCT 1997)

I.21 52.215-10 PRICE REDUCTION FOR DEFECTIVE CERTIFIED COST OR PRICING DATA (AUG 2011)

I.22 52.215-11PRICE REDUCTION FOR DEFECTIVE CERTIFIED COST OR PRICING DATA--MODIFICATIONS (JUN

2020)

I.23 52.215-13SUBCONTRACTOR CERTIFIED COST OR PRICING DATA--MODIFICATIONS (JUN 2020)

I.24 52.215-13 ISUBCONTRACTOR CERTIFIED COST OR PRICING DATA--MODIFICATIONS (JUN 2020) -- ALTERNATE

1 (AUG 2020)

I.25 52.215-23LIMITATIONS ON PASS-THROUGH CHARGES (JUN 2020)

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

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

I.28 52.219-4NOTICE OF PRICE EVALUATION PREFERENCE FOR HUBZONE SMALL BUSINESS CONCERNS (OCT 2022). 58

I.29 52.219-9 IISMALL BUSINESS SUBCONTRACTING PLAN (SEP 2023)--ALTERNATE II (JUN 2020)

I.30 52.219-16LIQUIDATED DAMAGES--SUBCONTRACTING PLAN (SEP 2021)

I.31 52.222-2 PAYMENT FOR OVERTIME PREMIUMS (JUL 1990)

I.32 52.222-4 CONTRACT WORK HOURS AND SAFETY STANDARDS --OVERTIME COMPENSATION (MAY 2018)

I.33 52.222-17{52.222-17} [Reserved]

I.34 52.223-6 DRUG-FREE WORKPLACE (MAY 2001)

I.35 52.224-1 PRIVACY ACT NOTIFICATION (APR 1984)

I.36 52.224-2 PRIVACY ACT (APR 1984)

I.37 52.224-3 PRIVACY TRAINING (JAN 2017)

I.38 52.227-11 PATENT RIGHTS--OWNERSHIP BY THE CONTRACTOR (MAY 2014)

I.39 52.227-14 RIGHTS IN DATA--GENERAL (MAY 2014)

I.40 52.227-17 RIGHTS IN DATA--SPECIAL WORKS (DEC 2007)

I.41 52.228-7 INSURANCE--LIABILITY TO THIRD PERSONS (MAR 1996)

I.42 52.230-2COST ACCOUNTING STANDARDS (JUN 2020)

I.43 52.230-3DISCLOSURE AND CONSISTENCY OF COST ACCOUNTING PRACTICES (JUN 2020)

I.44 52.230-6 ADMINISTRATION OF COST ACCOUNTING STANDARDS (JUN 2010)

I.45 52.232-1 PAYMENTS (APR 1984)

I.46 52.232-9 LIMITATION ON WITHHOLDING OF PAYMENTS (APR 1984)

I.47 52.232-11 EXTRAS (APR 1984)

I.48 52.232-17 INTEREST (MAY 2014)

I.49 52.232-18 AVAILABILITY OF FUNDS (APR 1984)

I.50 52.232-20 LIMITATION OF COST (APR 1984)

PAGE 5 OF 136 91990024R0001

I.51 52.232-22 LIMITATION OF FUNDS (APR 1984)

I.52 52.232-23 ASSIGNMENT OF CLAIMS (MAY 2014)

I.53 52.232-25 PROMPT PAYMENT (JAN 2017)

I.54 52.232-33 PAYMENT BY ELECTRONIC FUNDS TRANSFER--SYSTEM FOR AWARD MANAGEMENT (OCT 2018)

I.55 52.232-39 UNENFORCEABILITY OF UNAUTHORIZED OBLIGATIONS (JUNE 2013)

I.56 52.232-40PROVIDING ACCELERATED PAYMENTS TO SMALL BUSINESS SUBCONTRACTORS (MAR 2023)

I.57 52.233-1 I DISPUTES (MAY 2014)--ALTERNATE I (DEC 1991)

I.58 52.233-3 I PROTEST AFTER AWARD (AUG 1996)--ALTERNATE I (JUN 1985)

I.59 52.233-4 APPLICABLE LAW FOR BREACH OF CONTRACT CLAIM (OCT 2004)

I.60 52.239-1 PRIVACY OR SECURITY SAFEGUARDS (AUG 1996)

I.61 52.242-1 NOTICE OF INTENT TO DISALLOW COSTS (APR 1984)

I.62 52.242-3PENALTIES FOR UNALLOWABLE COSTS (DEC 2022)

I.63 52.242-4 CERTIFICATION OF FINAL INDIRECT COSTS (JAN 1997)

I.64 52.242-5 PAYMENTS TO SMALL BUSINESS SUBCONTRACTORS (JAN 2017)

I.65 52.242-13 BANKRUPTCY (JUL 1995)

I.66 52.244-2 ISUBCONTRACTS (JUN 2020)--ALTERNATE I (JUN 2020)

I.67 52.244-5 COMPETITION IN SUBCONTRACTING (DEC 1996)

I.68 52.244-6SUBCONTRACTS FOR COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES (SEP 2023)

I.69 52.246-25 LIMITATION OF LIABILITY--SERVICES (FEB 1997)

I.70 52.249-6 TERMINATION (COST-REIMBURSEMENT) (MAY 2004)

I.71 52.249-14 EXCUSABLE DELAYS (APR 1984)

I.72 52.253-1 COMPUTER GENERATED FORMS (JAN 1991)

I.73 3452.232-70 LIMITATION OF COST OR FUNDS (MAY 2011)

I.74 3452.239-70 INTERNET PROTOCOL VERSION 6 (MAY 2011)

I.75 3452.242-70 LITIGATION AND CLAIMS (MAY 2011)

I.76 52.204-7 SYSTEM FOR AWARD MANAGEMENT (OCT 2018)

I.77 52.204-15 SERVICE CONTRACT REPORTING REQUIREMENTS FOR INDEFINITE-DELIVERY CONTRACTS (OCT 2016) 61

I.78 52.204-21BASIC SAFEGUARDING OF COVERED CONTRACTOR INFORMATION SYSTEMS (NOV 2021)

I.79 52.204-23PROHIBITION ON CONTRACTING FOR HARDWARE, SOFTWARE, AND SERVICES DEVELOPED OR PROVIDED

BY KASPERSKY LAB AND OTHER COVERED ENTITIES (NOV 2021)

I.80 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (OCT 2018)

I.81 52.212-3OFFEROR REPRESENTATIONS AND CERTIFICATIONS--COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES

(SEP 2023)

I.82 52.212-5CONTRACT TERMS AND CONDITIONS REQUIRED TO IMPLEMENT STATUTES OR EXECUTIVE ORDERS--

COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES (SEP 2023)

I.83 52.215-12SUBCONTRACTOR CERTIFIED COST OR PRICING DATA (JUN 2020)

I.84 52.216-18ORDERING (AUG 2020)

I.85 52.216-19 ORDER LIMITATIONS (OCT 1995)

I.86 52.216-22 INDEFINITE QUANTITY (OCT 1995)

I.87 52.216-29TIME-AND-MATERIALS/LABOR-HOUR PROPOSAL REQUIREMENTS -- OTHER THAN COMMERCIAL

ACQUISITION WITH ADEQUATE PRICE COMPETITION (NOV 2021)

I.88 52.216-30TIME-AND-MATERIALS/LABOR-HOUR PROPOSAL REQUIREMENTS -- OTHER THAN COMMERCIAL

ACQUISITION WITHOUT ADEQUATE PRICE COMPETITION (NOV 2021)

I.89 52.217-5 EVALUATION OF OPTIONS (JUL 1990)

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 52.227-1AUTHORIZATION AND CONSENT (JUN 2020)

I.93 52.227-2NOTICE AND ASSISTANCE REGARDING PATENT AND COPYRIGHT INFRINGEMENT (JUN 2020)

I.94 52.229-3 FEDERAL, STATE, AND LOCAL TAXES (FEB 2013)

I.95 52.232-7PAYMENTS UNDER TIME-AND-MATERIALS AND LABOR-HOUR CONTRACTS (NOV 2021)

I.96 52.232-8 DISCOUNTS FOR PROMPT PAYMENT (FEB 2002)

PAGE 6 OF 136 91990024R0001

I.97 52.239-70ACCESS TO CONTRACTOR AND SUBCONTRACTOR INFORMATION SYSTEMS AND RELATED

I.98 52.243-1 I CHANGES--FIXED-PRICE (AUG 1987)--ALTERNATE I (APR 1984)

I.99 52.243-2 I CHANGES--COST-REIMBURSEMENT (AUG 1987)--ALTERNATE I (APR 1984)

I.100 52.243-3 CHANGES--TIME-AND-MATERIALS OR LABOR-HOURS (SEP 2000)

I.101 52.246-4 INSPECTION OF SERVICES--FIXED-PRICE (AUG 1996)

I.102 52.246-6 INSPECTION--TIME-AND-MATERIAL AND LABOR-HOUR (MAR 2001)

I.103 52.249-2 TERMINATION FOR CONVENIENCE OF THE GOVERNMENT (FIXED-PRICE) (APR 2012)

I.104 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

I.105 52.252-6AUTHORIZED DEVIATIONS IN CLAUSES (NOV 2020)

I.106 306-8CONTRACT ADMINISTRATOR (FEB 1985)

SECTION J LIST OF ATTACHMENTS

J.1 309-1aLIST OF ATTACHMENTS

J.2 Attachment 1 Contractor Performance Information

J.3 Attachment 2 Small Business Calculation Tool

J.4 Attachment 3 NCEE Report Planning Template

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)

K.2 52.204-5 WOMEN-OWNED BUSINESS (OTHER THAN SMALL BUSINESS) (OCT 2014)

K.3 52.204-8ANNUAL REPRESENTATIONS AND CERTIFICATIONS (MAR 2023)

K.4 52.204-16COMMERCIAL AND GOVERNMENT ENTITY CODE REPORTING (AUG 2020)

K.5 52.204-17OWNERSHIP OR CONTROL OF OFFEROR (AUG 2020)

K.6 52.204-19 INCORPORATION BY REFERENCE OF REPRESENTATIONS AND CERTIFICATIONS (DEC 2014)

K.7 52.204-26COVERED TELECOMMUNICATIONS EQUIPMENT OR SERVICES--REPRESENTATION (OCT 2020)

K.8 52.209-2 PROHIBITION ON CONTRACTING WITH INVERTED DOMESTIC CORPORATIONS-REPRESENTATION (NOV

2015)

K.9 52.209-5CERTIFICATION REGARDING RESPONSIBILITY MATTERS (AUG 2020)

K.10 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (OCT 2018)

K.11 52.209-13VIOLATION OF ARMS CONTROL TREATIES OR AGREEMENTS--CERTIFICATION (NOV 2021)

K.12 52.222-38 COMPLIANCE WITH VETERANS` EMPLOYMENT REPORTING REQUIREMENTS (FEB 2016)

K.13 52.225-20 PROHIBITION ON CONDUCTING RESTRICTED BUSINESS OPERATIONS IN SUDAN--CERTIFICATION (AUG

2009)

K.14 52.225-25PROHIBITION ON CONTRACTING WITH ENTITIES ENGAGING IN CERTAIN ACTIVITIES OR TRANSACTIONS

RELATING TO IRAN--REPRESENTATION AND CERTIFICATIONS (JUN 2020)

K.15 52.230-1COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION (JUN 2020)

K.16 52.230-7 PROPOSAL DISCLOSURE -- COST ACCOUNTING PRACTICE CHANGES (APR 2005)

K.17 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 52.204-16COMMERCIAL AND GOVERNMENT ENTITY CODE REPORTING (AUG 2020)

L.3 52.204-18COMMERCIAL AND GOVERNMENT ENTITY CODE MAINTENANCE (AUG 2020)

L.4 52.212-1INSTRUCTIONS TO OFFERORS--COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES (SEP 2023)...112

L.5 52.213-4TERMS AND CONDITIONS--SIMPLIFIED ACQUISITIONS (OTHER THAN COMMERCIAL PRODUCTS AND

COMMERCIAL SERVICES) (SEP 2023)

L.6 52.215-1 IINSTRUCTIONS TO OFFERORS--COMPETITIVE ACQUISITION (NOV 2021)--ALTERNATE I (OCT 1997)114

L.7 52.215-20REQUIREMENTS FOR CERTIFIED COST OR PRICING DATA AND DATA OTHER THAN CERTIFIED COST

OR PRICING DATA (NOV 2021)

PAGE 7 OF 136 91990024R0001

L.8 52.215-22 LIMITATIONS ON PASS-THROUGH CHARGES -- IDENTIFICATION OF SUBCONTRACT EFFORT (OCT

2009)

L.9 52.216-1 TYPE OF CONTRACT (APR 1984)

L.10 52.222-46 EVALUATION OF COMPENSATION FOR PROFESSIONAL EMPLOYEES (FEB 1993)

L.11 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.12 52.244-6SUBCONTRACTS FOR COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES (SEP 2023)

L.13 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)

L.14 3452.239-71 NOTICE TO OFFERORS OF DEPARTMENT SECURITY REQUIREMENTS (MAY 2011)

L.15 Instruction to Offerors

L.16 Supplemental Information

SECTION M EVALUATION FACTORS FOR AWARD

M.1 52.212-2EVALUATION--COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES (NOV 2021)

M.2 Evaluation Factors for Award

PAGE 8 OF 136 91990024R0001

SECTION C

DESCRIPTION/SPECIFICATIONS/WORK STATEMENT

C.1 IDIQ PWS

PAGE 9 OF 136 91990024R0001

U.S. Department of Education Performance Work Statement Institute of Education Sciences

National Center for Education Evaluation

Performance Work Statement

EVALUATING PROGRAMS AND STRATEGIES TO IMPROVE STUDENT

SUPPORTS, ACADEMIC ENRICHMENT, AND CONDITIONS FOR LEARNING IN

AND OUT OF SCHOOL

I. INTRODUCTION

The U.S. Department of Education’s (ED) Institute of Education Sciences (IES) requires one or more contractors to assist IES in conducting evaluations of programs and strategies designed to provide all students with access to a well-rounded and enriching education in safe, healthy, and supportive environments during school and non-school hours. These studies may use new data collection and/or existing data sources to: (1) describe the implementation and costs of federally-funded programs and strategies to support students’ mental and physical health and safety and enrich their academic experiences; (2) analyze trends in outcomes and potential impacts of federal grants for student support and academic enrichment; (3) describe the characteristics and activities of schools, community learning centers, and other providers that are advancing student academic achievement, supporting student success, reducing risk factors, and providing safe, healthy, and supportive learning environments; (4) examine the effectiveness and cost effectiveness of popular programs and strategies in these areas, through systematic evidence reviews, and demonstration or low-cost opportunistic impact evaluations; and (5) identify and describe the core components of popular program and strategies in these areas, including the conditions necessary to achieve impact for key “high-need” student populations. The program office responsible for the evaluations will be the National Center for Education Evaluation and Regional Assistance within IES.

A. Legislative Authority

The latest 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), known as the Every Student Succeeds Act (ESSA), provides funding for IES to conduct impact evaluations that build ED’s evidence base in education, implementation evaluations that describe how ED’s program’s function, and other types of analysis that will help ED and recipients of ESEA funding to improve their programs and practices.1

1 See Sec. 8601 of Public Law 114-95: https://www.congress.gov/bill/114th-congress/senate-bill/1177/text

PAGE 10 OF 136 91990024R0001

B. Background

The reauthorization of the Elementary and Secondary Education Act (ESEA) in 2015 as the Every Student Succeeds Act (ESSA) significantly shifted the academic focus of federal education policy in grades K-12. ESSA eliminated the designation of English and mathematics as “core academic subjects” and authorized a new Title IV that named increased access to many aspects of a 21st century education as key policy priorities.

These include access to well-rounded course offerings, safe and supportive learning environments, school-based mental health services, digital learning technologies, and enrichment opportunities before and after school for students, as well as comprehensive educational, developmental, family, and health services for high-need communities2,3,4.

Title IV’s grant programs provide federal funding, either by formula or competition, to increase the capacity of states, local education agencies, schools, community learning centers, and public and private partner organizations to provide students with a broad array of programs, and services5. For example, states, LEAs, and schools may use Title IV funds to flexibly meet the needs of students by expanding access to critical and enriching subjects like computer science, civics, foreign languages, music, and visual arts, while also expanding access to school-based mental health services and programs to prevent bullying, harassment, violence, or the use of controlled substances. Community learning centers may use Title IV funds to provide enrichment during non-school hours, such as tutoring, career readiness skill-building opportunities, or physical fitness programs. Full-service community schools funded by Title IV are encouraged to build a continuum of education and health services for students in the country’s highest-poverty neighborhoods.

Students have long reported unequal access to these aspects of a well-rounded, safe, supportive education. For example, students of color are less likely to receive needed mental health interventions than their White peers, and students in rural areas are less likely to have mental service providers nearby6. Racial enrollment gaps in accelerated learning programs exist at both state and local levels7, as do gaps in access to music and visual arts8. Many students living in neighborhoods of concentrated poverty lack access to safe and supportive settings during non-school hours, such as before/after school time and summer recess, because of structural factors like unsafe neighborhoods or persistent hardship like food and housing insecurity9.

2 Adler-Greene, L. (2019). Every student succeeds act: are schools making sure every student succeeds. Touro Law Review, 35(1), 11-24;

3 English, D., Cushing, E., Therriault, S., & Rasmussen, J. (2017). College and career readiness begins with a well-rounded education: Opportunities under the Every Student Succeeds Act. American Institutes for Research 4 Every Student Succeeds Act. https://www.congress.gov/bill/114th-congress/senate-bill/1177/text 5 Every Student Succeeds Act. https://www.congress.gov/bill/114th-congress/senate-bill/1177/text 6 US Department of Education T4PA Technical Assistance Center. (2020). Key approaches for strengthening school mental health: A primer and resource guide.

7 Xu, D., Solanki, S., & Fink, J. (2021). College acceleration for all? Mapping racial gaps in Advanced Placement and Dual Enrollment participation. American Educational Research Journal, 58(5), 954-992.

8 Loewenberg, D. (2017). New NAEP data: Deep rifts in access to arts education. Education Writers Association.

9 Maier, A., Daniel, J., Oakes, J., & Lam, L. (2017). Community schools as an effective school improvement strategy: A review of the evidence. Learning Policy Institute and National Education Policy Center.

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In early 2020, the coronavirus pandemic exacerbated existing achievement and enrichment gaps in K-12 schools, exposed gaps in student access to digital learning options, and generated an unprecedented burden of mental health challenges for students10,11,12,13. There is a pressing need to understand strategies that foster safe and supportive learning environments, support students’ mental and physical health, and increase their access to enrichment opportunities and prevention programs, both in and out of school.

II. OBJECTIVES

This contract will be an Indefinite Delivery-Indefinite Quantity (IDIQ) vehicle. The IDIQ structure is intended to help IES design and conduct evaluations of programs and strategies to support students rigorously, quickly, and efficiently in order to make information more actionable for policymakers and practitioners. By strategically awarding task orders to one or more contractors with appropriate content area, data collection and methodological expertise, IES expects to reduce the time and costs involved in starting up separate studies and to better link across them. Specifically, IES seeks the following:

Access to one or more contractors that each possesses wide-ranging knowledge of policies (federal and local), programs, and strategies intended to improve the enrichment opportunities, conditions for learning, technology infrastructure, and health, safety, and prevention practices of schools, community learning centers, and other community-based organizations. For example, current strategies being used in these areas include increasing student access to critical and enriching school subjects and accelerated learning programs; providing services to students before and after school; reducing exclusionary discipline; expanding access to school-based mental health providers; using technology to meet the needs of all students; engaging families in their children’s education; recognizing and preventing risk behaviors; and others both in addition or combination. To be able to respond to emerging evaluation needs quickly, the IDIQ must have experts already familiar with these likely policies, programs, and approaches.

The ability to tap into broad expertise in evaluation methods, including cutting-edge statistical approaches, and to conduct evaluation research aligned to IES’ Standards for Excellence in Education Research (SEER). Tasks under this IDIQ might require complex sampling for nationally representative surveys, rigorous analytic strategies for random assignment or regression discontinuity impact evaluations, predictive

10 Elharake, J.A., Akbar, F., Malik, A.A., Gilliam, W., & Omer, S.B. (2022). Mental health impact of COVID-19 among children and college students: A systematic review. Child Psychiatry & Human Development, 54, 913-925 11 Naff, D., Williams, S., Furman-Darby, J., & Yeung, M. (2022). The mental health impacts of COVID-19 on PK- 12 students: A systematic review of emerging literature. AERA Open, 8(1), 1-40 12 Oberg, C., Hodges, H.R., Gander, S., Nathawad, R., & Cutts, D. (2022). The impact of COVID-19 on children’s lives in the United States: Amplified inequalities and a just path to recovery. Current Problems in Pediatric and Adolescent Health Care, 52, 1-17 13 Zhou, T., Molfino, T., & Travers, J. (2021). The cost of COVID: Understanding the full financial impact of COVID-19 on districts and schools. Education Resource Strategies

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analytics, processing of natural language and text data, and other innovative methods for collecting, processing, and analyzing policy data and measuring intervention effects. Tasks under this IDIQ will also require attending to the most important dimensions of high-quality education research, such as measuring the implementation fidelity, context, and/or resource costs of an intervention, or focusing an impact study on a limited number of meaningful outcomes. A contractor or team with this full set of skills is important because IES may want to “nest” or interconnect studies to increase their relevance – for example, evaluating the effectiveness of a particular strategy in the context of how commonly that strategy is used across the country, based on survey data collected from respondents or data extracted from policy documents.

Access to a contractor or team with the capacity to both design and conduct multiple large-scale evaluations that use differing methods at the same time, and to start up evaluation activities within a month of task order awards. This capacity is important because successfully interconnecting studies may, for example, require a large implementation study and randomized controlled trial to be conducted simultaneously or in rapid succession.

Access to a contractor or team with skills in communicating to a wide range of audiences through a variety of different evaluation products. This includes not only IES’ new report format (see, for example, https://ies.ed.gov/ncee/pubs/2023003/ and https://ies.ed.gov/ncee/pubs/2023001/, an impact and an implementation report, respectively), but also shorter data-oriented Snapshots (for example, https://ies.ed.gov/ncee/pubs/2021007/), “how-to” guides where evaluations show strategies are effective (for example, https://ies.ed.gov/ncee/pubs/2022001/index.asp), and other documents that extend the return-on-investment in the studies.

The IDIQ shall have an ordering period of 60 months. All task orders shall begin within the 60-month ordering period but may have a duration that extends for up to 60 months beyond the end of the ordering period. Task orders may be issued as Firm Fixed Price, Time and Materials, Cost Reimbursement, or Cost-Plus Fixed Fee contracts. Each task order will include one or more tasks related to designing and implementing an evaluation study. The scope of each task order will depend on IES’ needs, including which activities are appropriate for each desired study or stage of the study. For example, some task orders may include only design work, while other task orders may include external data collection activities.

III. SCOPE OF WORK

The scope of work performed under this contract shall be defined by the following tasks and/or subtasks. Each task order specified by IES shall include one or more of the tasks or subtasks, combined in various ways, to accomplish needed evaluation studies.

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Task 1—Meetings

1.1 Initial meeting. The contractor’s project director and two other key project staff members shall meet with the Contracting Officer (CO), Contracting Specialist (CS), the IES Contracting Officer’s Representative (COR) for the IDIQ/task order, and other appropriate ED staff at the start of the IDIQ/task order to discuss details regarding the tasks, scheduling activities, and other issues related to the IDIQ or a particular task order. The COR will specify whether the meeting will be held virtually or at ED headquarters in Washington, DC. All virtual meetings via video conference under this IDIQ shall be held via Microsoft Teams or WebEx. The contractor shall come prepared to identify any areas of concern and to suggest ways of responding to them.

1.2 Additional meetings. The contractor shall meet with the COR, either virtually or in

Washington, DC, to discuss the progress of contract activities, including all current task orders, and any issues or anticipated problems and proposed solutions to those problems.

1.3 Study briefing. The contractor shall prepare for and participate in stakeholder engagement activities, such as briefings to solicit feedback on study plans or to summarize interim or final results. Stakeholder groups may comprise, for example, ED program staff or grantees. The COR will specify whether a briefing shall take place virtually or in person, in formats such as webinars, research or grantee/interest group conferences, or meetings held at ED headquarters in Washington, DC.

Task 2—Technical Working Group (TWG)

2.1 Establish TWG. The role of the TWG will be to advise the contractor and IES on an individual task order or collection of task orders that address a similar topic. The TWG advises by providing feedback and suggestions to the contractor and IES, typically as part of meetings where the contractor presents evaluation plans or results and seeks TWG input in real time, or by providing written feedback after a review of materials sent by the contractor. Each task order awarded under this IDIQ will specify whether a new TWG will be established, for example, if new types of expertise are needed, or a previously established TWG can be used to provide ongoing advice on the new work.

The contractor(s) shall propose to the COR a set of primary and alternate members for each TWG panel. Each panel shall be comprised of eight to ten individuals that, together, have expertise as specified in a task order. 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 or study tasks. These conflicts of interest can be perceived or actual and are described in a form that IES provides to the contractor. The contractor shall have TWG members complete conflict of interest forms before appointment to the TWG as consultants.

2.2 Convene full TWG Meeting. Full-day TWG meetings shall be held either in person in

Washington, DC, or virtually via video conference, as specified in a task order. The first meeting of a TWG typically involves discussion of issues related to the design of the

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study or study tasks. Subsequent TWG meetings may cover different topics, such as methodological and policy reactions to preliminary study findings, as specified in a task order.

2.3 Convene mini TWG meeting. The contractor shall convene half-day, video conference meetings of a TWG, including all or a subset of TWG members. These shorter meetings are typically to discuss a narrow issue related to a task order that requires more immediate and targeted input but may also be an opportunity to update the TWG on new activities. The date for the meeting and TWG members to be invited shall be set in consultation with the COR or specified in a task order.

Task 3— Feasibility and Design

The contractor shall undertake activities to assist IES in determining the key parameters of an evaluation of policies, programs, and strategies used by schools and community-based organizations to support students’ mental and physical health, foster safe and supportive learning environments, and expand access to academic enrichment and prevention programs. These activities might be carried out under one or more task orders.

3.1 Generate and propose study design options. As specified in a particular task order, the contractor, or the contractor in consultation with the COR, shall develop and propose ideas and design options for evaluation studies that are organized around research questions important to policymakers. Proposed studies may, for example, describe the implementation of school-based or community-based programs that provide students with some aspect of a well-rounded educational experience or safe, healthy, and supportive environment; or test the relative effectiveness of two or more such programs;

or examine the impact of a program on an outcome with practical significance to policymakers. Evaluation studies should reflect and test hypotheses that address whether key federal policy objectives are being realized.

To generate study ideas and design options, the contractor may gather information, as appropriate, such as through interviews with federal, state, and local educators and administrators, with federal grantees, and with program and strategy providers. The purpose of the interviews may be to, for example, obtain information about the prevalence of a particular strategy of interest, how it is implemented, its costs, training requirements, and vendor capacity to support implementation. Information may also be gathered and analyzed, as appropriate, from existing administrative data sources, such as from federal, state, or local databases and websites. This activity may also generate ideas for new data collection(s) requisite for shedding light on important issues in the area of student support and academic enrichment. To propose a study, the contractor shall use NCEE’s standard report planning template to indicate the topical focus, the overarching research question to be addressed in the report, and why it might be important to policymakers seeking to improve student supports, academic enrichment, and conditions for learning in school and non-school settings.

3.2 Feasibility assessment for effectiveness or outcomes studies. As specified in a particular

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task order, the contractor in consultation with the COR, shall identify one or more policy-relevant programs and strategies, and assess the feasibility of examining the strategies through a random assignment, regression discontinuity design, other quasi-experimental, or descriptive outcomes evaluation. A program and strategy may be as broad as a federal grant program or as narrow as a specific policy-relevant intervention that can be supported by Title IV funds and is commonly used in schools and/or has some suggestive evidence of effectiveness.

To conduct the feasibility assessment, the contractor shall gather information, as appropriate, such as through interviews with federal, state, and local educators and administrators, with federal grantees, and with program and strategy providers. The purpose of the interviews may be to, for example, obtain information about the prevalence of a particular strategy of interest, how it is implemented, its costs, training requirements, and vendor capacity to support implementation. Information may also be gathered and analyzed, as appropriate, from existing administrative data sources, such as from federal, state, or local databases and websites. This type of exploration may inform, for example, the feasibility of obtaining sufficient data to conduct a regression discontinuity design or the likely validity of such a design. Following collection and analysis of this information, the contractor shall develop options regarding the study design methods, outcomes, sample size (through statistical power calculations), and data collection approach.

3.3 Identify and define the treatment for effectiveness or outcomes studies. As specified in a particular task order, the contractor in consultation with the COR shall identify and define one or more policy-relevant programs and strategies for possible inclusion in an impact or outcome study. A program and strategy may be as broad as a federal grant program or as narrow as a specific policy-relevant intervention that can be supported by Title IV funds and is commonly used in schools and/or has some suggestive evidence of effectiveness.

To identify and define the treatment for an effectiveness or outcome study, the contractor shall gather information, as appropriate. For example, the contractor may conduct interviews with federal, state, and local educators and administrators, with federal grantees, with program and strategy providers, and relevant content experts. The purpose of the interviews, for example, may be to obtain information about the prevalence of a particular strategy of interest, how it is implemented, its costs, training requirements, and vendor capacity to support implementation. Information may also be gathered and analyzed, as appropriate, from existing administrative data sources, such as from federal, state, or local databases and websites. The contractor may also conduct a broad or targeted review of relevant literature to collect information on the evidence of effective or promise of various programs and strategies. Information may be gathered and analyzed, as appropriate, from existing repositories.

This type of exploration may inform, for example, the selection and definition of one or more programs and strategies for inclusion in an effectiveness or outcome study.

Following collection and analysis of this information, the contractor shall develop a

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description of relevant programs and strategies, their policy relevance, intended implementation, training requirements, and evidence of effectiveness or promise.

3.4 Survey sample design. As needed, the contractor shall assist ED in determining the design options for one or more nationally representative surveys. In consultation with the COR, the contractor shall identify feasible, and policy relevant stratification approaches and the number of local school districts, states, schools, teachers, parents, students, or other type of respondent needed to fulfill the objective of the survey, as specified by the COR.

3.5 Study data collection and research plan. The contractor shall develop a plan for addressing the research questions for one or more studies, as specified by the COR through a task order. A plan shall first describe the information topics, domains, and constructs that are necessary to achieve the objectives of the study and, at a high level, how that information might be obtained and analyzed. Such a plan must be written in a way that it could be included in an Office of Management and Budget (OMB) Forms Clearance package and, in the case of effectiveness studies, a pre-registered research plan. A plan shall also then provide an outline for the intended report(s), which clearly specify how each section of the report will be structured to ensure that each research question is answered in turn. The contractor shall use this outline to create a detailed data collection instrument crosswalk, modeled after NCEE’s standard report planning template, which lays out what specific data are needed to support each part of the outlined report.

3.6 Data collection instruments. The contractor shall develop study intake forms, survey questionnaires, data extraction forms or instructions, outreach or recruitment letters, or other instruments, as specified by the COR, to be used in conducting a study under one or more task orders in this contract. These instruments shall be developed in accordance with the data collection plan, and specifically the report plan (crosswalk) developed in Task 3.5. The instruments shall minimize burden on respondents while ensuring that key data items are collected.

3.7 Select intervention provider(s). For effectiveness studies of interventions, programs, or strategies used by schools and community-based organizations to support students’ mental and physical health, foster safe and supportive learning environments, and expand access to academic enrichment and prevention programs, one or more external vendors may be needed to provide support for implementation or technical assistance to study sites. In these cases, the contractor, in consultation with the COR and as specified in a task order, shall establish an expert panel to advise on selection of providers, announce the provider opportunity widely including a request for proposals (RFP), collect the submitted proposals, and support the expert panel in reviewing and recommending providers for the specified role in an evaluation study.

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Task 4—Systematic Evidence Review

The contractor shall conduct an evidence review following the procedures and standards used by the WWC, including the use of WWC-certified study reviewers. IES will validate certification by cross-checking proposed study reviewers with WWC’s database of certified reviewers. The work shall include determining policy-relevant categories of school and student support 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 effectiveness of one or more programs and strategies – either in one topic area or many, as specified by the COR – in improving key outcomes such as student academic achievement, career readiness, mental and physical health, and digital literacy, and preventing or reducing dropout, drug abuse, bullying, harassment, and school-based violence, among other key outcomes. The report shall include a description of the methodology of the review and the state of the literature on student support and academic enrichment programs and strategies (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.

4.1 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 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, intervention summary sheets, appendices).

4.2 Conduct the review. Using the final evidence review plan, the contractor shall conduct the review and submit a draft evidence review report. The report length will be specified in the particular task order but is expected to be no more than 15 pages, with information on the technical aspects of the review and full documentation of the interventions, data, analytic methods, and results of studies included in appendices. The contractor shall also include a one-page summary of the evidence report that contains enough information to form the basis for a press release.

The evidence review report will undergo review from IES’ Standards and Review Office (SRO). The contractor shall be responsive to any SRO comments and make revisions to the report until it clears SRO. The contractor shall provide a web-ready (i.e., 508-compliant), final report to the COR after clearing SRO.

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Task 5 – Data Collection Approvals and Documentation

5.1 Prepare OMB forms clearance packages, document Institutional Review Board approval, and pre-register research plan. The contractor shall prepare a forms-clearance package in order to receive approval from OMB for data collection. The contractor shall ensure that the clearance package follows the required OMB format, justifying the necessity for collecting data and comprehensively responding to each required item in the instructions, including: (1) the objectives of the study or collection of studies, (2) the research questions, (3) a crosswalk between the research questions and the information to be collected, (4) instructions to study participants, (5) description of and justification for incentives, (6) discussion of questions likely to be deemed “sensitive” by OMB, (7) limitations of the study(ies) and their potential use for policy decisions, and (8) table shells indicating how data will be tabulated and analyzed.

All forms clearance packages shall be brief, clear, and well written. Each package shall include the forms and instructions that will be used to obtain data or recruit respondents.

The COR will submit the final package to begin the OMB approval process. During the initial 60-day public comment period, the contractor shall pretest the data collection forms so that burden information can be updated in the final package. The contractor shall be prepared to make up to two revisions to forms and justification as required during the approval process.

The contractor shall obtain approval from its Institutional Review Board (IRB) for the evaluations conducted under any task order. The effort to obtain initial approval and to update approval as new task orders are issued should be conducted in conjunction with OMB clearance package efforts.

The contractor shall pre-register the research plan for any effectiveness evaluations conducted under a task order, once the recruited sample sizes are known. The registry shall be chosen by the contractor with approval from the COR. An example of an acceptable registry is the Registry of Efficacy and Effectiveness Studies (REES).

5.2 Prepare OMB forms clearance packages for an expedited review. The contractor shall prepare a forms-clearance package in order to receive expedited approval from OMB for data collection. The contractor shall ensure that the clearance package follows the required OMB format for expedited reviews, justifying the necessity for collecting data and comprehensively and concisely responding to each required item in the instructions, including: (1) the objectives of the study or collection of studies, (2) the research questions, (3) a crosswalk between the research questions and the information to be collected, (4) instructions to study participants, (5) description of and justification for incentives, (6) discussion of questions likely to be deemed “sensitive” by OMB, and (7) limitations of the study(ies) and their potential use for policy decisions.

The package shall be developed to obtain OMB approval using IES’ Generic (expedited) Clearance vehicle, which requires less documentation and results in approval within roughly 15 days in comparison to a typical ICR submitted through the regular OMB

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clearance process. All forms clearance packages shall be brief, clear, and well written.

Each package shall include the forms and instructions that will be used to obtain data for ED internal decision-making. The COR will submit the final package to begin the OMB approval process.

The contractor shall obtain approval from its Institutional Review Board (IRB) for the evaluations conducted under any task order. The effort to obtain initial approval and to update approval as new task orders are issued should be conducted in conjunction with OMB clearance package efforts.

Task 6 – Outreach and Site Recruitment

The contractor shall develop and implement a strategy for identifying and recruiting districts, schools, grantees, or other type of participant to meet the sample size requirements specified in a task order. As part of the recruitment process, the contractor shall prepare notification letters and information packets for the prospective study sites. The notification packet shall include a non-technical brochure describing the study that is suitable for distribution to a broad audience of policy makers and educators. The contractor shall include in the letters and information packets general information on the study as well as specific information on the importance of the study, its purposes, products, timelines, and the expected benefits to be derived from participation in the study.