DTFH61-10-R-00035 RFP.docx

This competitive acquisition is solicited in accordance with FAR Subpart 19.8 for the competitive 8(a) Program. This acquisition is restricted to qualified 8(a) Small Business Concerns.

SECTION B SUPPLIES OR SERVICES AND PRICES/COSTS

The Federal Highway Administration (FHWA) through the National Highway Institute (NHI) intends to award multiple 5-year, Indefinite Delivery/Indefinite Quantity contract (ID/IQ) under which fixed price Task Orders will be issued. The Task Orders may require the conversion, development, revision, updates, deployment, presenter preparation and/or assist in the delivery of training in the broad area of Surface Transportation. Such training may include, but not be limited to, courses in modern developments, techniques, and procedures, relating to highway planning, environmental factors, acquisition of rights-of-way, engineering, safety, construction, inspection, maintenance, and contract administration.

PRICING STRUCTURE

The minimum funding guarantee for the contract is $25,000.

Each Task Order issued hereunder will be individually funded. It is estimated that the dollar value of all task orders will amount to approximately $4,500,000 over the 5-year period.

Unless specifically stated otherwise, the contractor shall furnish all necessary facilities, materials, and personnel to perform services necessary to complete each Task Order issued.

All authorized travel will be reimbursed at cost in accordance with the Travel and Per Diem clause (reference Section G).

SECTION C DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 BACKGROUND

The National Highway Institute (NHI) is the technical training arm of the Federal Highway Administration, and as such plays a vital role in the FHWA’s overall effort to provide training in new and evolving highway related technologies. The target audience is very broad, and includes Federal, state and local highway and transportation agencies located within the United States, Metropolitan Planning Organizations (MPOs), the Local Technical Assistance Program (LTAP) Centers, associations, consulting firms, private industry, universities and other national and international entities engaged in highway work of interest to the United States. In order for NHI to best accomplish its training mission, which is to fill the voids not being met by other sources, it is necessary to accurately determine the needs of the target audience, and then develop and deliver a variety of training packages that will most effectively and efficiently allow participants to interact with the content.

The NHI has been performing this role primarily by delivering traditional, instructor-led, classroom training on a broad range of topic areas since it was established by Congress in 1970. However, the electronic era is rapidly opening new avenues for cost savings, complying with divergent schedules, and training larger audiences in shorter periods of time. The NHI intends to explore these avenues by providing enhancements to the current approaches or outright replacement of current approaches as appropriate to achieve the desired outcomes. To assist us in these efforts we are looking to broaden our prime contractors beyond the traditional engineering companies to include training companies, companies with an ability to develop distance delivery material, and a proven track record with distance delivery mechanisms.

C.2 SCOPE OF WORK

This ID/IQ contract provides for the development, revision, promotion, and presentation of training in the broad area of Surface Transportation. Topics may come from the general categories of Structures, Pavements and Materials, Geotechnical, Design and Traffic Operations, Construction and Maintenance, Hydraulics, Intelligent Transportation Systems, Freight and Transportation Logistics, Real Estate, Environment, Transportation Planning, Civil Rights, and/or Highway Safety.

It may also include the conduct of any research required for the development of a specific course, and other support services that may be required for the promotion of the training program. The contractor shall incorporate accepted Instructional System Design principles using adult learning techniques in the development of courses, materials, and instruction.

C.3 OBJECTIVE

The objective of this contract is to effectively develop a curriculum of high quality training dealing with all aspects of surface transportation issues. Work shall be performed in accordance with the terms of this contract and individual Task Orders issued.

Potential offerors may view courses currently being offered along with the course objectives and the target audiences on the NHI Web site at http://www.nhi.fhwa.dot.gov/.

C.4 Kick-off Meeting, The contractor shall attend a Kick-off meeting for approximately 2-6 hours, which will include the following attendees: the contractor’s key personnel, including the Program Manager, the Contract Officer’s Technical Representative (COTR), and additional FHWA support staff.

The purpose of the Kick-off Meeting is to introduce the contractor and Government teams as well as to provide background information, clarify course content issues, define roles and responsibilities, establish timelines and respond to questions. This meeting is generally held at the U. S. DOT Headquarters in Washington D.C., 1200 New Jersey Avenue, S.E., Washington, D.C. 20590.

C.5 GENERAL WORK DESCRIPTION

Specific work to be performed will be set forth under individual Task Orders. However, Task Orders will generally consist of work in the following task areas:

The Government reserves the right to issue a Task Order for one or more of the areas described below.

Task Area A: Training Needs Analysis and Evaluation of Training Effectiveness

The NHI’s goal is to optimize the training for maximum effectiveness ensuring participants have an opportunity for learning within the defined constraints of the designated learning environment. Part of this process involves development of material precisely targeted to participant needs and learning styles. Furthermore, even though achieving a true measurement of the effectiveness of training can be elusive, it is desirable to obtain accurate feedback from course participants and supervisory staff.

Task Orders may be issued to include, but are not limited to, the following:

1. Conducting analysis of short and long term training needs of all or specified segments of target audiences for the topic areas identified in the Task Order.

2. Developing an organized and logical approach to fulfill the NHI’s needs within projected budget allocations.

3. Conducting analysis of target audiences to determine specific training needs, course objectives and learning outcomes for identified target areas.

4. Conducting and analyzing post course evaluations to determine effectiveness of delivery methods, course content, and instructional presentation in accomplishing the training objectives.

5. Evaluating and proposing alternative delivery strategies and learning environments that encourage greater participation and knowledge transfer from the learning environment into the workplace.

Task Area B: Technical Review Panel Coordination

The quality of NHI courses is improved if the interests of selected groups are represented on panels that will provide comments during a needs assessment or during a course development process. Their review of proposed curriculum material as it evolves can be invaluable.

Task Orders may be issued to include, but are not limited to, the following:

1. Establishing and coordinating panels representing the Federal Highway Administration (FHWA), the American Association of State Highway and Transportation Officials (AASHTO), and other public and private sector organizations or individuals to review and provide comments on training needs, curriculum development, and course presentation activities.

Task Area C: Course Development, Revision and Updates

The NHI offers a constantly changing battery of courses, some of which may need minor revision, while others may require major updating to stay abreast of current technology. In addition, new design procedures, changing specifications, research results, emerging technologies, new regulations and policies, computer programs, et cetera, continually precipitate the need to develop entirely new courses. In other instances, it may be desirable to convert existing material into a more appropriate format that allows for course participation at a distance.

The NHI’s goal is to optimize the training for maximum effectiveness ensuring participants have an opportunity for learning within the defined constraints of the designated learning environment. Part of this process involves the development of material precisely targeted to participant needs and providing clearly articulated Learning Outcomes. The principles of adult learning and Instructional System Design will be incorporated into each course, as well as a learning assessment (i.e. post tests, exercises, skill demonstration, etc) in order to be consistent with IACET (International Association of Continuing Education and Training) requirements.

The training shall also be learner-centric and not instructor-centric.

Adult Learning Considerations

Before revising, developing or presenting any training program targeted at adult audiences, it is first useful to gain an appreciation of the difference between child-centered learning and adult- centered learning. Almost all of us have experienced 12 or more years of education as children and many of us have experienced additional years of education as young adults. The educational models fixed in our minds are the pedagogical models-- the art and science of teaching children--drawn from those experiences. As adult trainers, it is easy for us to teach as we were taught rather than implement good adult learning principles.

We know the following things about adult learners:

· Adults have a need to know why they should learn something. One of the first tasks of the adult trainer is to develop a "need to know" in the learner — to demonstrate the value of what is being offered to them.

· Adults have a deep need to be self-directed. However, often when they enter a program labeled "education" or "training" they revert back to their conditioning as children, put on their hats of dependency, fold their arms, sit back and say, "Teach me." This puts them at immediate odds with their need for self-direction, causes inner conflict and a resistance to participation in training. To resolve this as adult trainers we must help adult learners make a quick transition from seeing themselves as dependent learners to becoming self-directed.

· Adults have a greater volume and different quality of experience than children. Adults bring into the learning situation a background of experience that is itself a rich resource for many kinds of learning for themselves and others. Adults have a broader base of experience from which to attach new ideas and skills and give them richer meaning. The greater experience, however, also has a potential negative consequence. The greater experience can cause people to develop habits of thought and bias, to make presuppositions, to be less open to new ideas. Evidence indicates that this phenomenon is especially characteristic of undereducated adults.

· Adults become ready to learn when they experience in their life situation a need to know or be able to do in order to perform more effectively and with greater satisfaction. Adults learn best when they choose voluntarily to make a commitment to learn.

· Adults enter into a learning experience with a task-centered (or problem-centered) orientation to learning. Adult learning activities are better received when designed around tasks, problems, or life situations. Very often, if they can apply what they have learned to a recent experience or situation, they can better appreciate the newfound knowledge and skills.

· Adults are motivated to learn by both extrinsic and intrinsic motivators. The problem is they may not be motivated to learn what we want to teach them, hence the importance to develop "a need to know" as a basic ingredient of adult training. The most potent and persistent motivators for adults are intrinsic motivators such as self-esteem, broadened responsibilities, power, and achievement.

Implications for Practice

Adult learning concepts-- combined with an understanding of the training need-- suggest the following approach to course design:

· Participants want to have a chance to tailor knowledge to their local situation.

· Participants want to have an opportunity to interact with others during the training session.

· Participants want to understand why something is important.

· Participants have a need for training that will demonstrate the benefits of learning.

Learner-Centric Instruction

In an effort to make training more effective and move the content into working environments, the NHI believes in learner-centric instruction. The core principles for learner-centric instruction are those in which learners, with a facilitator's guidance, are made responsible for constructing their own comprehension and potential usage of the course content. As the term implies, it is an instructional approach in which the learner is placed at the center of training. In such a setting, the individual involvement of the learners in the learning process is emphasized through their active participation in building up knowledge and understanding. Instructors play a facilitatory role in the process. The main players and constructors of knowledge and learning experiences are the learners themselves.

There are actually three ultimate goals that are ideally reached through learner-centered strategies:

1. The development of inquiry and problem solving skills

2. The development of deep understanding of topics and

3. The development of democratic processes (e.g. critical examination of our own and other's positions)

Learning environments are contextualized to meet the real learning needs of the learners. In short, this means that learners are provided with authentic learning experiences and activities that require an understanding similar to the one required in real world settings. In addition, the learning environment is set to accommodate a variety of instructional tools and methods as well as flexible arrangements of time and place. Learning centered approaches cater to the diversity of participants' abilities and learning modalities and attempt to attend to participants' varying learning needs. Learner-centered approaches are best applied to invoke higher-level thinking, inquiry, and problem solving skills. It comes at the essence of the learner-centered approach is that learners are internally motivated and are active participants in the knowledge gain process mediated through personal and interpersonal interactions.

Examples of learner-centered educational practices include, but are not limited to, the following:

· Collaborative group learning, both inside and outside the classroom

· Individual participant research and discovery

· Research and discovery by participants and teacher together

· Problem-based inquiry learning

· Participant-teacher studio and performance activities

· Hands-on, experiential learning activities

· On-site field experiences

· Self-paced tutorials

Learning Assessment

The NHI is authorized to award International Association of Continuing Education and Training (IACET) continuing education units (CEUs) and as such, follows Bloom's Taxonomy of learning levels including associated outcome and assessment development. As part of a continuous improvement process and to conform to IACET standards, the NHI has instituted a course design policy to include a post-course assessment. Selection of this learning evaluation tool is an Instructional Systems design (ISD) decision and shall be designed to measure participant performance with the course learning outcomes. Acceptable tools include, but are not limited to case studies, skills demonstrations, and objective tests.

To this end, the contractor shall develop “end of course assessments” that fully measure the mastery of each overall course learning outcome (a Kirkpatrick Level II evaluation), but not necessarily each lesson outcome. The assessment shall form a comprehensive end of course evaluation of the participant’s retention of critical skills and knowledge for successful job performance after training.

Participants should be able to complete a typical assessment within 45 minutes; time to administer the test shall be reflected in the course agenda. In developing the assessment tools, the assessments shall include objective measures such as multiple choice questions, matching questions, fill in the blank, in limited circumstances – true/false, or methods that require critical thinking such as case studies or skills demonstrations. Subjective formats such as case studies shall have clearly stated response criteria or parameters to reduce subjectivity when evaluating participant responses. The assessments shall be designed so that a score of 70 is considered "passing."

Tests are used to measure and document a participant’s knowledge, cognitive ability, and performance of job tasks. The specific type of test item to use should be determined by the behavior specified in the outcome to be tested and the instructional delivery system used. Various types of test items may be used and are described below.

• Consists of a stem and four responses.

• Consists of two columns of related words, phrases, or symbols to be matched by the participant.

• Consists of a single statement.

• Consists of a statement from which a word(s) or short phrase has been omitted. The participant must supply the missing word(s) or phrase in the blank(s) provided.

• Consists of a simulated or actual environment with certain conditions of performance and certain expected outcomes.

When so specified in a Task Order, the contractor shall develop the required test items, and all required supplemental materials (e.g., instructions for the presenter, instructions for the participant, scoring procedures, answer key, etc.). Delivery and review of test items will coincide with delivery of draft course materials.

The number of test items shall be sufficient to adequately measure participant mastery of each course-learning outcome and to provide multiple versions of a test.

Task Orders may be issued to include, but are not limited to, the following:

1. Developing, revising, or updating curriculum material including course outlines, facilitator guides, participant workbooks, and visual aids.

2. Developing new or converting existing curriculum material into a format that can be delivered by distance learning such as by satellite, Web-based, virtual worlds, or other electronic medium such as CD-ROM.

The typical “players” in an NHI course development include the Contracting Officer’s Technical Representative (COTR), the Technical Review Panel (TRP) (i.e. the FHWA program office lead contact, other agency representatives, target audience reps, stakeholders, etc) and the contractor Project Team (both subject matter experts and instructional systems designers) secured through the Task Order process. Once a contractor is selected for a task order, the following are typical stages in an NHI course development process:

· Kick-off Meeting, typically includes the following attendees: the contractor’s key development personnel, including the Instructional System Designer, the COTR, the TRP and the Contract Officer, if available. The purpose of the Kick-off Meeting is to introduce the players, provide background information, clarify course content issues, define roles and responsibilities, establish timelines and respond to questions. The specific details for Kick-off meetings will be included in Task Orders.

· Technical Review Meetings, usually conducted via online meetings at appropriate checkpoints in the development process. The purpose of a technical review meeting is to discuss relevant technical issues in the course materials, based upon government comments previously provided. Such a meeting provides clarity both ways between the technical panel and the contractor. The contractor provides electronic files for the DRAFT presentation deliverables as specified in the task order in advance of the technical review meeting. The specific details for Technical Review meetings will be included in Task Orders.

· Technical Walk Through Meetings, usually scheduled four to six weeks in advance of the pilot. At this meeting, the Contractor Project Team shall deliver all presentation materials to the COTR in advance of the technical walkthrough. The Contractor Project Team, COTR and Technical Review Panel shall “walk through” the curriculum materials and exercises. It will include the following attendees: the contractor’s key development personnel, ISD, presenter(s), the COTR and TRP.

The purpose of the Technical Walk Through is to link course content with the learning outcomes; validate technical course materials; agree on course sequencing; explain any group exercises, case studies, computer applications, virtual field trips or other course content issues and secure approval to proceed. All presentation materials shall be complete at this stage. The Contractor Project Team will make any adjustments to course materials before the pilot and is responsible for providing all materials to the COTR in sufficient time to allow distribution of materials in advance of the pilot. The specific details for Technical Walk Through meetings will be included in Task Orders.

· Pilot course is scheduled as a “beta test” when the course reaches “FINAL DRAFT” and presented by the contractor before a representative target audience. The COTR, the NHI ISD, and the Technical Review Panel participate as observers. The course is checked for content validity, length, pacing; delivery techniques are assessed and questions raised by participants are recorded. The COTR will facilitate a de-briefing of participants at the end of the course. Feedback will be incorporated in the final course development.

Course development, update, or revision Task Orders may include, but are not limited to, developing or designing the following items:

· Draft Course Outlines

· High-level and Detailed-level Design Plans

· Participant Workbooks

· Facilitator Guides

· Executive Summaries

· Resource Manuals and materials

· Visual Aids

· Audio or Video Files

· Digitized Products (CDs/DVDs)

· Case Studies

· Computer Applications

· Group Exercises

· Independent Exercises

Task Area D: Media Production

The NHI’s goal is to optimize the training for maximum effectiveness ensuring participants have an opportunity for learning within the defined constraints of the designated learning environment. Part of this process involves development of material precisely targeted to participant needs and learning styles.

Task Orders may be issued to include, but are not limited to, the following:

1. Designing, developing, and producing visual messages that can be distributed and accessed via DVD, CD ROM, or mobile devices such as mobile phones, hand-held Personal Data Assistants (PDAs), Net books, and other digital mobile devices designed to access public data networks.

Task Area E: Course Delivery

The NHI’s synchronous Web-based courses are generally taught in teams of two, a presenter which is an individual knowledgeable and credible in the content area, and a host which is an individual skilled in using the features and functions of the synchronous environments.

The NHI’s synchronous video-based courses are generally taught in teams of two instructors, including combinations of contractor instructors and NHI-provided instructors. There may be times that a local representative is invited as a “guest” speaker to address a particular course topic; this would be specified in the course Instructor Guide.

Task Orders may be issued to include, but are not limited to, the following:

1. Verifying the set up of the online learning room in the Web-conferencing tool including resetting all pods to the initial conditions for conducting a course.

2. Providing both a Presenter and a Host or just a Host to work with the NHI-provided presenters for scheduled Web-conference courses.

3. Coordinating with the presenter to practice using the online learning room to ensure that all course materials are available, checking room arrangements, familiarizing themselves with available and required features of the learning environment, and use of the pods.

4. Delivering a written assessment of the session including but not limited to the number of registered participants, the number of participants that completed the course, the length of time participants took in each asynchronous module, the date, time, and length of each synchronous module, the average test scores of participants, any recommendations on which participants should not be awarded CEUs based upon insufficient participation, significant comments, and any recommendations for adjustments to the course materials.

5. Delivering and supporting video conference sessions ensuring remote locations can access and participate with the course content as designed.

6. Arranging for or presenting instructor training to enhance and optimize both the Government and contractor’s presenters’ skills in the delivery of synchronous Web-based training delivery.

7. Arranging for or presenting instructor training to enhance and optimize both the Government and contractor’s presenters’ skills in the delivery of video-based training delivery.

The contractor shall in all cases, provide skilled, competent, and knowledgeable support that helps ensure participants can engage in the course content as designed and intended to achieve the desired learning outcomes.

To be truly effective, synchronous training requires skilled, competent, knowledgeable, credible, presenters, with adult education experience. In some instances, the FHWA will provide a presenter to co-teach classes. It may be necessary to conduct train-the-trainer sessions to meld together a team of contractor and FHWA presenters to maximize their effectiveness.

C.5 Typical Specifications for Course Presentations Contained in a Task Order:

The Host Agency typically furnishes a learning environment to accommodate the participants; is responsible for selecting and inviting participants; and for video conference sessions, will provide flip charts, tape, pads, markers; screens, VCR’s, extension cords, and related audio-visual equipment for all local and remote locations. A variety of entities can serve as the “host” of an NHI course. These include: State or local transportation agencies; resource agencies, Metropolitan Planning Organizations (MPOs); environmental agencies, private sector consultants; transit providers; other Federal agencies, etc. The host agency will designate a “local coordinator” whose name and phone number will be listed on the NHI Web site for sessions that have been confirmed. This person is the contact for any logistical information related to the scheduled session (e.g. publicizing the session, course registration, training location, directions, lodging information, etc). As the course registration contact, the Local Coordinator is responsible for selecting and inviting participants and can “sell” slots to others if space is available. Up to 30 participants will be invited to attend each course. If the Local Coordinator requests additional slots, and the Coordinator guarantees that the training environment will comfortably accommodate learner participation, the COTR in concert with the session presenters will make the final decision.

The Local Coordinator will provide a training facility that meets ADA requirements, audiovisual equipment, flip chart paper and stands, markers, etc. Many Local Coordinators arrange for morning and afternoon refreshments and provide information on nearby lunch options. Local Coordinators are also responsible for completing the NHI Certificates of Training. Additional information on Local Coordinator responsibilities is available in the Registration and Coordination section of the NHI catalogue, available on-line at: www.nhi.fhwa.dot.gov.

The host and presenters are responsible for connecting to the learning environment, using the Facilitator Guide and any other, course-related materials specified in the Task Order for the proper delivery of the course.

For on-site instruction such as a video conference, the instructor is responsible for bringing a laptop computer with appropriate course materials and a multi-media projector (e.g. LCD projector) that supports operation of Microsoft ® PowerPoint 2007 or higher software, with compatible resolution; The laptop computer and multi-media projector shall be capable of projecting images, videos, and other multi-media training materials at a resolution appropriate to the materials, and bright enough to be transmitted to remote locations.

The Government is normally responsible for printing and shipping participant course materials (e.g. Participant Workbook, Reference Manual, etc), NHI Class Roster, NHI Course Registration Forms, NHI Evaluation Forms, three-ring binders, blank Certificates of Attendance, and name tents. These materials are shipped to the Host Coordinator 30 days in advance of the class. The Government is not responsible for making travel arrangements for presenters.

DTFH61-10-R-00035 REQUEST FOR PROPOSAL Page 42 of 55

For each synchronous Web-based presentation, the contractor shall, as a minimum:

· Log in at least 5 days in advance of the scheduled session start time to ensure that the training room is properly set up, links to external information and resources are functional, the presenter and host are confident that all pods are built and populated and become familiar with general use of the learning environment.

· Ensure that each presenter has registered on the NHI Web site as an instructor, has indicated which courses they are under contract to instruct, has input their biography (not to exceed 2000 characters), and has received a 4-digit NHI Instructor Code. Questions about the procedure may be directed to the NHI Instructor Liaison.

· Discuss local conditions with the Local Coordinator and adjust the class hours to match local work hours or time zones as requested by the sponsoring agency.

· Prepare a session agenda and one-page biography for each contract instructor and furnish copies to the Local Coordinator in advance of the session presentation.

· Contact the appropriate Subject Matter Expert (e.g. FHWA division office rep, environmental agency rep, MPO staff, etc) at the session location and discuss local concerns, hot issues, or topics that would be relevant to those attending.

· Adjust the presentation to allow increased/decreased emphasis on certain modules to accommodate the training needs of session participants.

· A week before the start of the NHI session, visit the NHI Web site and check the Resources Page for delivery contractor/instructor resources and updates (http://www.nhi.fhwa.dot.gov/).

· Log in at least 30 minutes in advance of the scheduled session start time to ensure that the training room is properly set up for the session and the Web-conference session dial-in number is posted.

· Encourage all participants to complete the End-of-Course Assessment.

· Encourage all participants to complete the NHI Course Evaluation form via the online link.

· During the instruction of sessions, provide information to participants about other NHI courses that may aid their professional development. (A complete list of the NHI course listings can be found at http://www.nhi.fhwa.dot.gov/.)

· Provide a written assessment report including but not limited to the number of registered participants, the number of participants that completed the course, the length of time participants took in each asynchronous module, the length of each synchronous module, the average test scores of participants, any recommendations on which participants should not be awarded CEUs based upon insufficient participation, significant comments, and any recommendations for adjustments to the course materials within 2 weeks of the last synchronous meeting.

C.6 REQUIREMENTS FOR IMPLEMENTING SECTIONS 504 AND 508 STANDARDS

Section 508 of the Rehabilitation Act of 1973, requires that electronic and information technology developed, procured, maintained, or used by the Federal Government be accessible to people with disabilities. On August 7, 1998, the President signed into law the Workforce Investment Act of 1998, which includes the Rehabilitation Act Amendments of 1998. Section 508 was originally added to the Rehabilitation Act in 1986; the 1998 amendments significantly expand and strengthen the technology access requirements in Section 508.

While Section 508 addresses accessibility issues relative to electronic media such as Web postings, Web sites, computer simulations, and videos, Section 504 deals with accessibility for all participants in Government training classes. Section 504 specifically addresses classroom settings, course materials and accommodations for special needs.

It has been determined that some of the deliverables to be developed under this contract are subject to the requirements of Sections 504 and 508 of the Rehabilitation Act of 1973, as amended in 1998. Unless otherwise indicated, by submission of their Task Order proposal and acceptance of the Task Order award, the contractor represents that all required 504 and 508 compliance requirements will be met.

The NHI requires compliance with Sections 504 and 508 in all training development and delivery efforts. To the greatest degree possible, NHI contractors must meet all accessibility needs of its participants. While it is not feasible to anticipate every situation and every learner's needs, putting forth a "best effort" is mandatory.

All course presentations (instructor-led, computer/Web-based, or blended) and training materials developed by the contractor shall comply with Sections 504 and 508. Deliverables and course presentations will be evaluated for compliance with Sections 504 and 508. Older Government furnished course materials are being updated to ensure 508 compliance as quickly as possible. For more information about accessibility issues please refer to the NHI Style Guide and NHI Instructional Design Guidelines for Ensuring 504 and 508 Compliance, which are available on-line at www.nhi.fhwa.dot.gov.

Section 508 of the Rehabilitation Act requires the Architectural and Transportation Barriers Compliance Board (Access Board) to create Federal standards for electronic and information technology (EIT) products to make them more accessible to people with disabilities. Access Board standards applicable to EIT are: “Any equipment or interconnected system or subsystem of equipment that is used in the creation, conversion, or duplication of data or information, or used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. The term electronic and information technology (EIT) includes, but is not limited to, telecommunications products, such as telephones and cell phones; information kiosks and transaction machines; World Wide Web sites; multimedia; office equipment, such as copiers and fax machines. EIT includes computers, ancillary equipment, software, firmware and similar procedures, services (including support services), and related resources.”

In addition to the work requirements specified in this Statement of Work, tasks may be modified from time to time. The contractor shall ensure that all documents they prepare meet the requirements of Section 508 of the Rehabilitation Act.

The Act requires that all electronic products prepared for the Federal Government be accessible to persons with disabilities, including those with vision, hearing, cognitive, and mobility impairments. Vendors can view Section 508 of the Rehabilitation Act at http://www.access-board.gov/ and the Federal IT Accessibility Initiative home page at http://section508.gov/

SECTION D PACKAGING AND MARKING

D.1 PACKAGING

Preservation, packing, and packaging of items for shipment shall be in accordance with commercial practice and adequate for acceptance by common carrier for safe transportation at the most economical rates.

D.2 SHIPMENT AND MARKING

The contractor shall clearly mark each shipment in accordance with U.S. Postal Guidelines and include the company name, this contract and Task Order number, and (when appropriate), the item identification, quantity of items, and notice of partial or final delivery.

SECTION E INSPECTION AND ACCEPTANCE

E.1 Accessibility of Electronic and Information Technology

Each Electronic and Information Technology (EIT) product or service furnished under this contract shall comply with the Electronic and Information Technology Accessibility Standards (36 CFR 1194), as specified in the contract as a minimum. If the Contracting Officer determines any furnished product or service does not comply with the contract, you will be so notified in writing, and prompt corrective action shall be taken in accordance with the Inspection clause of the base contract.

E.2 WARRANTY

The contractor shall—without cost to the Government—repair, replace or re-perform the non-compliant products or services within the period specified in the notice. Failure to timely comply with the Contracting Officer’s direction is a breach of contract, and entitles the Government to all its remedies for breach including termination for default and assessment of damages as provided in the Default clause of the base contract.

E.3 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

This contract incorporates one or more clauses by reference, with the same force and effect as if they were given in full text. Upon request, the Contracting Officer will make their full text available. Also, the full text of a clause may be accessed electronically at this address: http://www.arnet.gov/far/

All work hereunder shall be subject to review by the Government.

SECTION F DELIVERIES OR PERFORMANCE

F.1. PERIOD OF PERFORMANCE

The period of performance for ordering under this contract is five years from the effective date on the contract. Task Orders may be issued up to the final day within the period of performance provided that they can be completed within 12 months past the end of the period of performance. All Task Orders not completed may be reissued to a follow-on contractor, unless it is deemed to be in the best interests of the Government to allow the outgoing contractor to continue performance until completion at the sole discretion of the Contracting Officer.

Performance shall begin on the effective date of the contract. The period of performance for a specific Task Order will be determined prior to the effective date of the Task Order. All work and services required hereunder including preparation and submission of final reports shall be completed within each Task Order’s period of performance.

F.2 USE OF DELIVERABLES

Items developed and delivered under this Contract are the property of the Government. These include all source code, executables, technical approaches, and formats. The contractor shall allow free and unconditional use of these items, including distribution to other parties and the public for perpetuity.

F.2.1 Deliverables:

All work produced must meet the standards for electronic deliverables. In accordance with FAR 52.227-14 (DEC 2007) The Federal Government will have unlimited rights in all data first produced in the performance of this contract and all other data delivered under this contract. The contractor will grant to the Government, and others acting on its behalf, a paid-up, nonexclusive, irrevocable worldwide license for products completed under this contract, to reproduce, prepare derivative works, distribute copies to the public, perform publicly and display publicly, by or on behalf of the Government.

F.3.2 All publications funded by the FHWA must show the proper departmental “mark and signature” on the front cover, title page, and (space permitting) the spine. Internet documents must show the mark and signature at the beginning of the document or on the document’s “cover” page.

The full “mark and signature” must be used, which includes the DOT mark (the triskelion), the Department's name, and the Administration's name. The Administration's name must appear in bold typeface. The logo may be reproduced in any color that is appropriate to the color themes of the publication, as long as the elements of the color used allow for sufficient contrast to read and understand the sign and accompanying text. The “same color is used for the entire “mark and signature (logo), including the DOT/FHWA names. The only exception to the one-color rule is the use of DOT blue (Pantone 285) for the triskelion, and black for the text. No other two-color combinations can be used. The logo may not be rearranged, altered, added to, or edited.

If the publication is a jointly prepared document, the FHWA logo must appear if the FHWA has contributed to the publication. Logos from other DOT modes or Federal agencies may appear along with the FHWA logo on jointly prepared publications. If another agency is a co-author, then that agency's seal or logo should appear to the right or directly below the FHWA logo.

Original publication must adhere to generally accepted “Standard Printing Practices” acknowledged by the printing industry.

The FHWA as a government agency uses the Microsoft Operating System (OS). Other operating systems, including Macintosh/Apple are not acceptable as final deliverables. Please deliver all work in MS OS editable file formats. The FHWA supports only Adobe InDesign and PageMaker for print job purposes. It does NOT support Quark Express, MS Publisher, or any other layout/design software for final print jobs.

Graphics to be included in print publications should not be embedded in the design software (i.e. Adobe InDesign, etc.). All graphic elements must be linked from a separate “links” (or other suitably named) folder.

Photographs and other graphic elements must be a minimum of 300 dpi for standard print jobs. Photos and other images should be displayed in a publication at the same size (or smaller) than the physical size of the element. Enlarging raster images will cause pixilation.

Color used in full-color (process) production must be in CMYK—not RGB.

All fonts and graphics must be included in the final deliverable. A separate list of all fonts and linked graphics must accompany the deliverable for printer identification.

All illustrations are to be done as vector drawings, and all final design and layout deliverables from contractors must include all original source files in their native software configuration. As with all layout publications, original vector artwork that includes text must also include the original fonts used in the element. Adobe Illustrator is the preferred choice for vector drawings, and Adobe InDesign the accepted choice for print layout applications.

Adobe PDFs as a substitute for originals are NOT acceptable and should never be used as a final deliverable without the accompanying original files.

In the case that final deliverables include layered raster elements, the original layered version of the element is to be included in the final deliverables statement. The preferred software for layered raster elements is Adobe Photoshop (.psd), or Adobe Fireworks (.png—layered).

The final electronic files for printing shall be delivered to the FHWA on CD-ROMs, or other acceptable media to be determined and agreed upon. The disk shall include all necessary files for producing the printed document, and be accompanied by the standard GPO Form 952, Desktop Publishing----Disk Information.

F.2.3 All electronic and information technology (EIT) procured through this Contract must meet the applicable accessibility standards at 36 CFR 1194, unless an agency exception to this requirement exists. 36 CFR 1194 implements Section 508 of the Rehabilitation Act of 1973, as amended. EIT is defined as any equipment or interconnected system or subsystem of equipment that is used in the creation, conversion, or duplication of data or information, or used in the automatic acquisition, storage, manipulation, management, movement, control, display, switching, interchange, transmission, or reception of data or information. EIT includes, but is not limited to, telecommunications products (such as telephones), information kiosks and transaction machines, World Wide Web sites, multimedia, office equipment such as copiers and fax machines. It includes computers, ancillary equipment, software, firmware and similar procedures, services (including support services), and related resources.

Contractors must ensure that all EIT that they provide either (1) meets the technical provisions of the Section 508 Access Board Standards applicable to a given procurement [see below] or (2) uses designs or technologies as alternatives to those prescribed in the specified technical provisions, provided they result in substantially equivalent or greater access to and use of a product for people with disabilities.

The following standards have been determined to be applicable to this contract:

1194.22 Web-based intranet and internet information and applications.

1194.24 Video and multimedia products.

1194.31 Functional performance criteria.

1194.41 Information, documentation, and support.

Note: The standards do not require the installation of specific accessibility-related software or the attachment of an assistive technology device, but merely require that the EIT be compatible with such software and devices so that it can be made accessible if so required by the agency in the future.

All deliverables for posting on the World Wide Web must conform to the Minimum Requirements for FHWA Web Pages. Deliverables will be evaluated for Section 508 compliance. Non-conforming deliverables will be returned to the contractor to be brought into conformance at the contractor’s expense.

F.2.4 FHWA minimum standards for web page development are:

F.3 FORMAT FOR DELIVERABLES

At a minimum, the contractor shall provide all report deliverables in camera-ready hard copy and an electronic copy in Microsoft Office 2007 or equivalent on a CD-ROM(s). In addition, electronic files containing the word processing, graphic, and table data may be required as deliverables for individual Task Orders. The contractor shall establish electronic file transfer capabilities such that correspondence and deliverables can be communicated electronically to the appropriate FHWA Program Office.

F.3.1 All publications funded by the FHWA must show the proper departmental “mark and signature” on the front cover, title page, and (space permitting) the spine. Internet documents must show the mark and signature at the beginning of the document or on the document’s “cover” page.

The full “mark and signature” must be used, which includes the DOT mark (the triskelion), the Department's name, and the Administration's name. The Administration's name must appear in bold typeface. The logo may be reproduced in any color that is appropriate to the color themes of the publication, as long as the elements of the color used allow for sufficient contrast to read and understand the sign and accompanying text. The “same color is used for the entire “mark and signature (logo), including the DOT/FHWA names. The only exception to the one-color rule is the use of DOT blue (Pantone 285) for the triskelion, and black for the text. No other two-color combinations can be used. The logo may not be rearranged, altered, added to, or edited.

If the publication is a jointly prepared document, the FHWA logo…