Attachment 3 eMentor PWS.docx

Air Force Culture and Language Center eMentor Foreign Language Course Instruction

Performance Work Statement (PWS)

As of 9 Apr 26

1. Overview.

1.1. General Description. Purpose of this contract is to acquire live, online synchronous foreign language instruction, delivered via a Contractor-provided, government-approved Unified Communications and Collaboration (UCC) platform, for a competitively selected General Purpose Force (GPF) population of Airmen and Guardians, whose courses are scheduled and managed with the aid of the government-owned Language Enabled Development Resource (LEaDeR).

1.2. Client and Program. Work will be performed for the Department of the Air Force (DAF) Air University (AU) LeMay Center, Eaker Center, Air Force Culture and Language Center (AFCLC), Maxwell Air Force Base (AFB), Alabama, herein referred to as the Client. The AFCLC creates and executes Language, Regional Expertise, and Culture (LREC) programs for service members and provides the subject matter expertise required to institutionalize these efforts.

1.2.1. The Language Enabled Airman Program (LEAP) is an AFCLC-managed, volunteer, career-spanning program open to Active Duty officer and enlisted members, as well as select Air Reserve Component members in most Air Force Specialty Codes (AFSC). LEAP deliberately develops language-enabled, cross-culturally competent service members across the GPF with working-level foreign language proficiency. With these skills, Airmen and Guardians who are deliberately developed as LEAP Scholars are better equipped to support the application of airpower by sharing regional security burdens throuh strengthened partnerships, developing interoperability, and understanding adversaries. Selection to LEAP is based on DAF language requirements and applicants’ potential to achieve higher levels of language proficiency.

1.2.2. The LEAP model is designed to elevate service members’ proficiency, measured by attainment and sustainment of a Defense Language Proficiency Test (DLPT) score of 3/3 or higher and an Oral Proficiency Interview (OPI) score of 2+ or higher on the InterAgency Language Roundtable (ILR) scale. LEAP develops and sustains service members through a two-pronged system of recurring eMentor courses and periodic language immersions.

1.2.3. eMentor courses assess, enhance, and sustain service members’ language skills throughout their careers. Instruction is participant-centered and tailored to each learner’s needs within the structure of the provided curriculum. Courses target growth in all four modalities (listening, speaking, reading, and writing), build cross-cultural knowledge, and strengthen intercultural communication skills. Designed to support operational demands, courses are available 24/7 across all time zones to support a globally distributed force, with both scheduled courses and OnDemand session options. Instruction takes place one-on-one or with groups of two to four Scholars. eMentor online courses connect service members synchronously with native-speaking instructors, at times that align with each Scholar’s availability.

1.2.4. The Client uses LEaDeR to track service members’ development throughout their careers. LEaDeR is a government-owned cloud-based tool supported by a PostgreSQL database and Apache TomEE application server. The LEaDeR application, developed and maintained by Client staff, tracks demographics, foreign language proficiency scores, scheduled and completed courses, and training events. The system is accessible to authorized personnel via a Common Access Card (CAC). LEaDeR facilitates real-time training management between staff, Scholars, Contractors, and external government training partners. For eMentor courses, the Client uses LEaDeR to collect Scholar course availability, manage approvals and disapprovals, generate reports, group Scholars, match Scholars with instructors, track course status, and monitor Scholar attendance. The Client uses LEaDeR’s automated email features to disseminate updates such as course approval and disapproval notifications. In addition, LEaDeR incorporates an integrated training management module that provides the administrative functions of a traditional Learning Management System (LMS), including course scheduling, progress tracking, and multi-user workflows.

1.3. Scope of Contract. Successful execution of this contract will depend on the Contractor’s ability to perform the following:

1.3.1. Provide Instructional Support and Scheduling (ISS) responsible for overseeing and carrying out the Contractor’s requirements outlined in this PWS.

1.3.2. Provide qualified language instructors, hereafter referred to as eMentors.

1.3.3. Provide instruction in accordance with (IAW) the Client’s curriculum, program guidance and standards.

1.3.4. Provide a secure, web-based, government-approved UCC platform that supports live video instruction, real-time text chat, and document sharing between eMentors and Scholars. This UCC must enable synchronous online language instruction with little-to-no lag time, delay or connection failure. (SS 01) The Government’s operational model is service-focused and utilizes the Government-owned LEaDeR tool for all program management functions. Therefore, this contract does not require the Contractor to develop, acquire, or provide any form of LMS, including proprietary or third-party integrated platforms. The requirement is for the instructional service and the UCC platform only. The Contractor must have access to and ability to use all functions associated with the UCC on Day One of the contract IAW with the UCC Platform Checklist at Appendix 8.

1.3.5. Using the Client’s LEaDeR scheduling tool, ensure Scholars and eMentors are appropriately matched across languages, proficiency levels, availability windows, and time zones, while meeting throughput and grouping requirements.

1.3.6. Oversee course execution and report irregularities to the Client IAW Client timelines and procedures.

1.3.7. Generate weekly Scholar reports IAW Client requirements.

1.3.8. Produce 18,812 course hours annually, plus up to 5,320 optional surge hours as deemed necessary by the Client, IAW with Figure 1.3.8. The 18,812 hours shall support a minimum of 652 Standard Courses serving a minimum of 978 Scholars, achieved through grouping IAW Figure 6.4.4, and shall include a maximum of 1,860 hours of OnDemand sessions (which may be repurposed for Standard courses, if necessary). The optional 5,320 surge hours shall support a mix of Standard Courses and OnDemand sessions, based on Client requirements.

Figure 1.3.8.

*Assumes allocation of 10 OnDemand hours per student

1.4. Contract Start Expectations. The Contractor must be ready to begin work on Day One of the contract. There will be no time to establish a network of language instructors for Priority One languages identified in Figure 5.2(a). The Contractor must also have access to a UCC platform, ability to use the UCC platform, ability to hire at least one instructor for all Priority One languages, and ability to acquire the necessary number of UCC licenses once the contract is let. The Client will allow the Contractor to obtain CACs, acquire additional student UCC licenses, recruit additional eMentors, and support courses IAW not-later-than (NLT) days in Figure 1.4.

Figure 1.4. Contract Start Expectations.

1.5. Proprietary Control. The government will retain proprietary control of all classes, records, and materials, to include curriculum and participant assessments, created under this contract.

2. UCC Platform.

2.1. Platform Overview. The Contractor shall provide a secure, web-based UCC platform that enables live, synchronous instruction, document sharing, and real-time communication between Scholars and eMentors via audio, video, and text chat.

2.2. Technical Specifications. The UCC Platform should provide a fully collaborative environment that meets the following technical requirements with intuitive access and navigation IAW Figure 2.2:

Figure 2.2. Technical Specifications

a. Application must be intuitive, easy to install, and simple to operate without requiring advanced user training.

b. Compatible with Windows and Apple systems released within the past seven years and capable of running on operating systems with a minimum of 4GB of RAM (8GB or more is recommended).

c. Optimized for use on residential or enterprise broadband connections with sustained bandwidth of at least 3Mbps upstream and 4Mbps downstream per active video endpoint, and latency below 100ms.

d. Supports multi-point video and audio for a minimum of six concurrent participants per class session.

e. Simple user navigation with direct access to scheduled sessions.

f. Interface capable of accommodating users with lower bandwidth by enabling toggling of video quality and feature limitations without interrupting instruction.

g. Allows Scholar login and classroom entry at least five minutes prior to the scheduled course start time.

h. Fully compatible with standard USB or built-in webcams and wired headsets with boom microphones.

i. Supports high-definition video playback and reliable sharing of Office and Adobe document formats during live class sessions.

j. Supports real-time text chat with a dedicated chat box that remains accessible throughout the session.

k. Text chat features capable of rendering and accepting input using international fonts and keyboard inputs for all LEAP-supported languages (e.g., Chinese characters).

l. Enables shared audio and video playback during class with simultaneous eMentor or Scholar commentary.

m. Permits embedding and playback of audio and video files within the session interface.

n. Includes a file exchange capability for uploading and downloading 10MB file size or greater within the UCC platform.

o. Scalable to accommodate at least 200 concurrent UCC platform cohorts at the start of the contract, with the ability to expand as needed.

p. Ability to produce static links to the UCC platform, unique to each course, that the ISS may distribute via the LEaDeR tool to students.

2.3. Accessibility. The platform must support the delivery of live language instruction to service members using commercial, non-DoD networks with wired or wireless internet access (SS 02). The Contractor will not be required to deliver the UCC platform on NonSecure Internet Protocol Router (NIPR) connections. The platform must be hardware agnostic and fully functional across all major operating systems and device types, including Windows and MacOS computers, iOS and Android mobile devices, and commonly used peripherals. It must be fully accessible through standard browsers and not require special downloads or proprietary hardware. (SS 02). For Scholars in low-bandwidth environments, the Contractor must provide an adapted solution that maintains instructional continuity without impacting other participants. Acceptable adaptations may include disabling video, toggling video quality/features to adapt to low-bandwidth conditions, or providing alternate material access methods.

2.4. Network Uptime and Redundancy Standards. The Contractor shall ensure the UCC platform is supported by a network that maintains at least 99.9% monthly service-level availability. The Contractor shall ensure the network includes full bandwidth and power redundancy to maintain uninterrupted access. The network must deliver round-trip latency of 100 milliseconds or less to the provider’s nearest edge node.

2.5. Technology Orientation for Users. The Contractor shall develop and implement a training plan to ensure eMentors and Scholars are fully trained in the use of UCC platform. This plan must include guidance on logging in, managing personal settings, using platform features, accessing shared materials, and resolving common technical issues. Establishment and management of a 24/7 helpdesk is not a requirement of this contract.

2.6. System Compatibility and Upgrade Responsiveness. The Contractor shall deliver the latest version software and ensure Scholar access is not hindered by routine system upgrades.

3. eMentor Qualifications, Evaluation, Preparation, and Management.

3.1. The ISS will recruit, develop, and manage a pool of qualified eMentors.

3.2. eMentor Qualifications and Background. eMentors must possess language skills in the target language(s) equivalent to an ILR Advanced Professional Proficiency or a “Superior” rating in speaking and writing on the American Council for the Teaching of Foreign Languages (ACTFL) proficiency scale for each language and dialect they will instruct. eMentors may be dual nationals who are native to regions where the language is commonly spoken and/or professional language instructors with demonstrated expertise in the relevant cultures and customs. The eMentor should hold at least a bachelor’s level degree in language instruction or a related social science field, such as History, Political Science, International Relations, Anthropology, Archeology, and Cultural Geography, and/or possess a minimum of five years of embedded experience in the target culture(s).

3.2.1. eMentors must be capable of delivering instruction and conducting assessments across proficiency levels ranging from ILR level 0 through ILR Level 3+.

3.2.2. eMentors who do not fully meet these qualifications will be considered only by exception; in such cases, the Contractor must obtain prior approval from the Client and provide a detailed justification for the proposed selection. This exception process does not apply to the initial eMentor Roster deliverable (CDRL A001) required on Day One of the contract; all instructors listed therein must fully meet the qualifications specified in PWS paragraph 3.2.

3.3. eMentor Evaluation Standards. The Contractor may utilize any standard evaluation methods that align with ILR skill-levels to assess the qualifications of eMentors.

3.4. Training and Certification Requirements. eMentors shall be thoroughly trained and certified by the Contractor to perform the following functions:

3.4.1. Curriculum and Materials: Administer the eMentor curricula (syllabi and lesson plans) provided by the Client.

3.4.1.1. Using the government-provided syllabi and lesson plans (Reference 4.1 and Appendices 3-6), eMentors shall prepare instructional aids (e.g., presentation slides, digital whiteboard content) and supporting open-source materials for each session. This function does not involve creating new curriculum, objectives, or core lesson content. Instructional aids shall be prepared IAW industry’s best practices for instructional quality and effectiveness. The Client will monitor instructional quality through its end-of-course survey, the results of which will be shared with the Contractor on a rolling basis.

3.4.1.2. For the purposes of this contract, instructor-prepared instructional aids for a specific course module are considered reusable for any future course of that same module. The contractor is encouraged to establish internal processes for sharing and adapting high-quality materials among their eMentor instructor cadre to maximize efficiency. While vendors are encouraged to reuse the instructional framework of successful materials (e.g., lesson structure, activity types) across different languages, this adaptation must include the tailoring of all specific content (e.g., examples, images, idioms, regional issues, and cultural references) to ensure it is linguistically and culturally appropriate for the target language of the new course. The Contractor may use the Government’s end-of-course survey results to help identify high-quality materials suitable for reuse.

3.4.1.3. Any supplemental resources must comply with copyright law and shall be sourced by the Contractor from publicly available, no-cost, open-source domains. This contract does not cover the purchase of commercially produced materials, including print or online textbooks, workbooks, dictionaries, and similar products. The Contractor shall not be reimbursed by the Client for the purchase of any materials.

3.4.2. UCC Platform Operation: Operate all core functions of the UCC platform. At a minimum, eMentors must be proficient in initiating live sessions, configuring and managing audio and video settings, sharing screens and documents, exchanging messages via live text chat, uploading class materials, and explaining how to configure their keyboard for international fonts (e.g. Chinese characters). They must be capable of navigating bandwidth-adaptive features such as toggling video or quality settings when needed, logging in and assisting Scholars in accessing sessions promptly, and demonstrating effective use of tools that support instruction across all four language modalities. eMentors shall resolve routine UCC platform technical issues during class sessions (SS 03).

3.4.2.1. Should the static UCC platform link change, in coordination with the ISS, ensure their assigned Scholars receive an e-mail not later than ten minutes prior to each class session with the new UCC platform link for that session. The e-mail must be formatted based on guidance provided by the Client.

3.4.3. Instructional Delivery: Follow stated lesson objectives, sample behaviors, and required content of each lesson plan. Instruct and explain the cultural, technical, and military concepts, vocabulary, and terms required by each lesson plan. This includes concepts such as rank structures, regional military systems, and the relationships between those militaries and the U.S. government. eMentors must incorporate current geopolitical events and mission-relevant content which may be sourced from publicly available, no-cost, open-source domains, such as technical vocabulary, near-peer adversary context, diplomacy and coalition building skills, and agile combat employment concepts, particularly for Scholars at the ILR Level 2 and above (SS 05). The labor associated with identifying and vetting these materials is considered part of the instructor preparation time defined in PWS 3.4.2 and shall be included in the contractor's fully burdened hourly rate.

3.4.4. Feedback and Homework: Provide one-on-one feedback to support the Scholar’s language development (SS 04). Assign homework with an expected workload of up to one hour per two-hour session. eMentors will review and provide written and oral feedback on homework and assessments. Homework is a key component of each course. Review and provide feedback on Scholar attendance reports IAW Client procedures.

3.4.5. Assessment: Use a Client-provided rubric (Appendix 2) to assess subtle differences in speaking, listening, reading, and writing abilities across ILR Levels 0+ through 3+ (Appendix 2). The eMentor model uses a 20-point assessment system that produces a separate score for each modality (listening, reading, speaking, and writing) on a scale aligned with the ILR proficiency framework. The ISS will collect scores from eMentors and report scores to the Client via a LEaDeR update within seven days of the course completion date for all Standard course Types (CDRL A002).

3.4.6. Administrative Tasks: Support OnDemand session scheduling functions in the LEaDeR application by coordinating weekly schedule availability with the ISS.

3.5. eMentors Roster. The Contractor shall provide the initial eMentors Roster on Day One of the contract to facilitate immediate course scheduling. On a semi-annual basis, the ISS shall format and provide the Client with an eMentors Roster via a csv file IAW Appendix 9. The ISS shall also provide eMentors’ personal email contact information, date of certification as an eMentor, schools and/or teaching projects they have supported, and a summary of their expertise in relevant cultures and customs upon request (CDRL A001).

3.6. eMentor Development and Support. The ISS shall ensure that eMentors receive ongoing professional development in the areas of language instructional methodology, educational aid development, educational technology, use of the assessment rubric, and effective language learning strategies. This development must also prepare eMentors to teach language and culture in ways that help service members connect linguistic and cultural skills to operational contexts, strengthening their ability to apply those skills in support of the Air Force mission.

3.7. Hardware. Each eMentor must have access to a desktop or laptop computer that meets the technical specifications required to operate the UCC platform. These devices shall be furnished by the Contractor or purchased by the eMentor. The Client will not provide computer equipment.

4. Curricula

4.1. Curricula Overview. The Client provides syllabi for every course type and ILR level. The Client provides lesson plans for every two-hour session that address required ILR level objectives, suggested activities, and recommended vocabulary. The curricula are based on the “Twelve Domains of Culture” model, which outlines universal categories of interaction and belief, and are integrated into all levels of LREC education and training. OnDemand sessions do not follow a specific lesson plan and are instead guided by Scholar goals and motivations.

4.2. Instructional Approach. Instruction will remain flexible and creative to meet the unique instructional needs of each Scholar or group of Scholars. At all proficiency levels, level- and topic-appropriate lessons, materials, and activities shall be used to advance Scholar proficiency in reading, listening, speaking, and writing. Culture will be integrated into language instruction in all stages of learning. Language skills shall be developed within cultural contexts that include value systems, behavioral patterns, institutions, geography, and political, economic, and social systems of the regions where the target language is spoken. eMentors shall foster a learning environment that encourages Scholars to take active ownership of their individual growth and progression. OnDemand sessions may emphasize specific modalities based on Scholar goals and motivations.

4.3. Course Types. The Contractor shall facilitate four Standard eMentor course types: Traditional, Advanced, Pre-Assignment Acculturation (PAC), and Special Project. The Contractor shall also facilitate OnDemand sessions. The Client reserves the right to modify parameters of the eMentor course offerings, including hours per week, attendance requirements, course hour length, and curriculum, as needed.

4.3.1. Traditional Courses. Traditional courses are designed to meet the learning needs of service members whose language proficiency ranges from ILR level 0 thru 2+. Classes should be held twice per week, for two hours per session, over a ten-week period, for a total of 40 instructional hours. Courses provide in-depth language and cultural enhancement, as well as instruction in military vocabulary and related topics. Each ILR level of the Traditional course includes four distinct modules--Module 1, Module 2, Module 3, and Module 4--each consisting of 40 instructional hours.

4.3.2. Advanced Courses. Advanced courses typically meet twice per week for two-hour sessions over a three-week period, totaling 12 instructional hours. These courses are intended for service members with ILR 3 or higher but can be modified for those at the 2+ level. The Advanced course supports topic fluency and the development of advanced language skills needed by advanced proficiency LEAP Scholars. Activities include writing formal correspondence, translating presentation materials, and applying technical military vocabulary. Scholars refine their skills in authentic, discussion-based settings centered on topics relevant to the Air Force mission, including interoperability, coalition operations, and international engagement. eMentors provide ongoing feedback to help participants identify effective strategies for continued self-study and language enhancement. Each ILR proficiency level of the Advanced course includes two distinct modules (Module 1 and Module 2) each consisting of 12 instructional hours.

4.3.3. Pre-Assignment Acculturation Courses (PAC). Pre-Assignment Acculturation Courses are designed for service members with language proficiency ranging from ILR level 0 to 2+ who are preparing for an overseas assignment. Each PAC course consists of 12 eMentor instructional hours, facilitated by the Contractor. eMentors select material from the Traditional course curriculum to support Scholar readiness. Sessions focus on helping Scholars maximize the value of their assignment by introducing effective language learning strategies, establishing personal development goals, building orienting to the target culture, and discussing the destination country’s military and political systems. Each PAC corresponds to a single module (Module 5) structured to deliver 12 instructional hours aligned with the Scholar’s target ILR level.

4.3.4. Special Project Courses. Special Project Courses focus on topics of strategic importance and culminate in a final presentation. These courses are intended for service members with ILR 3 or higher and provide a learning environment to support advanced language application through topics and activities directed by the AFCLC. Courses are designed to cultivate complex reasoning, deepen knowledge in specific domains, and support proficiency growth beyond ILR Level 3. Scholars may be required to research and present on a strategic topic, demonstrate consecutive interpretation through role play, translate materials between English and the target language, or produce an alternative deliverable as directed by the AFCLC. The Contractor shall provide the Client with a copy of all Scholar-developed materials, including final deliverables, using a secure, Client-approved method of file transmission. Materials shall include the final presentation and an abstract prepared in the Client’s required format. Live streaming of final presentations shall be made available to Client staff upon request. Special Project Courses are assigned to Module 3 under Level 30 and consist of 12 instructional hours. Pre-Requisite: Scholars must have completed at least one eMentor course at or above the Level 25 designation.

4.3.5. OnDemand Sessions. OnDemand sessions provide service members who have completed or are scheduled for an eMentor course the opportunity to request live, synchronous sessions with an eMentor for additional language practice, including preparation for the DLPT, OPI, or upcoming engagements with foreign military partners through exercises, mobile training teams, conferences, and other mission-related purposes. eMentors will build upon prior eMentor sessions where applicable, particularly for returning Scholars. eMentors shall use existing instructional resources and open-source materials to support language mentoring tailored to the Scholar’s interests and needs. OnDemand sessions are recorded under the module designation “OD” and assigned a course level equivalent to the Scholar’s most recently completed or scheduled eMentor course. Pre-Requisite: Scholars must have completed, or be enrolled in, any level eMentor course.

4.4. Course Identification System. Each course will be assigned a ten-character course ID composed of the following elements: a two-letter diagraph for the language, a two-digit fiscal year, a four-digit code representing the course level and sequential class number, and a module identifier (M1, M2, M3, or M4). The course level is indicated by the number following the dash. For example, the ID “FR24-0501M2” refers to a French course scheduled for fiscal year 2024, at level 05, sequence number 01, and using Module 2.

Figure 4.4. eMentor Courses, Hours, and Levels

5. Language Requirement

5.1. Control Language (CLANG). The Contractor will develop LEAP Scholars in their approved CLANGs and, in limited cases, a Space Available (Space-A) language. CLANG 1 is the primary language for training. The Client may approve Scholars for a CLANG 2 based on mission requirements.

5.2. Languages. At the start of the contract, the Contractor must be able to schedule courses for Airmen and Guardians in languages hereby referred to as Priority One languages (reference Figure 1.4). The Contractor will schedule courses in Priority Two languages, within 60 days of written notification from the Client. On rare occasion, the Contractor will schedule courses in additional languages within 90 days of written notification from the Client.

Figure 5.2. Languages

6. Scheduling

6.1. Schedule Types. eMentor courses and sessions will be scheduled via Fixed, Flex, and OnDemand scheduling. The Client will designate the approved type in LEaDeR.

6.1.1. Through Fixed schedules, Scholars meet with their assigned eMentor on a consistent day and time each week for the duration of the course. This model supports deliberate proficiency growth through regular practice and predictable instructional pacing. Fixed schedule courses are expected to remain consistent throughout the term. In limited cases, temporary changes may be allowed. If a Scholar in a one-on-one Fixed course requests a schedule change and the eMentor agrees, the Contractor may allow a temporary adjustment. For Scholars in grouped courses, any schedule changes must be coordinated with and approved by the Client.

6.1.2. Through Flex schedules, Scholars identify their availability due to variable mission requirements, flying schedules, or other operational demands. These two-hour sessions (same as curricula for Fixed Schedule courses) are delivered one-on-one to accommodate changes to the Scholar’s weekly availability. Scholars submit requests through LEaDeR, using available eMentors.

6.1.3. OnDemand schedules allow one-hour, mission-driven language sessions requested by Scholars who have either completed or are enrolled in an eMentor course. Sessions may focus on DLPT/OPI preparation, mission rehearsal, or other language coaching.

6.1.3.1. The Client will typically authorize Scholars to utilize OnDemand hours in increments of ten hours. However, the Client reserves the right to limit Scholars to smaller batches of hours.

6.1.3.2. The process for OnDemand scheduling is distinct from Standard Course scheduling. The workflow is designed to be largely self-service, minimizing the manual workload for the ISS. The ISS will facilitate update of eMentor availability, monitor throughput, report on OnDemand usage in the Monthly Status Report, and resolve exceptions or technical issues flagged by the Scholar or eMentor."

6.2. Course Calendar. Courses can be scheduled any day of the year, for all time zones. Exceptions include recognized federal holidays, the four-day Thanksgiving weekend, and the two full weeks encompassing Christmas Day and New Year’s Day. Classes may occur during these holiday periods only when both Scholar and eMentor are available and willing.

6.3. Roles and Functions. The Client will establish and update, as required, details of the processes and procedures required for scheduling courses. By Day 7 of the Contract, the Client will provide the Contractor a Standard Operating Procedures (SOP) that provides specific instructions on how to utilize LEaDeR, format spreadsheets, and perform other functions necessary for efficient and effective scheduling operations. Figure 6.1 outlines the general roles, functions and actions required of the Client, ISS, eMentors and Scholars:

Figure 6.3. Roles and Functions

Compile and provide availability of eMentors to the Client in the Client’s prescribed spreadsheet format

Approve or disapprove Scholars’ applications

Acknowledge expectations via a Statement of Understanding (SOU)

Confirm eMentors' course acceptance

ISS

Finalize Scheduling Welcome Confirm Scholars’ course acceptance k.

Finalize course dates/times.

l.

Identify and communicate with Space A Scholars m.

E-mail welcome letter with the Client and Contractor’s instructional video link

6.4. LEaDeR Scheduling Tools. The Client will utilize LEaDeR to provide the Contractor visibility of Scholars approved for course registration IAW the system’s interface logic and Client authorization protocols. The ISS shall use the designated scheduling views and filters provided in the LEaDeR application to access real-time updates on approved Scholars to finalize registration and scheduling in courses with qualified eMentors.

6.4.1. The Client will identify Scholars as Priority or Space-A in LEaDeR for each registration window. Once the ISS schedules priority Scholars, the ISS will integrate Space-A Scholars to meet grouping targets. Scholars will self-enroll in established courses on a Space-A basis through LEaDeR. Space-A scheduling is expected to comprise 15–20% of total annual throughput.

6.4.2. Using the LEaDeR grouping tool, the ISS shall finalize scheduling no later than 45 calendar days after the Client has approved Priority Scholars. On rare occasion, if placement is not possible within 45 days, the ISS must update the Scholar’s record in LEaDeR with a “Not Placed” designation.

6.4.3. To preserve Scholar learning rhythms and support language acquisition, the Contractor will avoid scheduling course sessions on consecutive days of the week (e.g., Monday and Tuesday) unless no alternative configuration is available based on the Scholar’s availability.

6.4.4. Tiered Grouping Model. The Contractor shall employ a grouping model that ensures an average of 1.5 students per course hour.

Figure 6.4.4 Tiered Grouping Model

S

S = Students C = Courses

6.5. Scholar Orientation. Scholars will be required to view two orientation videos. These videos ensure Scholars are prepared to engage with both the academic expectations of the course and the technical requirements of the UCC platform.

6.5.1. Client-Developed Scholar Expectations Video. The Client will create and distribute via LEaDeR a Scholar Expectations video covering: (1) the purpose of the approved eMentor course; (2) expectations for attendance, participation, and homework; and (3) the SOU and its implications.

6.5.2. Contractor-Developed UCC Platform Orientation Video. The Contractor shall develop and the Client shall distribute via LEaDeR a video covering: (1) how Scholars will access the UCC platform; (2) core platform tools, including video, text chat, screen sharing, and document uploads; and (3) troubleshooting procedures unique to the UCC platform. The video must demonstrate an eMentor initiating live sessions, configuring and managing audio and video settings, sharing screens and documents, exchanging messages via live text chat, uploading class materials, and explaining how to configure their keyboard for international fonts (e.g. Chinese characters) IAW paragraph 3.4.4. The video must also demonstrate an eMentor proficient in resolving routine technical issues during a class session IAW paragraph 3.4.4. The content must be presented in clear, accessible language suitable for first-time users and must reflect the most current platform features and policies as approved by the Client. The Contractor shall provide the video within 14 days of contract start. The contractor shall review and update this product as needed every six months (CDRL A004).

7. Scholar and Course Management.

7.1. General Expectations. Once Scholars are scheduled, registered, and approved, the Contractor is responsible for supporting eMentor course execution. This includes e-mailing static UCC links for each course, overseeing attendance compliance, documenting Scholar progress and course outcomes, monitoring behavioral standards, and reporting instructional outcomes IAW all Client guidance. All execution-related data must be recorded by the ISS IAW the Client’s prescribed procedures and made available to the Client for oversight.

7.2. Routine Communication with Scholars. The ISS shall use the LEaDeR application to send registration confirmation emails. For other correspondence, ISS and eMentors are permitted to contact Scholars via any of the Client’s approved means of communication (phone, email, and Short Message Service (SMS) text messaging, etc.) for the purpose of coordinating course enrollment, confirming session details, or delivering access instructions. All communication must remain directly related to eMentor participation and adhere to the topics authorized by the Client. The Contractor shall document and retain all communications with Scholars.

7.3. Scheduling Conflict Resolution. The Contractor shall respond promptly (within one business day) and professionally to any Scholar-reported Fixed schedule conflicts that occur prior to or during the term of instruction. Conflicts may include unforeseen duty changes, deployments, medical issues, or changes in availability. Typically, a schedule conflict for Fixed schedule courses will result in a missed session. However, the Contractor may assess the feasibility of rescheduling within the Scholar’s existing course, moving the Scholar to a comparable course, or reassigning the eMentor if appropriate. All changes must preserve instructional continuity and comply with the grouping, matching, and scheduling protocols.

7.4. Attendance. For Fixed and Flex courses, Scholars are expected to attend all scheduled sessions and must meet a minimum of 80% attendance to receive credit for the course. Scholars must self-report their attendance in LEaDeR. The ISS shall monitor attendance and coordinate concerns with the eMentor and Scholar. The ISS shall notify both the Client and the Scholar if the Scholar misses the first scheduled session of the course, misses two consecutive sessions or two total sessions in a single Advanced or Special Project course, or is at risk of failing to meet the 80% attendance requirement. The ISS shall escalate unresolvable issues to the Client, who will determine actions required.

7.5. Scholar Status. The ISS shall utilize status categories in LEaDeR IAW Figure 7.5:

Figure 7.5. Scholar Status Categories

Scholars who have acknowledged the SOU, have been matched to an eMentor, and are placed into an eMentor course or OnDemand session and start date is after the current date

Scholars enrolled in a course and current date falls within the course’s official start and end dates

Scholars enrolled in a course whose end date has passed, and all applicable grades or completion data have been entered

Scholars who were enrolled in a course whose end date has passed and who completed some instructional hours but did not meet the 80% threshold

Scholars who were reassigned to a new course, or who were enrolled in a course that was canceled without penalty, such as in cases of incorrect level placement within the first four hours. Client approval is required for any Adjusted designation that increases hours or costs.

Scholars who were in a Scheduled status and whose course was canceled prior to the first session, either due to Scholar unavailability or Client-directed cancellation.

Scholars who withdrew from Fixed or Flex courses or who failed to cancel OnDemand courses within 24 hours

Scholars who the Contractor was unable to place in a suitable course within 45 days of approval by the Client

7.6. Limitations on Contact and Solicitation. The Contractor shall not contact Scholars until they have been approved by the Client in LEaDeR for a specific course cycle. All outbound communication must follow the correspondence protocols outlined by the Client’s SOP. The Contractor may not encourage Scholars to change their availability, alter their preferred modality, or register for a different course without prior written approval from the Client. All communications must use templates approved by the Client and must be tracked for compliance.

7.7. Routine Communication with Client. The ISS shall communicate with the Client via the Client’s prescribed means of communication for all official correspondence related to Scholar and course administration. Typical topics requiring Contractor-initiated communication include but are not limited to resolution of Scholar complaints, notification of special scheduling constraints or rescheduling requests, reporting of Scholar behavioral or attendance concerns, requests for clarification on Scholar eligibility or prioritization, and Scholar contesting of assessment scores. Communications must clearly identify the affected course and Scholar(s), and must include relevant background, the requested action, and any supporting documentation. The Client will provide the Contractor additional guidance via the SOP.

7.8. Scholar Behavioral Concerns. eMentors must report to the ISS any behavioral concerns, including lack of professionalism, chronic tardiness, classroom disengagement, or noncompliance with academic expectations.

7.9. Substitute eMentors. The ISS shall ensure instructional continuity in the event an assigned eMentor is unavailable. If a substitute cannot be found, the Contractor will coordinate with the Scholar to reschedule the session within a reasonable timeframe.

7.10. Recording. eMentors are required to record each session for quality control. eMentors shall maintain recordings for a minimum of 60 days and will provide access to recordings upon Client request.

8. Assessment.

8.1. Scholar Language Assessment Reporting. Assessments are required for all Standard course types in accordance and must be reported using the LEaDeR application via direct entry or via weekly data file IAW the Client’s Interface Requirements Guide no later than seven calendar days after course completion (CDRL A002). OnDemand sessions are not subject to formal assessment requirements. Scholars contesting scores must be referred to the Client. Final decisions regarding assessment changes rest with the Client and may include consultation with the ISS as needed.

8.2. End-of-Course (EOC) Feedback. Scholar feedback is collected and used by the Client to monitor instructional quality and inform contract oversight. This information will be shared with the Contractor. The Client will distribute end-of-course feedback forms and aggregate responses on a rolling basis, typically whenever a Scholar finishes a course. The Contractor shall respond to any Scholar concern flagged by the Client within five business days of receipt. Responses must include a proposed resolution, relevant course data, and any required documentation.

9. Data and Reports.

9.1. Data Management and Exchange. The Contractor shall use LEaDeR to manage Scholar, eMentor, and course data necessary to support eMentor instruction. All reports transmitted by the Client into LEaDeR shall comply with the Client’s Interface Requirements Guide.

9.2. Protection of PII. The Contractor shall manage all Personally Identifying Information (PII) collected, assessed, or stored under this contract IAW the Privacy Act of 1974 (5 U.S.C. 552a), DoD data protection policies, and Client cybersecurity requirements. PII shall be stored only in secure, access-restricted environments that comply with Client standards. The Contractor shall not disclose, reuse, or transmit PII except as authorized for performance of contract tasks. LEaDeR shall serve as the system of record for all Scholar data. (SS 05)

9.3. Monthly Status Reports. The Contractor shall submit a Monthly Status Report (MSR) no later than ten (10) business days following the end of each calendar month. The MSR shall be submitted electronically to the Client’s COR and shall include, at a minimum, the following information: (CDRL A003)

a. Contract number, company name, point of contact (POC), and contact information

b. Reporting period (first through last day of the month)

c. Significant events occurring during the reporting period

d. Any current or anticipated issues impacting contract performance

e. Table of courses scheduled during the reporting period, including rank, first and last name, course number, course hours, language, and course type

f. Total number of courses that began (at least one session conducted) during the reporting period

g. Total course hours billed during the period

h. Grouping metrics

i. Total Scholar throughput

j. Billing summary

10. Personnel

10.1. Work may be performed in whole via off-site support, using personnel whose place of performance is other than the Client’s facilities.

10.2. Competencies. The Contractor shall provide personnel who are fully qualified to perform the tasks outlined in this PWS. Contractor personnel shall possess appropriate knowledge and experience in the following areas:

a. Extensive global regional expertise.

b. Extensive knowledge of foreign language teaching techniques and instructional systems.

c. Extensive knowledge of learning theory, the psychology of learning, educational psychology, and Instructional Product Development.

d. Extensive knowledge of instructional design practices, principles, techniques, and curriculum development.

e. Extensive knowledge of standardized, web-based, interactive course delivery systems.

f. Extensive expertise in instructor facilitation and faculty development.

g. Extensive knowledge of the use of computers in education and training.

h. Demonstrated knowledge and skill in multimedia design and delivery methods (e.g., imbedded video instruction).

i. General knowledge of and competency with Microsoft Office applications (e.g., Word, Excel, PowerPoint, Access), Adobe Acrobat Professional, and other common productivity software.

10.3. Job Category Qualifications. The following table lists experience and education requirements for contractor personnel by job category. The contractor shall ensure no gap in any functional activities exceeds five working days.

Figure 10.3. eMentor Personnel Qualifications

a. Recruitment, development, and scheduling of a cadre of foreign language instructors across ten or more languages

b. Staff and Scholar use of online, synchronous learning management systems

- Experience in foreign language instruction is highly desired.

- Project Management Professional (PMP) certification is highly desired.

- Must have experience in Instructional Design or be certified in Instructional Systems Development (ISD).

- Three or more years of experience in education and training course scheduling is highly desired.

* Key Personnel

10.4. Key Personnel. The contractor shall identify key personnel in their proposal. Any substitution of key personnel must be of equally qualified individuals as those identified in the contractor’s proposal.