RFP- DTFH61-11-R-00030.pdf

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

PAS (15 CFR 700)

RATING

PAGE OF PAGES

1 61

2. CONTRACT NUMBER

3. SOLICITATION NUMBER

DTFH61-11-R-00030

4. TYPE OF SOLICITATION

SEALED BID (IFB)

NEGOTIATED (RFP)

5. DATE ISSUED

08/18/2011

6. REQUISITION/PURCHASE NO.

7. ISSUED BY CODE HAAM-30 8. ADDRESS OFFER TO (If other than Item 7) Federal Highway Administration Office of Acquisition Management 1200 New Jersey, SE, Room E66-312 Washington, DC 20590

NOTE: In sealed bid solicitations “offer” and “offeror” mean “bid” and “bidder”

SOLICITATION

9. Sealed offers in 1 original hard copy and 5 electronic copies (CD’s) for furnishing the supplies or services in the Schedule will be received at the place specified in Item 8, or if hand carried, in the depository located in Room E65-101 until 4:30pm local time September 19, 2011.

CAUTION LATE Submissions, Modifications, and Withdrawals: See Section L, Provision No. L.8, 52.215-1. All offers are subject to all terms and conditions contained in this solicitation.

10. FOR A. NAME B. TELEPHONE (NO COLLECT CALLS) C. E-MAIL ADDRESS

INFORMATION è

CONTACT:

Charles Kotch

AREA CODE

Do not call

NUMBER

EXT.

Charles.Kotch@dot.gov

11. TABLE OF CONTENTS

() SEC. DESCRIPTION PAGE(S) () SEC. DESCRIPTION PAGE(S)

PART I - THE SCHEDULE PART II - CONTRACT CLAUSES

x A SOLICITATION/CONTRACT FORM 1 x I CONTRACT CLAUSES 29-35 x B SUPPLIES OR SERVICES AND PRICE/COST 2 PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

x C DESCRIPTION/SPECS./WORK STATEMENT 2-18 x J LIST OF ATTACHMENTS 36 x D PACKAGING AND MARKING 18 PART IV - REPRESENTATIONS AND INSTRUCTIONS x E INSPECTION AND ACCEPTANCE 19 x K REPRESENTATIONS, CERTIFICATIONS 36-40 x F DELIVERIES OR PERFORMANCE 19-20 AND OTHER STATEMENTS OF OFFERORS x G CONTRACT ADMINISTRATION DATA 20-27 x L INSTRS., CONDS., AND NOTICES TO OFFERORS 40-56 x H SPECIAL CONTRACT REQUIREMENTS 27-29 x M EVALUATION FACTORS FOR AWARD 56-61

OFFER (Must be fully completed by offeror) NOTE: Item 12 does not apply if the solicitation includes the provisions at 52.214-16, Minimum Bid Acceptance Period.

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

13. DISCOUNT FOR PROMPT PAYMENT

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

10 CALENDAR DAYS

20 CALENDAR DAYS

30 CALENDAR DAYS

CALENDAR DAYS

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

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

15A. NAME CODE FACILITY 16. NAME AND TITLE OF PERSON AUTHORIZED TO SIGN

AND ADDRESS OF OFFER (Type or print)

OFFEROR

15B. TELEPHONE NUMBER 15C. CHECK IF REMITTANCE 17. SIGNATURE 18. OFFER DATE

AREA CODE

NUMBER

EXT.

ADDRESS IS DIFFERENT FROM ABOVE -

ENTER SUCH ADDRESS IN SCHEDULE.

AWARD (To be completed by Government)

19. ACCEPTED AS TO ITEMS NUMBERED

20. AMOUNT

21. ACCOUNTING AND APPROPRIATION

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

10 U.S.C. 2304© ( ) 41 U.S.C. 253©( )

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

(4 copies unless otherwise specified) è

ITEM

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

26. NAME OF CONTRACTING OFFICER (Type or print)

CHARLES M. KOTCH

27. UNITED STATES OF AMERICA

(Signature of Contracting Officer)

28. AWARD DATE

IMPORTANT—Award will be made on this Form, or on Standard Form 26, or by other authorized official written notice.

mailto:Charles.Kotch@dot.gov

Request for Proposal (RFP)

SECTION B - SUPPLIES OR SERVICES AND PRICES/COSTS

B.1 The contractor shall furnish all necessary and qualified personnel, facilities, and materials not otherwise provided by the Government as needed to perform the requirements set forth in the Statement of Work (SOW). The Federal Highway Administration (FHWA) through the National Highway Institute (NHI) intends to award multiple Indefinite Delivery, Indefinite Quantity (ID/IQ) contracts under which Fixed Price Task Order will be issued.

The Task Orders may require for the development, update, and delivery of instructor-led and distance learning courses in the subject areas of Highway Safety and/or Business, Public Administration, and Quality.

B.2 The minimum funding guarantee for the contract is $25,000. The total estimated amount for the performance of this ID/IQ is $______________________over the 5-year period.

B.3 All work performed will be done through the issuance of fixed price task orders. Each task order will be individually funded.

B.4 All travel performed will be reimbursed at cost in accordance with the travel and per diem clause found in Section G. Unless otherwise approved in writing by the Contracting Officer, the unloaded cost of travel and per diem shall not exceed $____________ per year.

That amount is included in the estimated total amount in B.2.

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-lead, 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 key value and success of these courses comes from the quality and experience of the instructors that deliver the content in the way the courses were designed. The critical need will be the bandwidth and capacity of the contractors to provide highly qualified and skilled instructors. The success enjoyed in the past has come from the depth and breadth of the instructor pool selected to lead the NHI courses.

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 SCOPE OF WORK

The objective of this contract is to effectively and efficiently develop and deliver a timely program of high quality training in the broad areas of Highway Safety and/or Business, Public Administration, and Quality.

The scope is limited to the development, revision, and presentation of training in Highway Safety and/or Business, Public Administration, and Quality.

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.

C.3 TECHNICAL SUPPORT REQUIREMENTS

Specific projects and task orders under the ID/IQ will be determined on an as needed basis by the

FHWA.

C.4 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 areas:

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

This Task Area will be fulfilled under Small Businesses Set Aside. 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:

1. Conduct analysis of short and long term training needs of all or specified segments of the target audience for the topic areas identified in the Task Order. Develop an organized and logical approach to fulfill NHI needs within projected budget allocations.

http://www.nhi.fhwa.dot.gov/

2. Conduct analysis of the target audience to determine specific training needs, course objectives and learning outcomes for identified target areas.

3. Conduct and analyze post course evaluations to determine effectiveness of delivery methods, course content and instructional presentation in accomplishing the training objectives.

4. Evaluate and propose 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

This Task Area will be fulfilled under Full and Open Competition. 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:

Establish and coordinate 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

This Task Area will be fulfilled under Full and Open Competition. 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, etc. continually precipitate the need to develop entirely new courses. In still other instances, it may be desirable to convert existing material into a more appropriate format that allows for participating at a distance.

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 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. post tests, exercises, skill demonstration, etc) in order to be consistent with IACET (International Association of Continuing Education and Training) requirements. The training shall be learner-centric and not instructor-centric.

Adult Learning Considerations

Before developing, revising, updating 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, 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:

• 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, 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 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, 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.

Test Item Type Characteristics Multiple-choice • Useful for testing knowledge and cognitive abilities.

• Consists of a stem and four responses.

Matching • Useful for testing terms and labels.

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

True/False • Useful for testing knowledge.

• Consists of a single statement.

• Not more than 10% of final evaluation questions shall be True/False.

Completion or “fill in the blank” • Useful for testing recall of knowledge committed to memory.

• 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.

Performance • Useful for testing job tasks and skills.

• 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:

1. Develop, revise or update curriculum material including course outlines, instructor guides, participant workbooks, and visual aids.

2. Develop new or convert existing curriculum material into a format that can be delivered by distance learning such as Web-conferencing, Web-based, or other electronic medium.

Participants in an NHI course development include the Contracting Officer’s Technical Representative (COTR), the Technical Review Panel (TRP) (i.e. 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: May include 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.

• Progress Meetings: May be held at appropriate checkpoints in 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, case studies, computer applications, etc), suggest materials for inclusion in participant materials or reference manuals and resolve issues that arise. The contractor provides electronic files for the DRAFT presentation deliverables as specified in the task order in advance of the progress meetings. The specific details for Progress meetings will be included in Task Orders.

• 100% Walkthrough Meeting: May be scheduled four to six weeks in advance of the pilot when all course materials are considered 100% complete. 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.

The purpose of the 100% Walkthrough is to verify the linkage of 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, ensure the course is ready for a pilot presentation and secure approval to proceed. 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 100% Walkthrough 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, and pacing; delivery techniques are assessed and questions raised by participants are recorded. The COTR and/or Contractor Project Team representative will facilitate a de-briefing of participants at the end of each day. Feedback will be incorporated in the final course development.

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

• Draft Course Outlines

• Preliminary Lesson Plans

• For Web-based or Web-conferencing training, High-level and Detailed-level Design

Plan, Storyboards, Facilitator Guides

• Participant Workbooks and Handouts

• Instructor Guides

• Executive Summaries

• Visual Aids

• Case Studies

• Computer Applications/Animations

• Group and/or Independent Exercises

• Field Trips

• End-of-Course Assessments

Task Area D: Media Production

This Task Area will be fulfilled under Small Businesses Set Aside. 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:

Designing, developing, and producing visual messages and/or course materials that can be distributed and accessed via stand-alone or networked delivery mechanisms.

Task Area E: Course Delivery

This Task Area will be fulfilled under Full and Open Competition. NHI courses are generally taught in teams of two instructors, including combinations of contract 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 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 above.

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

1. Delivering traditional, instructor-led classroom instruction.

2. Delivering traditional, instructor-led classroom instruction with a contract instructor paired with a FHWA co-instructor.

3. Delivering Web-conference and/or Video-conference training courses o Verifying the set up of the online learning room in the Web-conferencing tool including resetting all pods to the initial conditions for presenting the course o Providing both a Presenter and a Host or just a Host to work with NHI-provided Presenters for scheduled Web-conference courses.

o Coordinating with the Presenter to practice using the online learning room to ensure that all course materials are available, check room arrangements, familiarize themselves with available and required features of the learning environment, and use of the pods.

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

o 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.

o 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. All instructors assigned shall either be currently certified through the NHI Instructor Development or demonstrated plans to achieve certification within one year after assignment to a Task Order issued hereunder.

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 instructors to maximize their effectiveness.

C.5 SPECIFICATIONS FOR COURSE PRESENTATIONS CONTAINED IN A TASK

ORDER:

The Host Agency will furnish a training facility large enough to accommodate up to 30 participants; is responsible for selecting and inviting participants; and will provide flip charts, tape, pads, markers; screens, extension cords as necessary. 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 instructors will make the final decision.

The Local Coordinator will provide a training facility that meets the Americans with Disabilities Act (ADA) requirements, audio-visual 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 instructors are 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 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 ambient light.

The Government 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, 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 the instructors.

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.

For each face-to-face course delivery the contractor shall:

• Contact the Local Coordinator and coordinate dates for the session within 7 calendar days of receipt of a request to schedule an NHI session. The contractor POC will receive an e-mail notice of a request for scheduling a session from NHIScheduler@fhwa.dot.gov.

When scheduling the session with the Local Coordinator, adhere to NHI session maximum attendance numbers. Once the session dates and location are agreed to by the contractor and the Local Coordinator, contact the NHI Scheduler (NHIScheduler@fhwa.dot.gov, or (703) 235-0534) with the agreed upon date(s) immediately. A confirmation e-mail notification will be sent from NHIScheduler@fhwa.dot.gov. This e-mail notification will contain the unique NHI session number.

• Provide the NHI session number to the instructors.

• Ensure that each instructor 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.

• Contact the Local Coordinator at least 10 days prior to the session starting date to ensure that the NHI training materials (i.e. the session administrative package, containing the NHI Session Roster, NHI Sign-In Sheet, NHI Certificates, Course Evaluation forms, Participant Registration forms and name tents) have arrived, as well as any government-provided companion materials associated with this course. Ask the Local Coordinator to http://www.nhi.fhwa.dot.gov/ open the boxes to validate that the materials are for the appropriate NHI course, that enough copies have been sent for the session, and that the administrative package is complete. If materials have not arrived at the designated location, call or e-mail NHIScheduler@fhwa.dot.gov immediately asking for follow up. Also discuss with the Local Coordinator the training facility set up, directions, audio/visual needs, etc.

• Discuss local conditions with the Local Coordinator and adjust the class hours to match local work hours or preferences, including beginning the class at mid-day the first day and ending at mid-day on the last day if 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/).

• Transport all instructional material and training aids to the session location. This includes all items to be used by the instructors such as a laptop, InFocus, projector, overheads, slides, case studies, group exercise handouts, videotapes, etc.

• Arrive at the training facility at least two hours in advance of the session start time to ensure that the training room is properly set up, all audio/visual equipment is in working order, and become familiar with general housekeeping items (e.g. location of restrooms and phones, availability of refreshments, whether session materials can be left in the room overnight, etc).

• Review the Session Administrative Packet and instructions for completing the Participant Registration forms and Course Evaluation forms with participants. Provide instructor codes and the NHI session number to participants.

• Present the instructions to session participants for the completion of all forms. (As a best practice, we suggest that the instructors write the NHI session number, instructor codes, and other information relevant for completion of the evaluation forms on a flip chart or white board for participants’ reference.)

• Ensure all participants sign the NHI Sign-In Sheet each half day, listing their names and employing agencies.

• Ensure all participants complete the NHI Participant Registration forms. Have participants complete the form per the instructions provided in the Delivery Contractor Toolkit found on the NHI Web site, Resource page, Delivery Toolkit starting on June 1, 2006. Note that these forms are scan forms and the original forms (not photocopies) need to be completed by each participant.

• Administer and proctor the End-of-Course Assessment. Upon completion of the allotted time period, the Assessment tool shall be collected to maintain security. The participant answer sheets for objective assessments 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. If the “End of Course Assessment” is designed as “participant involvement” in a case study, instructors must verify that participants were fully engaged and are able to achieve application level learning. The contractor instructors are to provide one copy of the End-of-Course Assessment results to the host agency within one week after the session.

• Complete the instructor portion at the bottom of the Participant Registration Form for each participant.

• Sign the NHI Certificates of Training and assist with printing these if the Local Coordinator is unable to do so.

• Encourage all participants to complete the NHI Course Evaluation form per the instructions provided in the Instructor-Led Training Instructor Toolkit found on the NHI Web site, Resource page, Training Delivery. Note that these forms are scan forms and the original forms (not photocopies) need to be completed by each participant.

• 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/.)

• Record comments and recommendations for improvement of the course and/or course material received from participants, session observers, and the COTR during and after the session presentations and make minor adjustments or revisions to the course material, visual aids and presentation schedule to respond to these comments.

• Provide photocopies of completed NHI Course Evaluation forms to the Local Coordinator, if requested.

• Review the NHI Session Roster and fill in all the information requested on the front page of the Roster, including instructor name(s), instructor codes, and the Summary of Participants section.

• Review the NHI Course Evaluation and Participant Registration forms for completeness and correct as necessary.

• Within 2 weeks of the session, the contractor shall deliver to the COTR

• Accurately completed NHI Session Roster and Sign-in Sheet

• Accurately completed and original (no photocopies or facsimiles) NHI

Participant Registration forms with a record of participant’s attendance, numeric assessment score and Pass/Fail indication for the session assessment

• Accurately completed and original (no photocopies or facsimiles) NHI Course Evaluation forms

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 web 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.

Section 508 of the Rehabilitation Act defines Electronic and Information Technology (EIT) 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. 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.”

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.

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.

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/

NHI curriculum materials are prepared in PowerPoint, Word, and Excel, software that is accessible to most modern screen readers. When using this software, the following are basic steps to make your documents Section 508 compliant:

PowerPoint

• Always create your PowerPoint document in the Outline view. The Outline view will not show slide graphics, but will highlight concealed information.

http://www.access-board.gov/ http://section508.gov/

• Add text descriptions of slide images or illustrations to the outline view for each slide. Use the "Format Picture" dialog to add descriptive text.

• All images, charts and graphs must have descriptive text. Decorative images that convey no information may be left blank.

• You can generate an accessible Word document from your slide outline: Select File > Send

To > Microsoft Word, then Select "Outline Only"

• When you create an accessible version of PowerPoint, it can easily be posted to FHWA's website or any other Federal website.

Word Documents

• Always create your Word document with a semantic structure. Properly formatted documents have a structure that Assistive Technology devices can readily access and navigate. This means that the document should be formatted formally with headers, subtitles, titles, etc.

Apply standard or custom styles and formatting rather than merely altering the size or weight of fonts for section headings, etc. Use the "styles and formatting" toolbar to format text with formal headings, etc.

• All images, charts and graphs must have a descriptive text. Use the "Format Picture" dialog to add descriptive text (right click the image to access the object menu, then select "Format Picture" - select the "Web" tab and add text for images that describes the content of the image). Decorative images that convey no information may be left blank.

• Properly created tables are critical for accessibility. Rather than drawing lines and inserting tabs to mimic columns, tables should be created using the "table" tool.

Excel

• It is imperative that you clearly label and identify column and row headers.

• Comments should be visible in adjacent or subsequent cells as plain text. All images, charts, and graphs must have descriptive text.

• Prospective offerors may also contact Diana Dixon of the FHWA IT Division at (202) 366- 9019 or at Diana.Dixon@dot.gov for additional clarification and guidance.

The Department of Defense Computer/Electronic Accommodations Program (CAP) was developed to assist government agencies in complying with Section 508. If you need help with your project, the CAP website may provide help at: http://www.tricare.mil/CAP/

Electronic documents with images Provide a text equivalent for every non-text element in all publications prepared in electronic format. For every non-text element, include an Alt Text description of the element; in Microsoft mailto:Diana.Dixon@dot.gov http://www.tricare.mil/CAP/ tools do the following:

1. Right-click the image

2. Select Format Picture (or select Format > Picture from the menu bar),

3. Click the Web tab, and

4. Enter the description in the box labeled Alternative text.

For example, an image that is merely decorative requires only a very brief “text equivalent” description. However, if the image conveys information that is important to the content of the report, then text sufficient to reasonably describe that image and its purpose within the context of the report must be provided. Photographs should provide as much descriptive information as possible as to meet Section 508 compliance requirements, e.g. date, location, description, etc.

Electronic documents with complex charts or data tables When preparing tables that are heavily designed, the contractor shall provide adequate alternate information so that assistive technologies can read them out. Identify row and column headers for data tables. Provide the information in a non-linear form. Markup shall be used to associate data and header cells for data tables that have two or more logical levels of row or column headers.

Electronic documents with forms When electronic forms that are designed to be completed on-line shall allow people using assistive technology to access the…