RFP_DTFH61-13-R-00017_for_FBO.pdf

AUTHORIZED FOR LOCAL REPRODUCTION STANDARD FORM 33 (Rev. 9-97) Previous edition is unusable Prescribed by GSA – FAR (48 CFR) 53.214(c)

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

PAS (15 CFR 700)

RATING

PAGE OF PAGES

1 76

2. CONTRACT NUMBER

3. SOLICITATION NUMBER

DTFH61-13-R-00017

4. TYPE OF SOLICITATION

SEALED BID (IFB)

NEGOTIATED (RFP)

5. DATE ISSUED

06/03/2013

6. REQUISITION/PURCHASE NO.

24-13-13167

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 Avenue, SE, Mail Stop: E65-101 Washington, DC 20590

See Block 7

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

SOLICITATION

9. Sealed offers in 5 original hard copies and 5 electronic copy Compact Disks (CDs) 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 E65-101 until 2:30PM EST local time July 2, 2013.

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

CONTACT:

Matthew Carr Aimee Drewry

AREA CODE

NUMBER

366-8404 366-4211

EXT.

Matthew.Carr@dot.gov

Aimee.Drewry@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 48 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 x J LIST OF ATTACHMENTS 56 x D PACKAGING AND MARKING 28 PART IV - REPRESENTATIONS AND INSTRUCTIONS x E INSPECTION AND ACCEPTANCE 28 x K REPRESENTATIONS, CERTIFICATIONS 57 x F DELIVERIES OR PERFORMANCE 30 AND OTHER STATEMENTS OF OFFERORS x G CONTRACT ADMINISTRATION DATA 32 x L INSTRS., CONDS., AND NOTICES TO OFFERORS 62 x H SPECIAL CONTRACT REQUIREMENTS 41 x M EVALUATION FACTORS FOR AWARD 74

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)

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)

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)

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:Matthew.Carr@dot.gov mailto:Aimee.Drewry@dot.gov

Request for Proposal (RFP)

Transportation Operations Training Program

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 to develop, update and deliver instructor-led and/or distance learning courses in the subject area of Transportation Operations which includes, but is not limited to: transportation performance management, intelligent transportation systems, freight transportation and logistics, traffic signals, work zones, and incident management. The Federal Highway Administration (FHWA), through the National Highway Institute (NHI), intends to award multiple Indefinite Delivery/ Indefinite Quantity (ID/IQ) contracts under which Firm – Fixed – Price Task Orders will be issued to support these subject areas.

This is an Indefinite-Delivery Indefinite Quantity (ID/IQ) contract utilizing Firm – Fixed – Price Task Orders in accordance with FAR 16.500. In accordance with the table below, the maximum potential value of all orders placed against this contract shall not exceed, (to be negotiated) for the five year period of performance. The minimum funding guarantee for the contract is $25,000.

Supplies/Services

Maximum Amount

Minimum Amount

Develop, Update, and Deliver Instructor-led and/or Distance Learning Courses in the Subject Area of Transportation Operations

To be filled in at award

$25,000

All work performed will be accomplished through the issuance of Firm – Fixed – Price Task Orders. Each Task Order will be individually funded.

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 (CO), the unloaded cost of travel and per diem shall not exceed $2,341,250 over the life of the contract.

This amount is included in the total potential value of the contract, as stated above.

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 BACKGROUND

23 USC 504 authorized the establishment of FHWA’s National Highway Institution (NHI).

Among other directives, the NHI delivers training to domestic and foreign nationals engaged in transportation work of interest to the United States. "Transportation work" includes such topics as highway and bridge planning, engineering, safety, design, relocation, acquisition, construction, maintenance, contract administration, quality, inspection activities and environmental issues.

The NHI has established hundreds of training courses covering the topic areas. These courses are continually updated to incorporate state-of-the-practice materials. Additionally, new courses are developed as needs are identified. The target audience is 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. 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 address those needs.

NHI has been performing this role primarily by delivering traditional, instructor-led, classroom training on a broad range of topics areas since it was established by Congress in 1970. With the advent of the electronic era new avenues for cost savings, coordination with divergent schedules, and the effective training of large audiences has led to a broadening of NHI’s traditional approach to training.

The NHI mission statement is: The National Highway Institute - the technical training branch of FHWA- improves the performance of the transportation workforce through training.

The NHI vision statement is: We want to become a resource abundant training organization that works together, with defined priorities and processes, and is perceived as a value-added training provider as well as a place for employees to grow professionally.

To learn more about the NHI, visit the NHI website at http://www.nhi.fhwa.dot.gov/.

C.2 ADDITIONAL BACKGROUND MATERIAL

To learn more about the types of courses currently being offered, the course objectives, and the target audiences, download the NHI Course Catalog at the following Web site:

http://www.nhi.fhwa.dot.gov/training/down_catalog.aspx.

There are a number of training resources available on the NHI Website. The following is a list of selected documents related to training information and working with NHI.

• Training Information and Resources o Learn about NHI Training Products and Services

• Working with NHI o Introduction to Instructing NHI Courses o ILT Instructor Tools http://www.nhi.fhwa.dot.gov/ http://www.nhi.fhwa.dot.gov/training/down_catalog.aspx http://www.nhi.fhwa.dot.gov/training/training_products.aspx http://www.nhi.fhwa.dot.gov/resources/intro_instructing.aspx http://www.nhi.fhwa.dot.gov/resources/ilt_instructor.aspx o WCT Instructor Tools o Introduction to Developing NHI Courses o ILT Developer Toolkit o WBT Developer Toolkit o WCT Developer Toolkit

FHWA’s Office of Operations provides national leadership for the management and operation of the surface transportation system. The office is responsible for FHWA's efforts in the areas of congestion management, Intelligent Transportation Systems (ITS) Deployment*, traffic operations, emergency management, and freight management and operations. To learn more about the Office of Operations visit the following Web site: http://ops.fhwa.dot.gov/index.asp.

*Information about ITS Research and ITS related knowledge resources are available from the ITS Joint Program Office within the Research and Innovative Technology Administration. To learn more about the ITS Joint Program Office visit the following Web site:

http://www.its.dot.gov/.

Transportation Performance Management is a strategic approach that uses system information to make investment and policy decisions to achieve national performance goals. In short, Transportation Performance Management:

• Is a systematically applied, regular ongoing process

• Provides key information to help decision makers allowing them to understand the consequences of investment decisions across multiple markets

• Improves communications between decision makers, stakeholders and the traveling public.

• Ensures targets and measures are developed in cooperative partnerships and based on data and objective information

To learn more about Transportation Performance Management within FHWA visit the following Web site: http://www.fhwa.dot.gov/tpm/.

C.3 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 area of transportation operations.

The contractor shall incorporate accepted Instructional System Design (ISD) principles using adult learning techniques in the development of courses, materials and instruction. It is important that subject matter experts team with ISD specialists, content developers, experts in the development of multi-media training materials, and/or graphics arts to ensure that new course developments, as well as course updates, incorporate state-of-the-art ISD and adult learning principles. Course presentations require highly qualified subject matter experts who have experience with deploying adult learning techniques. In addition, the contractor may be required http://www.nhi.fhwa.dot.gov/resources/wct_facilitator.aspx http://www.nhi.fhwa.dot.gov/resources/intro_developing.aspx http://www.nhi.fhwa.dot.gov/resources/ilt_developer.aspx http://www.nhi.fhwa.dot.gov/resources/wbt_developer.aspx http://www.nhi.fhwa.dot.gov/resources/wct_developer.aspx http://ops.fhwa.dot.gov/index.asp http://www.its.dot.gov/ http://www.fhwa.dot.gov/tpm/ to work with FHWA partners and stakeholders to support and coordinate course development activities.

C.4 SCOPE OF WORK

The contractor shall perform all activities related to the development and delivery of training, in the area of transportation operations, as required by NHI.

Courses are currently offered in the following NHI Program Area series:

133XXX – Design and Traffic Operations, 137XXX – Intelligent Transportation Systems (ITS), 138XXX – Transportation Performance Management, and 139XXX – Freight and Transportation Logistics.

The contractor may also be required to conduct research for the development of courses, for an effective training program objective.

C.5 DELINEATION OF TASK AREAS

The contractor shall provide services within the following general task areas:

Task Area A: Kick-off Meeting

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

Task Area C: Technical Review and Panel Coordination

Task Area D: Course Development, Revision and Updates

Task Area E: Media Production

Task Area F: Course Delivery

Task Area G: Briefings

Specific work to be performed will be set forth under individual Task Orders on an as needed basis, as issued by FHWA, under the ID/IQ.

NOTE: This contract does not include a separate administrative Task Order to cover the costs of proposal preparation costs for bidding on Task Orders.

The Contractor shall handle such Task Order bid and proposal costs in accordance with their disclosure statements/cost accounting system. Task Order bid and proposal costs are expressly unallowable as direct costs under this contract.

C.5.1: Task Area A - Kick-off Meeting

The contractor shall attend a Kick-off meeting for approximately 4 to 6 hours, which will include the following attendees: the contractor’s key personnel, including Program Manager, ISD specialists, the Contracting Officer’s Representative (COR), and additional FHWA support staff.

The Contracting Officer 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 NHI procedures, define roles and responsibilities, establish timelines and respond to questions. This meeting will be held at the NHI facility in Arlington, VA.

C.5.2:Task Area B - Training Needs Analysis and Evaluation of Training Effectiveness

NHI’s goal is to optimize the training for maximum effectiveness by ensuring that participants have an opportunity for learning within the defined constraints of the designated learning environment. This process involves development of material precisely targeted to student needs as well as obtaining 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 analysis of short and long term training needs of all or specified segments of target audiences for the topic areas identified.

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

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

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

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

C.5.3: Task Area C - Technical Review Panel Coordination

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

Work under this task area may include, but is not limited to 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.5.4 Task Area D - 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 policies or 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 course participation at a distance. Distance learning may take either an asynchronous or blended approach wherein an instructor in one location is connected to students in one or more remote locations by satellite, web based, videoconference or other electronic medium.

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 ISD 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 International Association of Continuing Education and Training (IACET) 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:

1. 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.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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:

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

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

3. Participants want to understand why something is important.

4. 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 emphasizes 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 the role of facilitator 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 are designed to attend to participants' varying learning needs. Learner-centered approaches are best applied to elicit higher-level thinking, inquiry, and problem solving skills. At the heart of the learner – centered approach is a person who is motivated by, and engaged in, a learning process that is mediated by his or her own 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; and

• 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 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 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, matching, fill in the blank, and true/false 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," unless stated otherwise in Task Orders.

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:

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 student.

True/False • Useful for testing knowledge.

• Consists of a single statement.

• Not more than 10% of questions may 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 student 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 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 participant mastery of each course learning outcome and to provide multiple versions of a test.

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

1. Development, revision, or update of curriculum material including lesson plans, instructor guides, participant workbooks, resource materials, and visual aids.

2. Development of new or convert existing curriculum material into a format that can be delivered by distance learning such as through Web-conferencing, Web-based classes, virtual worlds or other electronic medium such as CD-ROM.

Individuals involved in an NHI course development include the Contracting Officer’s Representative (COR), the Technical Review Team (i.e. FHWA technical lead contact, other agency representatives, target audience representatives, stakeholders, etc.) and the Contractor Project Team (both subject matter experts and Instructional Systems Designer).

The typical stages in an NHI course development process include but are not limited to:

• 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 COR, the FHWA technical review team 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 office in Arlington, VA.

Where appropriate, for any course development Task Orders awarded under this contract, the contractor shall prepare the agenda for each Kick-off meeting, lead the discussion, prepare and deliver minutes to demonstrate understanding of key decisions as well as solicit approval of that understanding, The contractor shall, where appropriate, develop and submit an electronic draft Preliminary Lesson Plan (PLP) that incorporates the principles of adult learning and Instructional Systems Design (ISD), no less than two weeks prior to each course development Kick-off meeting. The contractor shall incorporate the Government’s comments and provide a revised electronic copy of the final PLP. Written approval of the final, accepted, PLP shall be provided by the COR to the contractor after receipt of an acceptable PLP.

The contractor shall, when appropriate, bring the draft work plan and present it the course development Kick-off meeting. The work plan shall include a draft schedule for course development and deliverables. The timeframe for the various technical reviews, progress meetings, walkthroughs, and the Pilot Course delivery shall 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.

• Progress Meetings

Progress meetings may be held at appropriate checkpoints in the development process, and scheduled as needed during the development process. At progress meetings, the COR and the Technical Review Team discuss relevant technical issues in the course materials, based upon Government comments previously provided, to 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 resource materials and resolve issues that arise.

The contractor shall provide draft materials electronically as specified in advance of the progress meetings. Additionally, the contractor shall prepare the agenda for each meeting and prepare and deliver minutes to demonstrate understanding of key decisions and to solicit approval of understanding as needed.

• Technical Review

The purpose of a Technical Review is to discuss relevant technical issues in the course materials, based upon government comments previously provided. The meeting provides clarity both ways between the technical panel and the contractor. It is conducted at approximately the 60% development point. Generally, it is not more than one day in length and may be conducted in person at the NHI facility in Arlington, VA or virtually, via online meeting. The contractor provides electronic files in advance of the technical review meeting and one printed copy of the draft Instructor Guide for each attendee at the meeting.

• Technical Walk Through

The purpose of the Technical Walk Through is to verify the linkages of 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, ensure the course is ready for pilot presentation and secure approval to proceed. It is conducted when the material is nearly 100% complete.

At the Technical Walk Through the contractor shall present one course lesson per day of instruction and “walk through” the other lessons and exercises.

The Technical Walk Through will include the following attendees: the contractor’s key development personnel, ISD, instructor(s), COR and the Technical Review Team. It is usually scheduled four to six weeks in advance of the pilot delivery and is generally held in person at the NHI facility.

The contractor provides electronic files in advance of the Technical Walk Through Meeting. One printed copy of the draft Instructor Guide and resource/reference materials, if any, for each attendee at the meeting and one copy of the Participant Workbook for the COR. The Contractor Project Team is responsible for printing, and shipping these materials to the Technical Walk Through meeting location.

After the Technical Walk Through the contractor shall make any revisions to the course materials before the pilot and is responsible for providing all materials electronically to the COR in sufficient time to allow distribution of materials in advance of the pilot.

• Pilot Course Delivery

The Pilot Course Delivery is scheduled as a “beta test” when the course reaches the “final draft.” The pilot course is presented before a representative target audience. The pilot course delivery is generally held at a State Department of Transportation or local agency facility.

The COR, 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 COR and/or a Contractor Project Team representative will facilitate a de-briefing of participants at the end of the course. The contractor shall incorporate any feedback into the final course materials.

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. Even minor revisions must be coordinated with the COR. In no case may the contractor update/change the course materials, including PowerPoint slides, without approval of the COR. 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 COR 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 COR.

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 COR 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 course revisions without written authorization from the Contracting Officer.

Alternatively, the revisions may be the subject of a new Task Order competitively awarded.

Work under this task area may include, but is not limited to developing or designing the following items:

1. Draft Course Outlines;

2. Preliminary Lesson Plans

3. For web-based or web-conference training, High-level and Detailed-level Design Plan, Storyboards, Facilitator Guides;

4. Participant Workbooks and handouts;

5. Instructor Guides;

6. Resource materials;

7. Visual Aids;

8. Case Studies;

9. Computer Applications/Animations;

10. Group and Independent Exercises;

11. End-of-Course Assessments; and/or

12. Executive Summaries.

C.5.5: Task Area E: 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.

• Designing, developing, and producing visual messages and/or course materials that can be distributed and accessed via stand alone or networked delivery mechanisms (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.5.6: Task Area F: Course Delivery

The NHI courses are generally taught in teams of two instructors, including combinations of contractor instructors and FHWA instructors. Generally, it is the goal of the Government to have a team of two instructors: a Senior Instructor (contractor) to teach with one FHWA instructor. If no FHWA instructor is available, then the contractor shall be directed to provide two instructors for the course by the COR. When two instructors are provided for the course, one shall be the Senior Instructor and one shall be the Junior Instructor – it will be the exception that the contractor will provide more than one Senior Instructor per session.

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 as well as the TOPR. The contractor shall provide only technically knowledgeable instructors-- with skills in adult learning-- to present courses in response to requests from the target audience.

1. Arrange for and deliver traditional, instructor-led classroom courses, with two contract instructors.

2. Arrange for and deliver traditional, instructor-led classroom courses, with a contract instructor paired with a FHWA co-instructor.

3. Arrange for and delivering Web-conference and/or Video-conference training courses including the following:

• Verify 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.

• Provide both an Instructor and a Host or just a Host to work with the NHI-provided instructors for scheduled Web-conference courses.

• Coordinating with the instructor 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.

• Deliver 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.

• Deliver and support video conference sessions ensuring remote locations can access and participate with the course content as designed.

• Arrange for or present instructor training to enhance and optimize both the Government and contractor’s instructors’ skills in the delivery of synchronous Web-based training (often referred to as web conference training) delivery.

• Arrange for or present instructor training to enhance and optimize both the

Government and contractor’s instructors’ skills in the delivery of video-based training delivery.

The contractor shall only provide highly qualified, experienced, approved instructors to teach these courses. To be truly effective, instructor-led training requires skilled, competent, knowledgeable and credible instructors, with adult education experience. The Government reserves the absolute right to provide Government employees as instructors 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 instructors to maximize their effectiveness.

All instructors assigned shall either be currently certified through the NHI Instructor Development (or equivalent), or achieve certification within one year after assignment to a Task Order issued hereunder. Information regarding this program is available from NHI’s website at http://www.nhi.fhwa.dot.gov/training/certification_programs.aspx. The procedure for becoming certified is explained on the NHI Web site under Resources. The NHI Instructor Liaison and COR will monitor evaluation scores of certified instructors to assure continued quality of instruction.

Approved instructors must maintain an average evaluation score of 4.0 or above on the NHI evaluation system to maintain certification.

Only persons approved by the Contracting Officer may be assigned as instructors. The contractor shall secure advance written approval of each new or replacement instructor in accordance with the Key Personnel clause, and shall remove any instructor who performs unsatisfactorily.

C.5.7: Task Area G: Briefings

Briefings to various groups such as the American Association of State Highway Transportation Officials and other public/private sector organizations 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 facility or other location(s) designated by the Government.

1. Preparation and presentation of briefings or participation in discussions to determine training needs.

2. Preparation and presentation of briefings on NHI products and activities.

C.6 SPECIFICATIONS FOR COURSE PRESENTATIONS:

The following guidance applies to all delivery task orders:

The Host Agency typically furnishes the learning environment to accommodate the participants.

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

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

http://www.nhi.fhwa.dot.gov/training/certification_programs.aspx

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. If the Local Coordinator requests additional slots, and if the Local Coordinator guarantees that the training room will be large enough to comfortably accommodate learner participation, the COR 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., and will 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 compatible with 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, resource materials, etc.), NHI Session Roster, NHI Participant Registration forms, NHI Course Evaluation forms, three-ring binders, and name tents. These materials are shipped to the Local Coordinator approximately 30 days in advance of the class.

The Government is not responsible for making travel arrangements for instructors.

For each in person instructor led course delivery the contractor shall:

1. Contact the Local Coordinator and confirm agreed upon dates for the session within 10 days of receipt of a request to schedule an NHI session. The contractor Point of Contact (POC) will receive an e-mail notice of a request to schedule a session from NHIScheduler@fhwa.dot.gov. Once the session dates and location are agreed to by the POC and the Local Coordinator, contact the NHI Scheduler NHIScheduler@fhwa.dot.gov, or 703- 235-0534 to confirm the agreed upon dates 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. The confirmed session will be listed on the NHI Web site.

2. Contact the Local Coordinator once the session is confirmed to identify how many http://www.nhi.fhwa.dot.gov/ mailto:NHIScheduler@fhwa.dot.gov mailto:NHIScheduler@fhwa.dot.gov mailto:NHIScheduler@fhwa.dot.gov.

participants the local coordinator estimates will take the session. If the number of participants is lower than the course maximum, provide notice to NHIMarketing@dot.gov requesting a session promotion be distributed to help increase participation. In the correspondence, provide recommended distribution of the promotion.

3. Provide the NHI Session Number to the instructors.

4. Ensure that each instructor has registered on the NHI Web site as an NHI 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 this procedure may be directed to the NHI Instructor Liaison.

5. Contact the Local Coordinator at least 20 days prior to the session starting date to ensure that the NHI training materials (i.e. shrink-wrapped session materials; three-ring binders; the session administrative package, containing the NHI Session Roster, NHI Sign-In Sheet,blank NHI Certificates, Course Evaluation forms, Participant Registration forms and name tents) have arrived, as well as any companion materials associated with this course. Ask the Local Coordinator to 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 the NHI Materials Manager NHIMaterials@fhwa.dot.gov immediately, requesting follow up assistance.

6. Contact the Local Coordinator to discuss the training facility, room set up arrangements, audio/visual needs, recommended lodging, directions, and any other relevant information necessary for a successful presentation.

7. 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 host.

8. Prepare a session agenda and furnish a copy to each participant. Also include the

Local Coordinator.

9. Contact the appropriate Subject Matter Expert (e.g. FHWA Division Office, Environmental agency, MPO staff, etc) at the session location and discuss local concerns, hot issues or topics that would be relevant to those attending.

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

11. A week before the start of the NHI session, visit the NHI Web site and check theResources Page for ILT contractor/instructor resources and updates mailto:NHIMarketing@dot.gov mailto:NHIMaterials@fhwa.dot.gov

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

12. Transport all contractor-furnished instructional material and training aids to the session location. This includes all items to be used by the instructors, such as a laptop, projector, overheads, slides, case studies, group exercise handouts, videotapes, special visual aids and instructional materials described in Government Provided Materials,…