RFP - DTFH61-11-R-00004.docx

SECTION B SUPPLIES OR SERVICES AND PRICES/COSTS

The contractor shall furnish all necessary facilities, materials, equipment, and personnel and shall perform technical, non-personal services necessary in support of the Federal Highway Administration’s (FHWA) National Highway Institute (NHI), , under this Indefinite Delivery/ Indefinite Quantity Contract (ID/IQ) titled “Structures, Hydraulics, and Geotechnical Training Program.”

The maximum potential amount for all work under this ID/IQ Contract is (To Be Completed at Award) . All work under this contract will be performed through the award of Firm-Fixed Price Task Orders.

The Firm-Fixed Prices to attend the kick-off meetings are listed below:

a. 2-Hour Kick-Off in person at NHI

b. 2-Hour Kick-Off Via Video or Web Conference

c. 4-Hour Kickoff in person at NHI

d. 4-Hour Kickoff Via Video or Web Conference

e. 6-Hour Kickoff in person at NHI

f. 6-Hour Kickoff Via Video or Web Conference

The contractor shall proposal firm fixed prices, exclusive of travel, for each iteration of the kick-off meeting in the table above. The contractor shall propose travel for the kick-off meetings according to the information contained in Section C.6, using Washington, DC as the travel destination.

Travel: All travel performed under this contract shall be reimbursed at cost in accordance with the travel and per diem clause, at G.6. Travel costs being claimed under any Task Order shall be included as a separate line item and be supported.

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 BACKGROUND

The National Highway Institute 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, 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 the NHI to best accomplish its training mission 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 present the intended message.

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 has rapidly opened new avenues for cost savings, complying with divergent schedules, and training larger audiences in shorter periods of time.

The typical types of courses currently being offered or under development, the course objectives, and the target audiences are described on the NHI website at http://www.nhi.fhwa.dot.gov/.

C.2 CONTRACT OBJECTIVE

The objective of this contract is to effectively and efficiently develop and deliver a timely program of high quality training in the broad general areas of Structures, Hydraulics, and Geotechnical engineering.

C.4 SCOPE

The scope of this contract is limited to the development, revision, promotion, and delivery of training in the broad subject areas of Structures, Hydraulics, and Geotechnical engineering technologies.

This may also include any research required for the development of a specific course, reference manuals, and other support services that may be required for the promotion of the training program.

C.5 TECHNICAL SUPPORT REQUIREMENTS

Task Orders under this ID/IQ contract will be determined and issued on an as needed basis by the FHWA.

C.6 KICK-OFF MEETING,

If requested by the Government, the contractor shall attend a Kick-off meeting for approximately 2, 4, or 6 hours, which will include the following attendees: the contractor’s key personnel, including the Program Manager, the Contracting Officer’s Technical Representative (COTR), and additional FHWA support staff. The Contracting Officer and the cognizant contract administration may also attend the meeting.

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 NHI Office in Arlington, VA.

[Offerors shall include prices for a 2-hour, a 4-hour, and a 6-hour kickoff meeting in person in Arlington, VA and via web conference or videoconference.]

C.7 TASK AREAS

[Note: Offerors are not required to propose to all subject areas (Structures, Hydraulics, and Geotechnical Engineering technologies), and may limit their proposal to selected subject areas based on their strengths/capabilities; however, the Government places a greater value on proposals that provide coverage to a greater number of subject areas than on proposals that provide coverage on only a few tasks.]

This section describes the specific tasks to be addressed and the technical skills necessary and associated with each of the subject areas (Structures, Hydraulics, and Geotechnical Engineering technologies).

Specific work to be performed will be set forth under individual Task Orders. However, Task Orders will generally consist of work in the following areas (Section C.7.1 - C.7.8):

C.7.1 TRAINING NEEDS ANALYSIS AND EVALUATION OF TRAINING EFFECTIVENESS

The NHI’s goal is to optimize the training for maximum effectiveness ensuring the greatest amount of learning takes place within certain defined constraints. This process also involves development of material precisely targeted to student needs. 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. Work under this task area may be issued to may include, but is not limited to the following:

(1) Conducting market research 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) Conducting market research of target audiences to determine specific training needs, course objectives and learning outcomes for identified target areas.

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

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

C.7.2 TECHNICAL REVIEW AND PANEL COORDINATION

The quality of NHI courses is improved if the interests of selected groups are represented on panels that will provide comments during the course development process. Their review of curriculum material as it evolves can be invaluable. Work under this task area may include, but is not limited to the following:

(1) Establishing and coordinating panels that represent the 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.

C.7.3 COURSE DEVELOPMENT, REVISION, AND UPDATE

The NHI offers a constantly changing array of courses. Some of the courses 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, computer programs, etc. 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 training for maximum effectiveness, ensuring that the greatest amount of learning takes place within certain defined constraints. This process involves development of material precisely targeted to participant needs and providing clearly articulated Learning Outcomes. The principles of adult learning and Instructional System Design shall be incorporated into each course, as well as a learning assessment (i.e. pre and post tests, exercises, skill demonstration, etc) in order to be consistent with IACET (International Association of Continuing Education and Training) requirements. The training shall include a combination of instructional strategies such as lectures, videos, case studies, group exercises/discussions, and interactive technology that enhances participation (such as audience response systems, etc). 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 to 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. They are:

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. 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. Additionally, 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. What is 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 approved 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, 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 case studies, skills demonstrations, and objective tests.

To this end, the contractor shall develop “end of course assessments” that fully measure 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 the assessment within 45 minutes. Time to administer the test shall be reflected in the course agenda. In developing the assessment tools, the contractor shall include objective measures such as multiple choice questions, matching questions, 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 student’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 as described below, may be used to document and measure the specified criteria:

• Consists of a stem and four responses.

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

• Consists of a single statement.

• Not more than 10% of questions may be True/False

• Consists of a statement from which a word(s) or short phrase has been omitted. The student 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 instructor, instructions for the student, 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 a student’s mastery of each course learning outcome. The contractor shall develop, when so specified in a Task Order, at least 3 versions of each test.

Task Orders

Under each task area, work may include, but is not limited to:

· Developing, revising, or updating curriculum material including course outlines, instructor guides, participant notebooks, reference manuals, and visual aids using innovative methods of increasing participation of course participants.

· Developing new or converting existing curriculum material into a format that can be delivered by distance learning such as through web-conferencing, web-based, or other electronic medium using innovative methods of increasing participation of course participants.

Individuals involved in an NHI course development include the Contracting Officer’s Technical Representative (COTR), the Technical Review Team (i.e. FHWA technical lead contact, other agency representatives, target audience reps, stakeholders, etc) and the Contractor Project Team (both subject matter experts and instructional systems designers). The stages in an NHI course development process, include, but are not limited to:

(1) Kick-off Meeting

The kick-off meeting typically includes the following attendees: the contractor’s key development personnel, including the contractor’s Instructional System Designer (for course development task orders), the COTR, the FHWA technical review panel and the Contracting Officer, if available. The purpose of the Kick-off Meeting is to introduce the team, review the scope of the task order, provide background information, review course and reference manual draft outlines, clarify course content issues, define roles and responsibilities, establish timelines and respond to questions. This meeting is generally held at the NHI facility in Arlington, VA.

For any course development Task Orders awarded under this contract, the contractor shall prepare the agenda for each kickoff meeting, lead the discussion, prepare, and deliver minutes to demonstrate understanding of key decisions and to solicit approval of understanding as needed.

The contractor shall bring to each course development kick-off meeting the draft course and reference manual outlines and a work plan/schedule, and be prepared to lead a discussion of their ideas for updating the course and reference manuals.

The contractor shall also be prepared to discuss the development and review schedule for all deliverables, by Task. The schedule shall be determined at this meeting. Further, the timeframe for the various technical reviews, progress meetings, walkthroughs, and the Pilot Course delivery shall also be discussed and agreed upon at this meeting. Once agreed to, the schedule will become a part of the task order and may thereafter only be changed by the Contracting Officer. The specific details for Kick-off meetings will be included in each Task Order proposal.

(2) Progress Meetings

These are generally one-day in length, and scheduled as needed during the development process. At Progress meetings, the COTR and the Technical Review Team discuss relevant technical issues in the course materials, based upon government comments previously provided; determine if course development is proceeding in the right direction; review course content; discuss suggested course delivery techniques (e.g. group exercises, a case study, a computer application, etc); suggest materials for the reference manual; and, resolve any issues that arise. The contractor shall provide electronic files for the DRAFT presentation deliverables as specified in the task order at least one day in advance of the progress meetings.

The contractor shall prepare the agenda for each meeting, lead the discussion, prepare and deliver minutes to demonstrate understanding of key decisions and to solicit approval of understanding as needed. The specific details for Progress meetings will be included in each Task Order proposal.

(3) Preliminary Lesson Plan (PLP) and Preliminary Reference Manual Outline (PRMO) Walk-through

These are usually two-days in length. During this meeting core players meet to discuss the PLP and PRMO developed by the contractor’s team. The Contractor’s Instructional Systems Designer shall attend and participate in the portion of the meeting when the PLP is discussed.

The contractor shall develop and submit an electronic draft PLP and PRMO, to the COTR and Technical Review Panel for review and comment, no less than two weeks prior to the walk-though meeting. Within two weeks after the walk-though meeting where comments were provided to the contractor by the Government, the contractor shall incorporate the Government’s and panel member’s comments, and provide a revised electronic copy of the final PLP and PRMOs (in both MS Word and PDF), including a cover letter, to the COTR. Written approval of the final, accepted, PLP shall be provided by the COTR to the contractor after receipt of an acceptable PLP.

The specific details for the PLP and PRMO walkthrough meetings will be included in the Task Order proposals.

(4) 50% and 100% Walkthroughs are scheduled when 50% of the course content is 100% complete and when 100% of the course content is 100% complete. The 50% walkthrough lasts about 1 day longer than half of the formal course. The 100% walkthrough lasts about 1 day longer than the formal course.

a. The purpose of the walkthroughs 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, field trips or other course content issues; and secure approval to proceed. The Contractor Project Team is responsible for printing, and shipping these materials to the COTR and the Technical Review Team. The specific details for the 50% and 100% walkthrough meetings will be included in Task Order proposals.

(5) Pilot course is scheduled as a “beta test” when the course is 100% complete. The pilot course is presented before a representative NHI audience. The COTR, the NHI Instructional Systems Designer, and the Technical Review Team 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 and/or a Contractor Project Team representative will facilitate a de-briefing of participants at the end of each day. The contractor shall incorporate any feedback into the final course development.

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

(1) Draft Course and Reference Manual Outlines (to be brought to the kickoff)

(2) Preliminary Lesson Plans

(3) Preliminary Reference Manual Outlines

(4) For web-based or web-conference training , High-level and Detailed-level Design Plan, Storyboards, Facilitator Guides

(5) Participant Workbooks and Handouts

(6) Instructor Guides

(7) Reference Manuals

(8) Visual Aids

(9) Case Studies

(10) Computer Applications/Animations

(11) Group and Independent Exercises

(12) Field Trips

(13) End-of-Course Assessments

C.7.4 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. This process involves development of multi-media materials precisely targeted to participant needs and learning styles. To the greatest extend economically feasible, materials should employ state-of-the-art techniques such as 3-D visualizations, animations, simulations, virtual tours, physical models, etc.

Work under this task area may include, but is not limited to:

(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

C.7.5 COURSE DELIVERY

The NHI courses are generally taught in teams of two instructors, including combinations of contractor instructors and FHWA 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. The contractor shall provide only technically knowledgeable instructors-- with skills in adult learning-- to present courses in response to requests from the target audience specified in Section C.1.

Work under this task area may include, but is not limited to:

(1) Delivering traditional, instructor-led classroom courses.

(2) Delivering traditional, instructor-led classroom courses, with a contract instructor paired with a FHWA co-instructor.

(3) Delivering web-conference and video-conference training courses

a. 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.

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

c. 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.

d. 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.

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

f. 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 (often referred to as web conference training) delivery.

g. 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, knowledgeable, credible instructors with adult education experience. All instructors assigned should either be currently certified through the NHI Instructor Development or equivalent course, or achieve certification within one year after assignment to a Task Order issued hereunder. The Government reserves the absolute right to provide Government employees as presenters in lieu of the contractor staff. In some instances it may be necessary for the contractor to attend a train-the-trainer session to meld together a team of contractor and FHWA presenters to maximize their effectiveness.

The NHI may, from time to time, during course delivery hold instructor conference calls to discuss processes, problems, outdated material, possible changes, and any other matters considered important to task performance. Offerors who are awarded Task Order for course delivery shall have at least one Project Manager or Instructor in attendance during NHI Instructor conference calls, unless prior notice is given of the upcoming absence, and the contractor receives approval, from the CO or COTR in advance of the conference call. Contractors shall distribute notes on items covered in NHI Instructor conference calls to their entire instructor team.

C.7.6 BRIEFINGS

Briefings to various groups are necessary from time to time to determine training needs, guide the development of curriculum materials, promote and market new products or courses, and gather customer feedback. These briefings may be conducted at the NHI facilities or other locations designated by the Government.

Work under this task area may include, but is not limited to :

· Prepare and present briefings or participate in discussions to determine training needs.

· Prepare and present briefings on NHI products and activities.

C.7.7 CURRICULUM REVISIONS

Comments and recommendations for improvement of the course and/or course material can be expected throughout the life of this contract. It is anticipated that moderate adjustments or revisions of the course material, visual aids, and presentation will be made by the contractor as part of the contractor’s normal preparation effort for course delivery at no additional cost to the Government. Examples of such revisions would be comments by participants and new specifications revisions approved by AASHTO. Moderate adjustments or revisions of the course material shall be coordinated with, and approved by the COTR and FHWA Technical lead for the course. When the contractor receives approval of revisions by the Government, the contractor shall prepare a revised 508 compliant version of the course materials which shall be delivered to the COTR within two weeks of receiving the government’s approval.

If, more significant revisions become necessary, such as reformatting major sections of the course, updating the material to add significant new technology, adjusting the sequence of presentation, or otherwise improving the curriculum and reference materials associated with this course, the contractor shall submit to the COTR a summary of recommendations for revising the curriculum and/or reference material and a detailed price estimate to complete the recommended work. The Government will review the contractor’s recommendations and if acceptable, the Contracting Officer may definitize the authorized work by issuance of a Task Order modification to incorporate the recommendation(s) into the Task Order. The contractor shall not proceed with these revisions without written authorization from the Contracting Officer.

C.8 SPECIFICATIONS FOR COURSE PRESENTATIONS:

The Host Agency will furnish a training facility large enough to accommodate up to 30 participants (up to 40 participants for selected courses); is responsible for selecting and inviting participants; and providing flip charts, tape, pads, markers screens, audio/visual equipment, and extension cords.

The instructors are responsible for bringing a laptop computer compatible with a multi-media projector (e.g. LCD projector) that supports operation of Microsoft ® PowerPoint 2000 or higher software, with compatible resolution; their copy of the Instructor Guide for the course; and any other, course-related materials agreed upon in the Task Order. 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 seen in a training room with some ambient light. The multimedia projectors should have a minimum capacity of 1000 lumens.

The Government, unless otherwise indicated in a task order RFP, is 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, 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 instructors.

A variety of entities can serve as the “host” for an NHI course. These include: State or local transportation agencies; private sector consultants; associations, industry groups; other Federal agencies, etc.

The host agency will designate a “local coordinator” whose name and phone number will be listed on the NHI website 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. Approximately 30 - 40 participants will be invited to attend each course. If the Local Coordinator requests additional slots, and if the local Coordinator guarantees that the training room will be large enough to comfortably accommodate up to 5 additional slots, the decision will be made by the COTR in concert with the session instructors to increase the class size by up to an additional 5 participants.

The Local Coordinator will provide a training facility that meets the Americans With Disabilities Act (ADA) requirements, audiovisual equipment, flip chart paper and stands, markers, etc. Most 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.

For each course delivery the contractor shall:

DTFH61-11-R-00037 Page 2 of 76

DTFH61-11-R-00004 Page 47 of 75

· Establish contact with the host coordinator at least 30 days prior to the course starting date to discuss classroom needs (e.g. size of the room, arrangement of tables and chairs, audio visual equipment, etc). This includes, but is not limited to, adjusting the class hours to match local work hours or preferences, and adjusting the presentation to allow increased or decreased emphasis on certain topics to accommodate local concerns or problems of interest to host agency personnel.

· If appropriate, identify a course-related Subject Matter Expert (SME) at the host location at least 14 days in advance of the class (e.g. subject matter experts from FHWA Division offices, state or local highway agencies, etc) to discuss a scheduled course. The purpose of this discussion is to make the course more meaningful to participants by identifying local issues or hot topics that may be relevant to the presentation; referencing local policies; providing local examples to support course content; or arranging for a local speaker, if appropriate.

· For courses with field trips, instructors shall interact with students during field trips, prepare photos of the field trip bridges and develop sample sketches of areas of field trip bridges and use them in presentations to the participants in their pre-and post-field trip presentations.

· Transport all training aids to the course location. This includes all items to be used by the instructors, such as PowerPoint slides, pre-printed flip charts, videos, handouts, etc.

· Provide and transport to the course location a suitable laptop computer, presentation software (e.g. PowerPoint) and a multi-media projector with a minimum of 1,000 lumens.

· Prepare a daily schedule for each course and furnish a copy to each participant.

· Ensure that all participants sign the NHI Class Roster, listing their name, title and employer. The Instructor is to fill in all information requested on the front page of the roster, including course number, title, and dates of presentation, instructor names and the Summary of Participants section. Provide the completed roster to the COTR within one (1) week after each course is complete. Since NHI invoices are generated from the Class Roster, this is an important requirement.

· Ensure that all participants complete the NHI Course Registration Form, with all fields completed and corresponding “bubbles” filled in. In addition to providing input to NHI’s database, this form also serves as the means of recording Continuing Education Credits (CEU’s) for class participants.

· Ensure that all participants complete the NHI Evaluation Form, with all fields completed and corresponding “bubbles” filled in. Instructor should bring their instructor number to courses, making sure to request an instructor number from NHI prior to the session if they do not already have one. The instructor shall provide copies of evaluation forms to both the COTR and Host Coordinator within two weeks after the course session, and also provide a summary of course evaluation scores and comments to the COTR within two weeks after the course session ends.

Record comments and recommendations for course improvement from participants, course monitors, co-instructors, observers and others and provide a summary to the COTR, as needed. This feedback will be used to determine if minor updates are required or a more extensive course revision is necessary.

· Make note of minor adjustments or updates of course materials, visual aids, etc. Examples include, but are not limited to, updating charts, tables, data, etc; replacing out-of-date photos; updating laws, regulations, policies, guidance, et cetera. Discuss these minor adjustments or updates with the COTR and proceed following approval. Include a summary of minor adjustments or updates to course materials in monthly progress reports, as well as through direct communication with the COTR.

· Administer and proctor the End of Course Assessment when applicable. Should the selected tool be an objective test, participants not desiring CEUs may be excused. However, all participants should be encouraged to fully participate in the Assessment since it will reinforce the learning outcomes and ensure the Instructors have been successful in teaching the course material. Upon completion of the allotted time period, the Assessment tool shall be collected to maintain security. The participant answer sheets for objective assessment shall also be collected and scored by the instructors after the session has been completed. Participants achieving a score of 70 percent or higher will be eligible for the award of CEUs, provided they have attended 100 percent of the course. For bridge inspection courses: Instructors are required to score the assessment while the content of the assessment is reviewed, after the exams are collected. NHI Attendance Certificates shall only be provided to participants who passed the assessment. For participants who score below a 70%, in lieu of an attendance certificate, instructors shall issue a letter informing students they did not pass the course and encourage them to retake the course. A sample “No Pass” letter will be provided to contractors delivering bridge inspection courses.

· Verify that all participants engaged in a case study understand and use the outcomes to achieve application level learning, attended 100 percent of the course and will therefore receive CEUs. Record the participant scores on the Session Roster form and provide one copy of the End of Course Assessment results to the COTR and to the host agency within two weeks after each course ends.

For each synchronous Web-based presentation (Web-Conference Training), 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 located at http://www.nhi.fhwa.dot.gov/, and check the Resources Page for delivery contractor/instructor resources and updates.

· 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.9 REQUIREMENTS FOR IMPLEMENTING SECTIONS 504 AND 508 STANDARDS

The NHI requires compliance with Sections 504 and 508 in all training development and delivery efforts. While the NHI course materials’ need to be formatted for paper copies for classroom instruction, they may also need to be available for distribution in electronic formats such as via the FHWA/NHI website or on DVD/CD. All electronic documents (all electronic medium/media) that are prepared under this contract shall meet the requirements of Section 508 of the Rehabilitation Act, and any future clarifications of Section 508 of the Rehabilitation Act. All electronic documents are covered regardless of whether they are to be posted on a website, attached to an email, or saved on a CD, flash drive, office server, or other medium. Task Orders RFP’s may be issued to include, but are not limited to:

Preparing new or formatting previously developed instructional and reference material, and features such as hypertext and search capabilities into an electronic format that is compliant with Section 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. Section 504 of the Act deals with accessibility for all participants in Government training classes. Section 504 specifically addresses classroom settings, course materials, and accommodations for special needs.

Unless otherwise indicated, by submission of their proposal and acceptance of the award, the contractor represents that all required 504 and 508 compliance requirements shall be met.

Contractors need to adhere to any updates to Section 508 made during the ID/IQ period of performance within 3 months of release of the updated law. Contractors need to adhere to any NHI Section 508 standards developed and/or updated during the ID/IQ period of performance within 3 months of release of the updated NHI Section 508 standards.

Contractors shall provide documentation of testing of all electronic materials and submit proof of compliance testing (results, reports, etc.).This documentation shall accompany the submitted final deliverables. The Government and NHI are not responsible for providing Section 508 guidance and training beyond any potential future NHI guidance pertaining to Section 508. NHI will be using Netcentric’s PAW software, or similar software to test the contractor’s deliverables for 508 compliance.

All course presentations (instructor-led, computer/Web-based, web conference, or blended) and training materials developed by the contractor shall comply with Sections 504 and 508. Contractors are responsible for training/educating themselves on Section 504 and 508 compliance. Deliverables and course presentations will be evaluated for compliance with Sections 504 and 508.

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.

The 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.

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/

C.10 SPECIFICATIONS FOR DELIVERABLES:

Applicable reports shall be prepared in accordance with the “Guidelines for Preparing Federal Highway Administration Publications” (which can be viewed at: http://www.fhwa.dot.gov/legsregs/directives/orders/h17104.htm). Specifically, the contractor shall provide the government with the following for each report developed under this contract:

(1) An executive summary under separate cover; An executive summary may be required as a convenience to the readers depending on the requirements of individual Tasks Orders.

(2) An electronic version of the report (files in Quark Express, or Adobe products) with GPO Form 952 OR a printed version of the report; A camera-ready copy (a publication term used to define the finished…