REL_-_Market_Research_-_Vendor_Engagement_Webinar_FBO_Slides.ppt

REGIONAL EDUCATIONAL LABORATORY

FY16/FY17 ACQUISITION

Solicitation No.: ED-IES-15-R-0016

VENDOR ENGAGEMENT WEBINAR

August 25, 2015

2:30 PM EDT

Webinar Speakers Acquisition Team Introductions

Technical Team Introductions

Points of Contact Jonathan E. Bettis

Jonathan.Bettis@ed.gov

(202) 245-6971 (email is preferred)

Heather Watroba

Heather.Watroba@ed.gov

Please do not contact members of the REL Team.

Introductory Information

Overview of Today’s Webinar Acquisition Information Contract Structure, Timeline, RFI Response Information, Competition for REL Southwest, Proposal and Evaluation Information

Technical Information Key goals for the REL Program, areas of continued and increased focus, key tasks, topic area clarification, putting it all together

Discussion

RFI Response Information

Acquisition Timeline

The Current REL Competition (9 Regions) and the REL Southwest Region Competition

Contract Structure

Proposal Submission & Evaluation

REL Competition - Technical Requirements

Information about the 2017-2022 REL Program Five key outcomes of a sustained REL program investment Continued focus: partnerships/alliances, rigor, and relevance Increased focus: addressing “high leverage” education problems, shared responsibility for coordination The work of the RELs – three primary tasks:

Dissemination, Training Coaching and Technical Support (TCTS), Applied Research

The work of the RELs – three sets of topic areas in the draft PWS:

Generally encouraged topics, cross-REL coordination topics, concept paper topics

5 Key Outcomes of a Sustained REL Program Investment (RFI pp. 25-26) Development of sustained partnerships with policymakers and/or practitioners focused on using research to address substantial, high-leverage issues in education.

Completion of ambitious, coherent, cumulative agendas of high-quality research, technical assistance, and dissemination.

5 Key Outcomes of a Sustained REL Program Investment (RFI pp. 25-26) Widespread recognition among the region’s state and local education agency leaders of the REL as a key resource for credible research and support for using research in education.

Increased individual and organizational capacity to access, understand, interpret, critique, apply, and/or conduct research, particularly at state education agencies in the region.

Increased use of research findings in education decision making, particularly at state education agencies.

More information about the REL Program outcomes

Continued Focus on Partnership

Continued Focus on Partnership - continued Current REL contractors will be implementing a transition plan for all alliances at the end of the contract. The existing REL alliances may complete their work, may continue independently, or may partner with a future successful REL contractor.

Continued focus on rigor

Continued focus on relevance

Continued focus on relevance - continued Current peer review questions about relevance:

Is the audience for this report well defined?

Is the report organized and written so that it is understandable and engaging for the intended audience?

If you were reading the report as a practitioner (e.g., state, district, or school leader), would you find the information and findings (or potential findings) useful and interesting?

Is there a clear action or decision that a practitioner or policymaker could take after reading this report? If so, what is it?

Would you recommend this report to someone you know? Why or why not? If so, who would it be?

Was the amount of time required to read this report proportional to the amount of new information that will be gained?

Continued focus on relevance - continued

Increased Focus: Addressing High-Leverage Education Problems High-leverage problems are those that (RFI p. 16):

if addressed could result in substantial improvements in education outcomes for many students or for key subgroups of students;

are priorities for regional policymakers, particularly at the state level; and require research or research-related support to address well.

Focusing on high-leverage problems increases the likelihood that REL support ultimately will contribute to improved student outcomes.

Increased Focus: Shared Coordination Each REL will be responsible for coordinating within the REL Program (Subtask 3.3) – shared coordination task.

Each REL will be responsible for coordinating with other Federal and non-Federal entities to achieve the key outcomes in the REL Program logic model.

All REL websites will be hosted on IES server. Each REL will be responsible for working directly with the IES web team to post and update content approved by the COR.

The Work of the RELs: Primary Tasks

The Work of the RELs – Topic Areas Three places in RFI where topic areas are mentioned:

Generally encouraged topic areas (RFI p. 19) Cross-REL coordination topic areas (RFI pp. 33, 71) Concept paper topic areas (RFI p. 70)

1) Generally Encouraged Topic Areas (RFI p. 19) To the extent possible, the Department encourages the REL and its region to address the following four topics:

early childhood education and school readiness college and career readiness professional development and teacher preparation to deliver effective instruction, informed by the most credible, up-to-date research increasing education access and attainment in high needs communities, schools, and subgroups of students

2) Cross-REL Coordination Topic Areas (Subtask 3.3 - RFI pp. 33, 71) Cross-REL coordination will be shared by all REL contractors. All REL contractors will have a coordination task and responsibilities.

Each REL will be responsible for leading the REL Program coordinated effort on a particular topic

Offerors should indicate 1-3 topics for which they have the interest and expertise to lead the coordination of that topic across the REL Program. IES will select assignments from the topics identified by the successful Offerors (RFI p. 33).

Possible topics include:

The generally encouraged topic areas (previous slide and RFI p. 19) Topic areas listed in Subtask 3.3 (RFI p. 33) Other topic areas suggested by the Offeror

The special case of REL Southwest

3) Concept Paper Topic Areas (RFI p. 70) In lieu of writing samples or examples of previous work, IES is requesting 3 related concept papers describing a realistic plan for future work in one topic area.

The topics on p. 71 will be randomly assigned to the 9 regions prior to the release of the final solicitation. Each region will have a different topic. The 9 possibilities are listed as Regions A-I. Any similarities between topic areas and work in the regions that is already underway will be the result of chance.

The topics assigned to each region for this activity are not assigned to the region or successful Offeror in any way beyond the competition phase. However, the concept paper plans should be realistic and ready to implement if the Offeror’s bid is successful and the COR approves the plans to move forward.

3) Concept Paper Topic Areas (RFI p. 70) - continued

Successful Offerors will have the capacity to design work that addresses each of the topic areas on p. 70 in a meaningful way, even if the topic area is not the primary strength of the Offeror or the most pressing need in the region.

The three concept papers are part of Appendix A in the proposal. The main body of the proposal is where Offerors shall describe their topical expertise as it relates to the needs of the region, and a plan for addressing those needs according to the tasks identified in the PWS.

Putting it All Together: A Complex Undertaking!

Is my organization a good fit for a REL contract?

Is my organization a good fit for a REL contract?

Discussion