Attachment 1 - PWS - LEAP eMentor Draft.docx

Air Force Culture and Language Center eMentor Course Delivery and Management

Performance Work Statement (PWS)

DRAFT FOR RFI

As of 13 May 2024

PERFORMANCE WORK STATEMENT

1. Overview.

1.1. Client. Work is to be accomplished for the U.S. Air Force (USAF) Air University (AU) Air War College (AWC) Air Force Culture and Language Center (AFCLC), Maxwell Air Force Base (AFB), Alabama, herein referred to as the Client.

1.2. Program Description. eMentor courses assess, enhance, and sustain Airmen and Guardians’ language skills over the course of their careers. Instruction is participant-centered and tailored to each service member’s learning needs. Lesson content is infused with topics culturally relevant to regions where Airmen and Guardians may be expected to operate seamlessly with air forces and populations around the world. Each course is designed to target growth in all four modalities (listening, speaking, reading, and writing), build cross-cultural knowledge, and enhance intercultural communication skills. The Client approves courses for the Total Force Airmen and Guardians. Courses cater to dynamic operations tempos, enabling students across time zones to take classes 24/7, at both prearranged days and times as well as OnDemand. Courses are organized one-on-one or with groups of two-to-four students. eMentor online courses connect Airmen and Guardians anywhere in the world synchronously with native language instructors, at times convenient for each their schedule.

1.3. Scope of Contract. Successful execution of this contract will be dependent upon the contractor’s ability to execute the following:

1.3.1. Recruitment, development, and management of a cadre of qualfied eMentor instructors (Section 3.5.).

1.3.2. Instruction in 95 languages based on eMentor curricula with lessons tailored to service members’ individual developmental needs and in-class discussions adapted to their professional interests (Section 3.1. through 3.4.).

1.3.3. Use of a dynamic Learning Management System (LMS) to facilitate delivery of the eMentor curricula and a means for instructors to input availability allowing eligible students to schedule and request sessions directly (Section 4).

1.3.4. Use of a Network that reliably supports HD live video feeds with an in-class instructor and student usage (Section 4).

1.3.5. Student Scheduling Algorithm that can efficiently and effectively match instructors and students across a wide range of languages, proficiency levels, hours of availablity, and timezones, while meeting student throughput and grouping requirements (Section 5).

1.3.6. Weekly student Reports, formatted in accordance with (IAW) Language Enabled Development Resource (LEaDeR) interface requirements (Section 6).

1.3.7. Scheduled student throughput of 900 Standard schedule students, supported by 16,673 course hours and 1,850 course hours (Section 8) to support up to 1,850 course hours comprised of OnDemand or Standard schedule students, as deemed appropriate by the Client. Ability to produce up to 280 additional standard schedule students, supported by up to 5,187 additional course hours, if required, on an annual basis.

1.4. Technology. The contractor shall use commercial-off-the-shelf (COTS), Government-off-the-shelf (GOTS) technology or their own previously developed technology for the Virtual School (Section 4). This contract does not require the development and update of a separate student management system for use by the Client. The Client manages a government-owned cloud-based platform that serves as the Client’s database for course management.

1.5. Terms of Contract. The contractor must have the processes and technology required to execute items 1.3.1. thru 1.3.7. operational and ready Day One of the contract’s Period of Performance (PoP) date; there will be no time for a contractor to recruit an instructor pool, devise a scheduling system, and develop a Virtual School once the PoP begins. On or before Day One, the Client will provide the contractor data on student course availability and the contractor will immediately begin matching instructors with approved students. On Day One, the contractor will be prepared for OnDemand course scheduling and requests. The government will retain proprietary control of all classes, records and material, to include curriculum and participant assessments, created through this contract.

2. Program Background.

2.1. AFCLC. The AFCLC creates and executes Language, Regional Expertise, and Culture (LREC) programs for Total Force Airmen and Guardians, and provides subject matter expertise required to institutionalize these efforts. The Air Force’s Senior Language Authority directs the AFCLC to develop the Language Enabled Airman Program (LEAP), a career-spanning program to develop a cadre of Airmen and Guardians across all specialties with working-level foreign language proficiency.

2.2. LEAP. LEAP is an AFCLC-managed, volunteer program open to Active Duty officer and enlisted members & select Air Reserve Component members in most Air Force Specialty Codes (AFSC). LEAP deliberately develops language enabled, cross-cultural Airmen across the General Purpose Force (GPF) with working level foreign language proficiency. With these skills, Airmen and Guardians can better support the application of airpower through strengthening partnerships and interoperability. Selection to LEAP is based on AF language requirements and applicants’ potential to achieve higher levels of language proficiency.

2.2.1. Model. The LEAP model is designed to develop Airmen to an Inter-Agency Language Roundtable (ILR) Level 2+ or higher or a LEAP Level 3. The LEAP Level scale is the Client’s internal proficiency measurement that integrates Defense Language Proficiency Test (DLPT) and/or Oral Proficiency Interview (OPI) scores, eMentor scores, and regional experience survey. LEAP scholars who measure at a LEAP Level of 1 or 2 are considered “Developmental” and LEAP scholars who measure at a LEAP Level of 3 or 4 are considered “Enabled.” LEAP develops and sustains Airmen via a two-pronged system of recurring eMentor courses and periodic immersions.

2.2.2. LEaDeR (Language Enabled Development Resource). The Client utilizes LEaDeR to track Airmen’s development throughout their careers. LEaDeR is a government-owned Java web application with a PostgreSQL database and Apache TomEE application server. The LEaDeR system, developed and maintained by Client staff, tracks demographics, foreign language proficiency scores, scheduled and completed courses, and training events. The site is accessible to personnel with a Common Access Card (CAC). The LEaDeR system facilitates realtime training management interface between staff members, students, and external governmental training partners. The Client uses LEaDeR to collect student course availability, manage approvals and disapprovals, generate reports, track course status, and oversee student attendance. In addition, the Client utilizes LEaDeR’s automated e-mail feature to disseminate updates such as course approval/disapproval notifications.

3. eMentor Academic Requirements.

3.1. Curriculum. The Client provides syllabi and lesson plans, aligned with ILR levels, to be utilized for course studies. Curricula is based on the “Twelve Domains of Culture” model’s universal categories of interaction and belief, integrated into all levels of LREC education and training.

3.1.1. Objective. The contractor will assist LEAP scholars in pursuit of gaining higher level language proficiency by providing 1) well-trained language instructors, 2) well-designed curricular materials, and 3) exposure to authentic language. Each course will maximize students’ exposure to and significant use of the target language. The overarching goal of the program is to instruct service members so that they eventually attain and sustain a DLPT score of 2+/2+ or higher and an OPI score of 2+ or higher as defined by the ILR scale. For LEAP scholars who attain DLPT / OPI scores of 3 or higher, eMentors are charged with reinforcing these participants’ ILR skills levels and developing their cultural domain knowledge.

3.1.2. Approach. Instruction will be flexible and creative to meet the unique instructional needs of each student/group of students. At all levels of proficiency, level- and topic-appropriate lessons, materials, and activities shall be utilized to generate as much uninhibited, spontaneous manipulation of the language as possible and to advance the students' proficiency in reading, listening, speaking, and writing. Culture will be integrated in language instruction in all phases of instruction. Language skills are to be developed in a context that includes the value systems, behavioral patterns, institutions, geography, and political, economic, and social systems of the areas where the target language is spoken. Instructors will encourage a learning environment where students are actively engaged in their individual learning growth/progression. During each session, instructors engage students in all four modalities, using interactive speaking, listening, reading, and writing activities. OnDemand courses (3.2.6.) may deviate from instruction encompassing all four modalities to focus on specific modalities identified by student motivations and goals.

3.1.3. Lessons. Each scheduled class session is guided by a 3-5 page lesson plan (Appendix 5) that covers the required objectives, recommended vocabulary, and suggested activities. Learning objectives focus on enabling the students to develop the language skills and actively engage with the skills. Within 15 days of the contract PoP date, the Client will provide the contractor English versions of all syllabi, and lesson plans. OnDemand sessions are not required to follow a lesson plan but rather are guided by student goals and motivations (See 3.2.6.).

3.1.4. Materials. The contractor will update and/or develop classroom slides and activities in the target language that support each lesson plan. Curriculum design shall follow the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) Instructional System Design (ISD) model of training. The contractor will be responsible for ensuring that all lesson materials created for the Client follows this model. This contract does not cover commercially produced material, to include hardcopy or on-line textbooks, workbooks, dictionaries, etc., or for the creation of new material. Instructional materials used to supplement classroom slides and activities must be referenced in the classroom slides and are subject to Client approval.

3.1.5. Assessment Scale. The eMentor model utilizes a unique 20-point assessment scale which results in a 20-point score for each modality – listening, reading, speaking, and writing, on a twenty-point scale that corresponds to the ILR scale. The contractor will utilize Client language assessment rubrics (Appendix 3) for all Standard courses.

3.1.5.1. Assessment Scores. Scores should be reported to the Client via LEaDeR update within 7 days of course completion date for all course types other than OnDemand.

3.2. Course Types. The contractor will facilitate six eMentor course types: Traditional, Advanced, eMersion, Special Project, Pre-Assignment Acculturation, and OnDemand. The Client reserves the right to modify parameters of the eMentor course offerings to include hours per week, attendance requirements, course hour length, and curriculum as required.

3.2.1. Traditional. Traditional courses are designed to meet the learning needs of Airmen whose language skills approximate ILR level 0 thru 2+. Classes should be held twice a week, for two hours a session, over the course of ten weeks, for a total of 40 hours. Courses provide in-depth language and cultural enhancement as well as instruction on military vocabulary and topics. Each ILR level of the course should have two distinct versions referred to as Module 1 and Module 2; each module is composed of 40-hours of instruction.

3.2.2. Advanced. Advanced courses are designed to meet the learning needs of Airmen who meet or exceed the ILR level 3. Classes are typically held twice a week for two hours a session, over the course of three weeks, for a total of 12 hours. The Advanced course develops topic fluency and language skills that may be required of enabled-level LEAP Scholars. Class activities include writing formal letters, translating slides, and using technical military vocabulary. Scholars practice their language skills in an authentic environment, discussing various topics of AF interest and relevance to the Airman or Guardian. Instructors provide feedback throughout the course to help students identify approaches for further self-study and enhancement.

3.2.3. eMersion. eMersion courses are designed to meet the learning needs of service members whose language skills approximate ILR level 1 thru 2+ and who are selected to participate in a two-to-three-week travel-based LITE. eMersion courses prepare students to maximize the educational outcomes and proficiency measurement of their overseas language course immersion. The contractor will facilitate 12 eMentor course hours. Prior to the immersion, students will meet with their eMentor once a week for a two-hour session over four weeks. These pre-immersion sessions will prepare the student to get the most out of their immersion by addressing language learning techniques, identifying developmental goals, orienting to the target culture, and discussing the destination country’s military and political systems. Following the immersion, students will meet with the same eMentor instructor once a week for a two-hour session over two weeks. Post-immersion sessions will focus on reintegration and the student’s course presentation. Instructors will assign and grade homework (approximately one hour per session). The course will conclude with an online student presentation. Pre-Requisite: confirmed to attend a two-to-three-week travel based LITE.

3.2.4. Special Project. Special Project Courses are guided independent-study courses on topics of Air Force interest that culminate in a final presentation. Special Project courses provide service members (ILR 3 or higher) a self-directed learning environment where they can use their target language skills to engage in high-level learning on topics as directed by the AFCLC. Courses are designed to cultivate the competencies in applying complex intellectual skills using the target language, deepen the knowledge about a particular field, and improve linguistic proficiency beyond ILR 3. The contractor will establish a location in the Virtual school or other suitable online location, accessible to the Client, for download of materials. Materials will include the final Special Project presentation and an abstract of the presentation in accordance with the Client’s prescribed format. Live streaming of final presentations will be made available to Client staff for viewing upon request. Pre-Requisite: at least one eMentor course at or above the 25 level.

3.2.5. Pre-Assignment Acculturation (PAC). The PAC language course is designed to complement an existing AFCLC PAC course. It focuses on key greetings and pleasantries in the requested target language, emphasizing cultural nuances and communication skills essential for successful key leader engagements. Accommodating any ILR competency level, the 12-hour course is tailored by the eMentor to prepare senior leaders for effective interactions in speaking contexts to enhance leadership and diplomatic capabilities.

3.2.6. OnDemand. OnDemand courses provide pre-determined service members access to live, synchronous sessions with an eMentor instructor for additional practice in their target languages to include preparation for taking the DLPT and OPI and preparing for foreign military partner engagement via exercises, mobile training, conferences, and other purposes. Instructors will conduct a 10-minute intake session for first-time students, gauging their interests and goals for the session. Instructors will build upon previous sessions for repeat students. Instructors will utilize their existing resources and open-source material to mentor the student in their languages based on the student’s interests and needs. Pre-Requisite: completion of or scheduled for any level eMentor course.

3.3. Course Identification. Each course will be labeled by ten characters consisting of a two-digit diagraph code for the language, two-digit fiscal year date, four-digit course level and sequential class number, and module number (M1 or M2). The language level is the number after the dash. For example, course FR24-0501M2 is a French language course, scheduled for FY24, level 05, sequence number 01, module 2.

Figure 3.3. eMentor Courses, Hours, and Levels

3.4. Languages. The contractor will provide language instruction and assessment in the skills of speaking, listening, reading, and writing for all languages specified by the Client. Service members’ “Selected” languages are determined at the time of LEAP selection, based on AF language designated positions, and guided by AF Policy. Each LEAP scholar may be assigned additional “Cross-Training” or “Training” languages.

3.4.1. The contractor shall provide instruction for all languages listed in Appendix 2. (See designations of High, Medium, and Low which reflect volume of AF requirements and prevalence of LEAP scholars selected in each language.)

3.4.2. On Day One of contract PoP start, the contractor is responsible for beginning the scheduling process for students available to take courses in the “Top 20” most frequently scheduled languages: Spanish, French, Chinese (Mandarin and Cantonese), Russian, Japanese, Korean, German, Tagalog, Portuguese (Brazilian and European), Arabic + dialects, Ukrainian, Italian, Vietnamese, Thai, Persian Farsi, Hebrew, Turkish, Hindi, Swahili, and Polish. The contractor will schedule students whose availability data has been provided by the Client (see PWS paragraphs 5.2.2. and 5.2.3).

3.4.3. Within 90 days of contract PoP start date, the contractor is responsible for beginning the scheduling process for students available to take courses in all languages listed in the contract. The contractor will schedule students whose availability data has been provided by the Client (see PWS paragraphs 5.2.2. and 5.2.3). Furthermore, to meet emerging requirements, the contractor will establish courses for other languages not specifically mentioned in the contract within 90 days of notification by the Client.

3.5. Instructor Qualifications and Responsibilities. The contractor shall recruit a cadre of instructors to serve as “eMentors.”

3.5.1. eMentors must possess language skills in the target language(s) equivalent to an ILR Advanced Professional Proficiency or an American Council for the Teaching of Foreign Languages (ACTFL) proficiency assessment of “Superior” in speaking and writing for each language and dialect they will instruct. eMentors may be a dual-national who is a native of a region where the language is commonly utilized and/or a language instructor who is well-versed in the respective cultures and customs. The eMentor shall hold a bachelor’s level degree in the teaching of languages and/or social sciences such as History, Political Science, International Relations, Anthropology, Archeology, and Cultural Geography and/or possess a minimum of 5 years of embedded experiences in the relevant culture(s).

3.5.1.1. eMentors will be capable of conducting instruction and assessing proficiency levels from ILR skill level 0 through ILR skill level 3+.

3.5.1.2. eMentors who do not fully meet these qualifications will only be considered by exception and the contractor must seek approval of the Client and provide full justification for the selection.

3.5.2. Evaluation. The contractor may use any standard testing methods for evaluating eMentors that are based on the ILR skill-levels.

3.5.3. eMentors shall be well-trained and certified by the contractor to:

3.5.3.1. Administer the eMentor curricula (syllabi and lesson plans) provided by the Client.

3.5.3.2. Develop or tailor instructional materials for use in support of the eMentor curricula.

3.5.3.3. Fully utilize all features of the contractor provided LMS to manage the scheduling component and virtual classroom environment. This will include system and peripherals setup and optimization, managing and monitoring availability/scheduling for OnDemand courses, sharing and producing images, and sharing and producing Microsoft Office files, audio files, audio-video files, websites, PDFs, and other training support materials.

3.5.3.4. Instruct and explain the cultural, technical, and military concepts, vocabulary, and terms required of eMentor curriculum. This will include concepts such as rank structure, the country and region’s military systems, and information on how the country and region’s militaries and government relate to and engage with the United States.

3.5.3.5. Integrate discussions on current geo-political events that apply to established eMentor curricula.

3.5.3.6. Tailor discussion military topics, current events, and professional interests of the student. (For example, students who serve in the AF medical community will benefit when the eMentor integrates medically related vocabulary into discussions.) When incorporated in curriculum and when instructionally appropriate, include technical lexicon, near-peer adversary context, diplomacy and coalition building skills, and agile combat employment concepts. This is particularly relevant to those students whose proficiency is at the 2 ILR level and above.

3.5.3.7. Provide one-on-one feedback.

3.5.3.8. Homework is a key component of each course. Instructors are expected to assign homework for each session that requires a reasonable amount of work, up to one hour per two-hour eMentor session. Instructors will grade and provide written and oral feedback on homework and exams.

3.5.3.9. Provide timely and accurate update of student attendance weekly.

3.5.3.10. Utilize the LMS, responding within 3 minutes, when technological issues or failures affect the Virtual Classroom and notifying the Helpdesk to help resolve issues with the least amount of downtime.

3.5.3.11. Using a Client-provided rubric, measure subtle differences in speaking, listening, reading, and writing competencies among ILR levels 0+ thru 3+.

3.5.3.12. Conduct assessments in all four modalities (speaking, listening, reading and writing) using the eMentor Assessment Rubric (Appendix 3) for Standard courses.

3.5.4. Instructor Roster. On a semi-annual basis, the contractor will provide the Client an updated roster of instructor information to include each eMentor’s title, first name, last name, eMentor certification date, and personal e-mail contact information. (CDRL A001) Upon the Client’s request, the contractor will provide additional information on an instructor’s qualifications (undergraduate and graduate studies, years of teaching and locations).

3.5.5. eMentor Development. The contractor shall ensure eMentors are developed in the domains of language, instruction, teaching technology, assessment development, and language learning strategies.

3.5.6. Internet Access. Each eMentor must possess a desktop or laptop that meets the technical requirements necessary to run the LMS. These desktops or laptops will not be furnished by the Client.

4. Virtual School

4.1. Functionality. The Virtual School will be a contractor created and maintained web-based LMS. The contractor will ensure students have 24/7 access to the Virtual School for the purpose of downloading course material and uploading homework, as well as registering for or requesting OnDemand courses. The contractor shall schedule class sessions round-the-clock, every day of the year, including weekends, with the exception of Federal holidays, the four-day Thanksgiving weekend, and the two full weeks encompassing Christmas Day and New Year’s Day. Only when both student and eMentor are willing and able, may they attend classes during those holidays. Functionality will include:

4.1.2. Synchronous delivery of language training to Airmen and Guardians with sufficient bandwidth at any location equipped with wired or wireless internet connections, including non-Department of Defense (DoD) commercial networks. The contractor will not be required to deliver the LMS on NonSecure Internet Protocol Router (NIPR) connections. The Virtual School technology will provide simultaneous real time audio and video of eMentors, students, and course material with little-to-no lag time, delay or connection failure while accessing the virtual classroom and during class time. For those students in locations with less-than-optimal bandwidth or connectivity, the contractor shall provide a “scaled back” option that will allow them to take part in classes while not hindering instruction for the rest of the students in the course. This may include turning off video or providing alternate means for a student to access materials. (SS 01 and SS 02)

4.1.3. Web interface is Operating System (OS) and hardware agnostic, accessible to any one of a wide variety of internet-enabled devices, to include Personal Computer (PC), mobile, iOS and Android devices and peripherals (SS 03).

4.1.4. Virtual Homeroom with a document repository (syllabi, lesson plans, homework assignments or projects, assessments), course schedule, announcements, attendance tracking, student and eMentor contact information (with protections of the Privacy Act of 1974), and the ability to access the Virtual Classroom. The document repository will be available to active LEAP scholars/eMentor students for future reference after course completion.

4.1.5. Resource Library that allows for student and eMentor document search, upload, viewing and downloading of course materials by all participants regardless of course level. This will include presentations, articles, and links to outside language resources. The contractor shall be responsible for ensuring all stored materials are within copyright laws and parameters.

4.1.6. Plan to train the eMentor instructors, program managers, Client staff, and students on the technology.

4.1.7. Development of slides and activities in the target language for each lesson in support of Client-provided syllabi and lesson plans.

4.2. Technical Requirements. The Virtual School should provide a fully collaborative environment that meets the following technical requirements with intuitive access and navigation:

Figure 4.2. Technical Requirements

a. Application that is easy to install, easy to use

b. Compatible with Windows and Apple systems (within past seven years to present) with 4gb or more of RAM.

c. Optimized for standard, residential broadband wired or wireless Internet connections (4.0 Mbps downstream bandwidth or better and 512Kbps upstream bandwidth or better recommended)

d. Multi-point video/audio for 6 or more concurrent participants per session per class

e. Simple and quick site access and navigation … “One-click” allows students to access their current class without having to navigate through a series of drop-down menus

f. Instructional interface that is adaptable to lower-bandwidth constraints, such as variable quality video and options to turn features on and off for students who have lower-bandwidth connections.

g. Provides ability for students to log in five minutes prior to course start

h. Supports any standard USB or built-in camera and wired headset with boom microphone

i. Supports High-Definition Video, standard Office/Adobe suite, and document sharing

j. Fully collaborative whiteboard with on screen annotation

k. Supports international fonts and keyboard inputs for all LEAP languages (e.g. Chinese characters)

l. Shared audio and video with ability for students/eMentor to speak while shared media is playing

m. Shared web browser with ability to do live annotations on screen

n. Shared web browser with ability to share embedded audio and video

o. Live annotation with any standard application, web browser or whiteboard

p. Chat support

q. Can support creation of more than 150 separate virtual classroom cohorts at contract start with the ability to expand as necessary.

r. OnDemand Scheduling tab for instructors to submit availability and students to select/schedule (or request) available sessions.

s. Student data tab that displays course hours, hours attended, attendance rate, graded homework and exams, and final course scores. Tab will be accessible to the Client, as well.

4.2.1. Network Availability. The contractor shall provide a network that meets or exceeds the 99.9% uptime. The network should have a minimum of 100 Mbps dedicated internet access bandwidth to support all courses with redundancy and have redundant power sources to allow continued service through power outages. The network shall be available and supported 24/7, and shall be actively monitored to ensure uptime for courses worldwide.

4.2.2. System Updates. The contractor shall continuously update and upgrade the Virtual School as technology evolves and improves. The contractor will ensure that as updated hardware and software becomes available to students, they are able to access the Virtual School with the new technology.

4.3. Helpdesk Support. The contractor shall actively monitor and support every class that runs, regardless of when the class takes place. This will be achieved with a helpdesk staff that provides technical support to the virtual school. One or more members of the helpdesk team will be on call whenever classes are in session (thirty minutes prior and throughout the class session). Peak times (highest volume) are typically 1800 thru 2300 Eastern Standard Time. Within three minutes’ notification of any technical issue during class that the eMentor instructor cannot immediately resolve, a technical support representative will remotely access the classroom to address the system, hardware, and/or software problems or failures. The contractor will ensure the helpdesk team receives whatever training is necessary to properly operate the virtual school. Students who have questions or require technical support outside of class will utilize chat support or e-mail the helpdesk. Within 24 hours, the contractor will respond and provide a solution or anticipated resolution date. (SS 04)

5. eMentor Student and Course Management

5.1. Systems. The Client uses the LEaDeR system to manage LREC education and training. This system provides Client staff the individual records management, dashboards, reports, and direct student interface required to oversee hundreds of courses per year. The Client may provide the contractor with LEaDeR access for additional personnel data and scheduling functionality. The contractor will utilize their own system to organize student data for a weekly spreadsheet transfer to the Client.

5.2. Management. The contractor will provide student and course management support in accordance with Figure 5.2 and as described in supporting paragraphs below.

Figure 5.2. Course and Student Management Responsibilities

6.1.1.

5.2.1. & 5.2.2.

6.1.1.

Assign students to courses that align with their availability

Provide OnDemand availability for students to access and reserve/request training

X

Group students with other students whose records indicate a similar proficiency level

Coordinate student signature on course SOUs and provide completed SOUs to Client

Accomplish a live system check

Track and provide Client with student attendance, course status, and assessment scores via weekly data file

Notify the Client of student behavioral issues

5.2.1. Course Selection. The Client will invite service members to volunteer for courses during registration windows. Interested applicants, in turn, will update LEaDeR with their preferred training days of the week, hours, and time zone. The Client will use student record data in LEaDeR to prioritize students based on training due dates.

5.2.2. Scheduling. For Standard Attendance, the Client staff will provide the contractor with Priority students’ availability dates, times, and time zones to begin the scheduling process. The contractor may schedule students for any hours and dates for which students are available; however, the contractor is discouraged from scheduling students for back-to-back days of the week, e.g. Monday and Tuesday. Using the LEaDeR platform, or other provided tools from the Client, the contractor will recruit Airmen and Guardians to volunteer, on a Space Available basis, for courses once all priority students are registered to fill open seats in scheduled courses. Space Available course fills are typically around 15% of the total student throughput. For OnDemand Attendance, the Contractor will provide a scheduling tool via the LMS for students to view, reserve, and request preferred course times.

5.2.3. Registration. The Client will provide the contractor data on approved students to begin the scheduling process. Within 45 days of receiving this data from the Client, the contractor will place students in courses, with definitive start and stop dates, based on their availability, language, and language level as per past eMentor, DLPT and/or OPI scores. Course registration for OnDemand courses will be enabled by students having registered for any course previously. This registration will enable students to reserve pre-loaded OnDemand instructor availability and enable the Contractor to coordinate/register students for requested OnDemand Courses within 48 hours of receiving the request and at least 24 hours prior to the course time. Within 14 days of course establishment or 7 days of course start (whichever comes sooner), the contractor will recruit and fill Space Available seats to the best of their abilities.

5.2.4. Grouping. To enhance the peer-to-peer academic experience and in order meet student throughput requirements described in Section 8, the contractor will be required to employ a student grouping strategy: 50% of students a year in one-on-one courses, 30% of students a year in two-person courses, 15% of students a year in three-person courses, and 5% of students a year in four-person courses. The contractor may deviate from these course breakout targets, after consulting with the Client, as long as student throughput requirements described in Section 8 are met and at no additional cost to the government. Figure 5.2.4 illustrates a notional example of how efficiencies are achieved through this grouping model. Students (S) are divided into one-on-one, two-student, three-student, and four-student Courses (C). Grouping is not applicable to OnDemand Courses.

Figure 5.2.4. Notional Student Grouping (estimate includes the 280 additional students: see 1.3.7.)

*Does not include 1,850 OnDemand Course hours which may be comprised of OnDemand or Standard schedule students, as deemed appropriate by the Client.

To effectively group students, the contractor must employ their own scheduling algorithm that provides optimal grouping and scheduling options after considering all variables within a student’s data record such as Language, ILR Level, availability (days of the week, time of the day, and time zone), course type, and a student’s previous academic record as well as instructors’ availability and competency.

5.2.5. Communication with Client. The contractor will use e-mail to communicate with the Client and staff. Typical correspondence with the Client will include updates on the resolution of customer complaints, students’ special scheduling requests, eMentor assessment score contesting, and contractor concerns with student performance and/or behavior.

5.2.6. Communication with Students. The contractor may use phone, e-mail, and Short Message Service (SMS) text messaging to communicate with students who have been Client-approved for specific courses and/or tutoring sessions. Generally, the contractor will not contact Airmen unless the Client has selected them for course enrollment during the current term or the student has requested an OnDemand course via the LMS. The contractor will develop templates for routine correspondence with students. Templates are subject to approval by the Client.

5.2.6.1. Registration E-Mail and Student Expectations for Standard Attendance Courses. The contractor’s initial registration e-mail to students will include information on the course (language, level, start date, end day, days, times, etc). As an e-mail attachment, the contractor will provide the Client’s approved Statement of Understanding (SOU). All service members approved to take an eMentor course will be required to sign an SOU. The purpose of the SOU is to document each student’s understanding of program expectations and requirements. By signing the SOU, students agree to commit AF funds to the course and attend a minimum of 80% of the total classes. The contractor will allow Airmen five business days to complete the SOU. Incomplete SOUs will result in course cancelation. The contractor will make available via the accessible LMS, a copy of each SOU to the Client within five days of receipt from student (CDRL A006). Students who fail to demonstrate a reasonable degree of effort on any homework assignment will not receive credit for the associated class session. To drop the course, Airmen must submit to the Client a memorandum for record in accordance with the standard Client format and courtesy copy their commander.

5.2.6.1.1. Registration E-Mail and Student Expectations for OnDemand Courses. The contractor’s initial registration e-mail to students will include information on the course (language, start date/time, end date/time, instructor, etc).

5.2.6.2. System Check. The contractor will provide a live or video orientation on how to navigate the Virtual School and live check of the participant’s operating system to determine if it is sufficient for the needs of a course (ensure system operability and assess any potential technical hinderances). In the event a video orientation is offered, live video support must be accessible via the help desk to troubleshoot any issues. The contractor will provide this check no later than three calendar days prior to course start.

5.2.6.3. Scheduling Issues. The contractor will work directly with students who have been approved for courses to process, coordinate, respond, and resolve dynamic scheduling conflicts based on the direction of the Client.

5.2.7. Schedule Types. The contractor will employ three methods of course scheduling: Standard, Flex and OnDemand.

5.2.7.1. Standard. The Client will allow the contractor to students in a set standard schedule. Classes take place the same days and times for two hours, twice a week. The use of standard schedules increases the likelihood of course grouping, allowing more Airmen to interact with other eMentor students and achieve program efficiencies.

5.2.7.2. Flex. The Client will allow the contractor to place 15% (+/- 5%) of approved students into a flex schedule. Flex schedules match students one-on-one with instructors who can accommodate irregular work such as flying schedules. Airmen and Guardians requesting flex classes must provide a description of how their schedule may change week-to-week or month-to-month and agree to inform the contractor of any changes to their work schedule at least 24 hours prior to a scheduled class. The contractor will provide an efficient means by which students can sign up for weekly classes, based on days and times of instructor availability. Flex classes are not meant for students to have “classes OnDemand,” and attendance requirements must be met.

5.2.7.3. OnDemand. The Client will allow the contractor to make available course hours, up to the limitations (Section 1), for students to reserve pre-designated available sessions or request OnDemand sessions with a minimum of 72 hours of notice. (Section 3). The vendor will ensure an adequate number of instructors for each language listed in 3.4.2. are available and advertised each week for days and times OnDemand. In addition, the vendor will provide students the ability to request their own days and times, with a minimum of 72 hours’ notice. Languages not listed in 3.4.2. will require individual student request.

5.3. Course Execution. eMentors are responsible for governing the conduct of their courses in accordance with Client guidelines.

5.3.1. Standard Attendance. The eMentor will track student attendance. Students in standard courses are highly encouraged to attend 100% of classes. Minimum attendance requirement is 80% of class sessions. The contractor will track attendance and notify the Client and Student whenever a student fails to attend the first week of the course, whenever the student misses two consecutive standard classes or two total Advanced/Special Project courses, and/or when the student is at risk of not meeting the 80% attendance requirement.

5.3.2. OnDemand Attendance. Courses canceled by the students more than 24 hours prior to the start time are not billable. The contractor will notify the Client and student, in writing, whenever a student cancels an OnDemand course within 24 hours of the scheduled course or does not show to the scheduled course.

5.3.3. Student Status. The Client and contractor will track students by six statuses – Scheduled, Current, Complete, Incomplete, Adjusted, Cancelled, Dropped, and Not Placed.

5.3.3.1. Scheduled signifies the student has signed an SOU or self-scheduled/requested an OnDemand course.

5.3.3.2. Current signifies the present day falls on or between the course start and end dates (and course grades have not been released).

5.3.3.3. Complete signifies the end date has passed and course grades, when applicable, have been released.

5.3.3.4. Incomplete signifies the end date has passed and student has failed to complete the minimum required class hours.

5.3.3.5. Adjusted signifies the student was moved to another course or the course was cancelled without penalty to the student or Client. For example, within the first four hours of a course, if the eMentor determines that a student has not been placed at the correct ILR level, the instructor will make a recommendation to move the student. The contractor will contact the Client for permission if the change will incur additional course hours.

5.3.3.6. Canceled signifies the course was canceled prior to the first session due to change in availability of student or other direction by Client.

5.3.3.7. Dropped signifies all parties have agreed to remove the student from the course on or after the first session, in conflict with the signed SOU. Airmen who wish to drop their course will be directed to contact the Client. For OnDemand courses, Dropped signifies the student canceled with less than 24 hours of notice or did not show up to the scheduled course.

5.3.3.8. Not Placed signifies the course needs could not be met by the Contractor and the student was not matched with a course.

5.3.4. Standard Schedule Changes. Typically, the days and times for standard schedules will not change. However, if the instructor agrees to a student’s proposed change and the student is enrolled in a one-on-one course, the contractor may allow the student to change his or her days and times on a short-term basis. If the student is in a group course and requires change to a one-on-one course based on mission needs, the contractor must coordinate the change with the Client for approval.

5.3.5. Behavioral Issues. eMentors will notify the Client, through the contractor, of student behavioral issues, (i.e. unprofessional language, excessive tardiness, lack of attention in class, or lack of dedication to the program).

5.3.6. Substitute Instructor. If an eMentor instructor is unable to attend a session, a substitute will teach the class. In the rare instance that no substitute is available, the client will be notified, and the contractor will work with the student to schedule a make-up course which suits the needs of the student. Should a make-up course not be able to be coordinated, the client will be notified, and the class session will be canceled with students receiving credit for attendance.

5.3.7. Recording. eMentor classes will be recorded for student training and contractor quality assurance purposes. Recordings should be made available to the client, upon request, for up to 30 days after the end of the course.

5.3.8. Student Assessment. For Traditional, Advanced, and Strategic Topics courses, the contractor will provide assessment scores via weekly data exchange within 7 calendar days of course completion. The contractor will provide assessment scores via the weekly data exchange (CDRL A002). Student Assessments will not be required for OnDemand courses. Any student wishing to contest the eMentor scores provided by the Contractor will be immediately coordinated through the Client and Client, considering recommendation of the Client, is the final approval authority for any score changes.

5.3.9. Student Feedback. The Client will manage and provide student feedback via an end-of-course survey to the contractor, typically on a quarterly basis. The Client will respond, via email, to student feedback concerns within five business days of receipt from Client.

6. Data and Reports.

6.1. Data Management. The contractor will use their own system for recording student data necessary for facilitating eMentor courses. In preparation for the weekly data transfer, the contractor will abide by Client interface requirements, a set of expected values in predefined formats with clearly defined methods and defined schedules for those transfers.

6.1.1. Data provided by the Client to the contractor will include but is not limited to: student identification number, rank, first name, last name, personal cell phone numbers, work and personal e-mail numbers, selected (primary training) language, other training languages, DLPT and/or OPI scores, past eMentor assessment scores, time zone, and date(s) / time(s) course availability. The Client will provide data via an initial batch file after contract start and weekly files as additional courses are required, unless contractor can obtain this data from LEaDeR directly. On a monthly basis, the Client will provide the vendor a roster of additional service members who are eligible for OnDemand sessions.

6.1.2. The contractor shall track each class start and stop times, student attendance, and any downtime during class (as well as causes and actions taken). This includes contacting students who fail to appear in class at the appropriate start time and recording all classes for quality assurance purposes.

6.1.3. The contractor will provide a weekly data file that complies with Client interface requirements guide (Appendix 6). The interface requirements guide will include a class numbering system that details the year, the language, the level, type, and any other necessary details of a particular course. (CDRL A004)

6.1.4. The contractor will ensure all Personally Identifying Information (PII) is securely stored in the LMS IAW Privacy Act of 1974 (5 U.S.C. 552a). (SS 05)

6.2. Monthly Status Reports (MSRs) are required within ten (10) working days after the end of each month, documenting activity for that month (reporting period). (CDRL A003) This report shall be electronically delivered to the COR and, at a minimum, contain the following information:

a. Contract number, company name, POC, and contact information.

b. Reporting period (first thru last day of the month)

c. Significant events that occurred during the reporting period

d. Any current or anticipated problems

e. Table of courses scheduled during reporting period that displays rank, first, last, course number, course hours, language, and course type.

f. Total courses that began (at least one session held) during the reporting period; total course hours billed during reporting period

g. Total courses billed year-to-date; total hours billed year-to-date; total student throughput year-to-date

h. Billing summary

7. Key Personnel

7.1. The contractor shall identify key personnel in their proposal. Any substitution of key personnel must be of equally qualified individuals as those identified in the contractor’s proposal. Key personnel may not be added nor removed from the contract without written notice to the Contracting Officer. The written notice must be submitted at least 15 days prior to personnel actions. For this PWS, key personnel include the Program Lead and the Instructor Development Manager.

7.2. Competencies. The contractor is responsible for providing personnel who are fully qualified to perform the requirements identified in this PWS. Contractor personnel should possess appropriate knowledge of and experience in these areas:

a. Extensive global regional expertise.

b. Extensive knowledge of foreign language teaching techniques and instructional systems.

c. Extensive knowledge of learning theory, psychology of learning, educational psychology, and…