Attatchment_-_Task_Order_0002_-_Community_College_CTE_Stackable_Certificates_Initiative.pdf

DRAFT 08.05.15

TAEP150019AP

50 | P a g e

Performance Work Statement for the

Community College Career and Technical Education (CTE) Stackable Certificates Initiative

U.S. Department of Education (Department)

Office of Career, Technical, and Adult Education (OCTAE)

Purpose

The Community College Career and Technical Education (CTE) Stackable Certificates Initiative will build the capacity of regional consortia of community colleges or state community and technical college systems to improve career and technical education (CTE) credential attainment rates among youth and adults enrolled in degree programs at community colleges. This initiative will support the development of high quality postsecondary CTE programs that embed industry-recognized certifications within their technical degree programs. Such programs create a continuum of progressive, stackable certificates that build upon each other to create “stepping stones” that help students progress along the education continuum. Students are able to attain the skills and credentials they need, earn an increasing number of college credits in their technical field, and make progress toward an associate’s degree and beyond.

Background

The President has established an ambitious postsecondary completion goal for the country and challenged every American to commit to at least one year of higher education or postsecondary training. Accordingly, Goal One of the Department of Education’s (Department) FY 2014-2018

Strategic Plan aims to increase college access, quality, and completion by improving higher education, CTE, adult education, and other lifelong learning opportunities for youth and adults.

Research in the state of Washington found that one year of postsecondary training and education is the “tipping point” where adults have a tangible payoff in the form of a measurable boost in http://www2.ed.gov/about/reports/strat/plan2014-18/strategic-plan.pdf

51 | P a g e earnings.

Reaching the tipping point and beyond is difficult for adult learners for a number of reasons, such as the cost of attendance, conflicts with work and family commitments, insufficient support services, need to upgrade math and English skills, and lack of transportation, among others. Postsecondary CTE programs that are designed for “traditional” students, i.e., students who can attend college full time, work less than 20 hours per week, and/or do not have family responsibilities, are not as well suited to “non-traditional” students facing the barriers mentioned above.

Increasingly, breaking apart traditional degree programs into sequences of shorter-term, stackable certificates that build toward associate’s and eventually bachelor’s degrees within a career pathway is being seen as a promising practice for increasing the number of low-skilled youth and adults who obtain a postsecondary credential with labor market value. While many policy organizations have begun studying and advocating for this strategy in recent years, only a few community colleges have successfully redesigned their traditional certificate and degree programs and embedded the other features noted above to meet this increasing need.

Some of the policy barriers institutions and state systems have faced as they have attempted to advance this work include navigating federal financial aid regulations, overcoming the disconnect between noncredit and credit-bearing CTE course offerings, breaking down silos within and across institutions to increase credential portability, aligning curricula with industry and academic requirements, and developing cross-walks to determine the equivalency between industry and educational credentials, and addressing governance challenges caused by divisions in authority among state governance bodies, regional accreditors, colleges, and faculty curriculum committees within colleges, among others.

In spite of these challenges, some community and technical college systems are taking steps to embed short-term certificates and industry certifications in CTE degree programs that also include a number of the other critical features outlined above. For example, the Ohio Board of

Regents developed the Ohio Stackable Certificates Framework in order to organize associate’s

5 Washington State Board for Community and Technical Colleges (2005). “Building Pathways to Success for Low-Skill Adult

Students: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study.” Research Report

No. 06-2. Available at: http://www.sbctc.ctc.edu/docs/data/research_reports/resh_06-2_tipping_point.pdf http://www.sbctc.ctc.edu/docs/data/research_reports/resh_06-2_tipping_point.pdf

52 | P a g e degree programs into a sequence of shorter, more manageable and “stackable” certificates. The goal is to engage more low-skilled adults in Ohio in postsecondary education and training and improve the education and employment outcomes of this vulnerable student population.

Other state community and technical college systems, such as Kentucky, Oregon, and Wisconsin, also are taking steps to embed short-term certificates and industry certifications in CTE degree programs.

Period of Performance

The Office of Career, Technical, and Adult Education (OCTAE) will be making a new two-year investment in this project. The period of performance for this Performance Work Statement

(PWS) will be for one 12-month Base Period and one 12-month Option Period. In Option Year

1, if exercised, all work started during the Base Year of this project on tasks such as Tasks 1, 3, 4, and 5 may be expanded and continued as identified in the Base Year, excluding those that have been completed in the 12-month Base Period such as Task 2 – Research and Background

Paper. In the Option Year, if deemed sufficient by the COR, the opening meeting (Task 1.1) may be held by teleconference within the first 5 working days after exercise of the option year.

Project Objectives and Tasks Required Under this Task Order

The Community College CTE Stackable Certificates Initiative will focus on four key tasks that build upon each other:

Task 1 – Project Management: The contractor shall perform all administrative activities necessary to manage the contract and communicate with the Department during the performance of this contract. The contractor shall --

1. Conduct the initial kick off meeting and submit notes from the meeting within the first 15 days after the contract is awarded;

2. Develop the agenda for and conduct monthly check-in conference calls throughout the contract period, and include summary notes of the calls in the monthly progress reports;

6 Community Research Partners (2008). “Ohio Stackable Certificates: A Model for Success.” Available at:

http://www.workingpoorfamilies.org/pdfs/Ohio_Stackable.pdf http://www.workingpoorfamilies.org/pdfs/Ohio_Stackable.pdf

53 | P a g e

3. Submit written monthly progress reports to update the OCTAE on the status of all activities; and

4. Produce a final summary report inclusive of all data relating to the activities and tasks of the Community College CTE Stackable Certificates Initiative that have occurred over the life of the contract. The final report shall describe in detail the efforts of each participating consortium to embed short-term certificates and industry certifications within CTE degree programs in colleges in their region or state, the barriers encountered, and the successes and outcomes achieved.

Task 2 – Research and Background Paper: The contractor shall conduct research to identify community colleges and/or state systems that have successfully created stackable certificate models in degree programs. This includes conducting a comprehensive scan of existing model programs, reviewing the relevant literature, and conducting interviews with a maximum of nine programs to learn how these models were successfully developed, implemented, and maintained.

No OMB clearance will be needed. The contractor shall –

1. Develop a draft and final outline for the background paper;

2. Develop draft and final interview protocols for OCTAE review and approval;

3. Produce a draft and final background paper on the results of the interviews and environmental scan of community college models, including—

A description of the stackable certificate programs that have potential for replication, and any common characteristics they may share ;

Examples of business and industry engagement in the sequencing of stackable certificates to ensure the certificate and degree programs meet the needs of employers;

The role of secondary CTE programs, adult education programs, and workforce training programs as on-ramps to postsecondary education and training programs and their impact on the sequencing and design of stackable certificates;

54 | P a g e

Evidence of changes in student outcomes as a result of redesigning the degree programs to include sequences of stackable certificates; and

The common challenges to creating sequences of stackable certificates and noteworthy strategies for addressing them.

4. Submit the draft background paper to OCTAE for review and comment no later than six months days after the contract has been awarded; and submit the final paper to OCTAE for approval and acceptance no later than seven months after the contract has been awarded.

Task 3 – Community College Stackable Certificates Convening: The contractor shall:

Plan and execute a one-day meeting for up to 100 people including institution- and system-level leaders no later than nine months after the contract has been awarded. The purpose of the convening will be to discuss the background paper completed under Task 2 and to gather input regarding needed technical assistance activities and resources. See Appendix: Meetings and

Conferences.

1. This includes:

i. Developing and executing the online registration process for the meeting;

ii. Developing a plan for the meeting, including the draft and final annotated meeting agendas that outline proposed plenary and breakout sessions, discussion topics and proposed speakers, in consultation with OCTAE program staff;

iii. Securing the necessary subject matter experts (SMEs) for the meeting;

iv. Presenting the results of the background paper during the meeting;

v. Handling the logistics for the meeting, including identifying federal meeting facilities, oversight of A/V and technology needs; and producing materials for the meeting. The meeting shall be held for a maximum of

100 people from across the country. The contractor shall cover the travel, per diem and honoraria for subject matter experts or presenters. All participants shall be responsible for their own travel costs. No meals will be provided.

55 | P a g e

2. Develop and disseminate a summary report from the convening and a refined technical assistance strategy based on the results of the meeting, no later than 30 days after the meeting.

Task 4 –Technical Assistance Tools: The contractor shall develop the following technical assistance materials based on lessons learned from Task 2 and Task 3 activities. The contractor shall:

1. Produce a draft and final online, downloadable, and printable Toolkit on Stackable

Certificates, and up to three accompanying webinar tutorials to train institution- and system-level leaders on strategies for overcoming the common barriers to implementing sequences of stackable, industry-valued certificates in degree programs in high demand career areas;

a. The draft Toolkit and draft webinar tutorials shall be reviewed by a panel of SMEs before they are provided to OCTAE for review and comment.

b. Upon approval by OCTAE, the draft Toolkit and webinar tutorials shall be used under Task 5 when providing capacity building technical assistance.

c. Revise the Toolkit and tutorials based on feedback received during the capacity-building activities conducted under Task 5, and submit them to OCTAE for review no later than two months prior to the end of the contract.

d. After incorporating OCTAE edits, prepare the Toolkit and tutorials in final form and submit to OCTAE for posting on OCTAE’s Perkins

Collaborative Resource Network (PCRN).

2. Facilitate a webinar for institution- and system-level leaders to introduce the Toolkit.

Task 5 – Capacity Building Technical Assistance: Participants in the Community College

Stackable Credentials Convening (see Task 3) may apply to participate in one of up to five consortia of community colleges (along with their state system office) that will receive technical http://cte.ed.gov/ http://cte.ed.gov/

56 | P a g e assistance in how to embed stackable certificates into degree programs in their region or state.

The contractor shall:

1. Develop a plan for providing customized technical assistance to participating consortia for OCTAE review and approval. Technical assistance activities to be provided could include -- a series of coaching calls facilitated by subject matter experts on appropriate topics; expert review of and written feedback on consortia developed materials; a mentor-protégé component whereby community colleges or systems that are more advanced in the design of stackable certificate programs would be matched with other community colleges or systems to share best practices and facilitate wider implementation of the stackable certificates model; and other technical assistance activities recommended by participants in the Community College Stackable

Credentials Convening (see Task 3). As part of the plan, the contractor may also propose to employ other effective strategies to promote communication within and among the consortia, such as virtual meetings, conference calls, google hangouts, LinkedIn pages, etc., in accordance with Department policy;

2. Design an application process to identify for OCTAE review and approval up to 5 consortia (colleges within the same state, as well as the state agency responsible for overseeing community colleges) that would participate in the capacity building technical assistance;

3. Provide customized technical assistance to participating consortia, based on the approved technical assistance plan and the applications submitted by the selected consortia; and.

4. Design a stackable certificates web page for the Department’s Perkins

Resource Collaborative Network. The contractor shall not create a new website; rather, it shall design a web page and provide new content on stackable certificates and this initiative for the existing PCRN website at cte.ed.gov.

SCHEDULE OF DELIVERABLES

57 | P a g e

The contractor shall follow the deliverable schedule as directed below. All materials shall be prepared in MS Word, 12 pt. The contractor shall submit one electronic copy of each draft and final deliverable to the COR, and one electronic copy of each deliverable to the Contract

Specialist. The Schedule of Deliverables and payment schedule shall be maintained in a separate Excel file.

Task

Deliverable/Activity

Due Date

Task 1: Project Management

1.1.a Final agenda and materials for the kick-off meeting

Within seven days after contract award.

1.1.b Summary of the kick-off meeting (agenda, meeting notes, work plan, and deliverable schedule)

Within seven days after kick-off meeting.

1.2 Monthly Status Update Calls To be determined at kick-off

meeting

1.3 Monthly progress reports, including

summary notes from monthly calls

Monthly, by the second Tuesday of each calendar month, starting one (1) month after contract award.

1.4.a Draft final report Two (2) months before the end of the contract

1.4.b Final Report At the end of the contract

Task 2: Research and Background Paper

2.1.a Draft outline of background paper

Within one (1) month after contract award.

2.1.b Final outline of background paper Within two (2) months after contract award.

2.2.a Draft interview protocols Within one (1) month after contract award.

2.2.b Final interview protocols Within two (2) months after contract award.

2.3.a Draft background report Within six (6) months after contract award.

2.3.b Final background report Within seven (7) months after

Task 3: Community College Stackable Certificates Convening

3.1.a Registration process, draft agenda, proposed

SMEs, and materials for convening

Within seven (7) months after

58 | P a g e

3.1.b Final agenda and materials for convening One (1) month before community college convening

3.2 Summary report from the convening No later than 15 days after the convening

Task 4: Technical Assistance Tools

4.1.a Draft Toolkit on Stackable Credentials Within eleven (11) months after

4.1.b Draft webinar tutorials Within twelve (12) months after contract award

4.1.c Final Toolkit on Stackable Credentials Two (2) months before end of contract

4.1.d Final tutorials Two (2) months before end of contract

4.2 Webinar to introduce the toolkit One (1) month before end of contract

Task 5: Capacity Building Technical Assistance

5.1.a Draft capacity building technical assistance plan

One (1) month prior to convening

5.1.b Final capacity building technical assistance plan

No later than one (1) month after the convening

5.2.a Draft application process and materials No later than one (1) month after the convening

5.2.b Final application process and materials No later than two (2) months after the convening

5.4.a Draft design for Stackable Certificates web page

Within six (6) months after contract award

5.4.b Final design for Stackable Certificates web page

Within seven (7) months after contract award

5.4.c Resources for posting to Stackable

Certificates web site

Monthly, beginning one (1) month after web page is operational

Appendix: Meetings and Conferences

This procurement involves logistical and related support for conferences and meetings. The term

“meeting” as used in this Performance Work Statement (PWS), includes, but is not limited to a convening, meeting, retreat, seminar, symposium, training, webinars, workshops whether conducted face-to-face or via the Internet, where individuals assemble (or meet virtually) to exchange information and views or explore or clarify a defined subject, problem, or area of knowledge and any event that includes attendee travel.

59 | P a g e

The contractor shall provide logistical support for meetings and conferences. The contractor shall adhere to the Department’s requirements for reviewing and approving conference related expenditures prior to making any legal or financial obligations. The contractor shall provide support for the writing and production of reports/documents, and the distribution of conference materials. Non-exhaustive lists of examples of the type of work to be performed under this contract follow.

The contractor shall, in consultation with Department staff, plan and implement meetings.

Logistical support includes, but is not limited to: site selection, agenda development;

identification and preparation of trainers/facilitators; travel planning; coordination of registration and on-site logistics; production of signage and meeting materials such as charts, slides, or

PowerPoint presentations; coordination and deployment of audio-visual equipment; assisting speakers and meeting participants with travel arrangements; evaluation and post-event.

The contractor may provide pre-meeting services. These pre-meeting services may include, but are not limited to, Planning and arranging the meeting agenda and activities, Identifying and confirming hotel space (prior to hotel selection the contractor shall consider the location of the hotel for metro and food accessibility), Inviting and registering participants by designing, implementing, and managing a registration site, Contacting and securing speakers/experts, Arranging travel needs for conference speakers and presenters, Identifying, developing, and coordinating conference materials including name badges and name tents, Organizing electronic materials collection, Arranging for audio/visual and Internet Technology (IT) needs.

Determining and acquiring decorating and staging

Acquiring transportation for attendees and/or speakers (outside of typical travel related transportation), i.e., group shuttles/buses.

60 | P a g e

The contractor may provide onsite support at each meeting, including but not limited to, Welcoming and registering participants, Ensuring that audio/visual needs are met, Coordinating workshop flow and break-out sessions, Designing and collecting workshop evaluations, and

Preparing and processing papers and proceedings from meetings, including notes from the meetings.

The contractor may provide post-meeting follow-up services after each meeting, including but not limited to—

Preparing analytical summaries of evaluation information collected from participants;

Preparing and processing papers and proceedings from meetings; and

Paying honoraria to speakers/experts; and

Reimbursing speakers/experts for their travel expenses, if specified in the description of the particular subtask.

Creating and preparing a survey based on attendees’ perception of the event and/or the services provided. Survey may be handed out at the event, mailed out or responded to via website or other IT medium. Contractor will perform data collections, analyze data, and provide the government with written reports of results. If OMB or ED internal policy requires clearance, contractor will develop materials and/or paperwork for use by federal staff in submitting OMB or Department clearance packages.