Atch_4_LREC_SOW_RFP_Amend_01.pdf

H92222-14-R-0021-0001

Attachment 4

Additional Instructions to Offerors

Foreign Language, Regional Expertise, and Cultural Instruction (LREC)

Sub-factor 1.2

H92222-14-R-0021 Attachment 4 Revision 1

Background: This instruction to offerors gives additional instructions for preparation of the proposal in support the Foreign Language, Regional Expertise, and Cultural Instruction (LREC) Statement of Work (SOW).

H92222-14-R-0021 Attachment 4 includes the following: ITO and SOW

GENERAL INFORMATION

Due Date of Proposals: IAW H92222-14-R-0021; L1.5

INSTRUCTIONS

All offerors are to submit their technical proposals IAW H92222-14-R-0021 and these additional instructions.

1. IDIQ Technical Capability Sub Factor 1.2: This SOW is provided to assess the offeror’s capability to execute requirements of this nature. Submit a proposal IAW H92222-14-R- 0021 Section L2.2.2.

a. This requirement is subject to Service Contract Labor Standards; the following clauses are applicable and will be incorporated into any future resultant task order award.

52.222-41 Service Contract Labor Standards 52.222-42 Statement of Equivalent Rates for Federal Hires 52.222-44 Fair Labor Standards Act and Service Contract Labor Standards – Price Adjustment 52.222-49 Service Contract Labor Standards -- Place of Performance Unknown

b. All security requirements shall be IAW the DD254 and SOW.

Evaluation: The evaluation will be IAW H92222-14-R-0021 M2.2.2.

The following is a list of Wage Determinations that are applicable to the current LREC effort.

These are provided for informational purposes only. WDs will be included in future Requests for TO proposals; as applicable. The complete wage determinations are available to be downloaded from www.dol.gov.

Date of Current Wage Determination No. Revision Location 2005‐3034 (Rev 15) 06/19/2013 Pensacola, Escambia County, FL 2005‐2532 (Rev 14) 06/19/2013 Draper, Salt Lake County, UT 2005‐2080 (Rev 15) 06/19/2013 Ft Carson, El Paso County, CO 2005‐2394 (Rev 14) 06/19/2013 Ft Bragg, Cumberland County, NC 2005‐2544 (Rev 15) 06/19/2013 Norfolk, (No County), VA 2005‐2302 (Rev 13) 06/19/2013 Stennis, Hancock County, MS 2005‐2188 (Rev 14) 06/19/2013 Ft Campbell, Christian County, KY 2005‐2416 (Rev 15) 06/19/2013 Cleveland, Cuyahoga County, OH 2005‐2004 (Rev 16) 06/19/2013 Birmingham, Jefferson County, AL 2005‐2062 (Rev 14) 06/19/2013 Mountain View, Santa Clara County, CA 2005‐2248 (Rev 14) 06/19/2013 Riverdale, Anne Arundel County, MD 2005‐2058 (Rev 15) 06/19/2013 San Diego, San Diego County, CA 2005‐2376 (Rev 13) 06/19/2013 Ft Wadsworth, Richmond County, NY 2005‐2062 (Rev 14) 06/19/2013 Moffet Fed Air Field, Santa Clara County, CA http://www.dol.gov/

2005‐3034 (Rev 15) 06/19/2013 Hurlburt Field, Okaloosa County, FL 2005‐2544 (Rev 15) 06/19/2013 Virginia Beach, (No County), VA 2005‐2568 (Rev 18) 06/19/2013 Ft. Lewis, Pierce County, WA 2005‐2124 (Rev 17) 06/25/2013 Seminole Conunty, FL 2005‐2120 (Rev 14) 06/19/2013 Dade County, FL

SOCOM Wide Mission Support (SWMS) – Group B Foreign Language, Regional Expertise, and Cultural Instruction (LREC)

Sample Statement of Work

1. DESCRIPTION OF SERVICES. Foreign Language, Regional Expertise, and Culture

(LREC) instruction supports United States Special Operations Command (USSOCOM) with language instruction, expertise with regional geopolitical issues, and cultural emersion in foreign host nations. LREC instruction is conducted at various USSOCOM organizations;

i.e., training and education institutions and operational units. Training to be provided ranges from basic or survival level proficiency to professional level proficiency. Training types include survival/familiarization/pre-deployment training, initial acquisition training (IAT), sustainment/enhancement training (SET), tutoring, instruction in regional expertise and culture (REC) instruction, situational training exercises (STX), isolated environment (ISO) training that mimics a target region and effectively immerses the learner in the host nation, and live environment training (LET). LREC instruction shall take place in multiple venues (i.e., locations or environments) such as standard classrooms, virtual classrooms, in a target region, or in a fabricated target region.

1.1. There are two basic types of instruction:

1.1.1. Foreign language instruction: This includes the development of speaking, listening, reading, and writing communicative competence in general and military topics. The effectiveness of language instruction is measured by learner performance via the Oral Proficiency Interview (OPI), the Defense Language Proficiency Test (DLPT) of listening and reading, and/or other tests as determined by the Government.

1.1.2. Regional expertise and cultural instruction which focuses on aspects of the target region’s history, demography, politics, customs, beliefs, practices, and/or artifacts to include the roles such concepts and objects play in interactions with the target region’s people. The effectiveness of this instruction is measured by learner performance against tests as determined by the Government.

1.2. OBJECTIVE: The purpose of this task order is to obtain contract language instruction and cultural instruction for Special Operations Forces adult learners order to develop, attain, and sustain language proficiency to meet global mission requirements.

2. TASK ORDER MANAGEMENT:

2.1. Task Lead: Due to the size and complexity of this requirement the Government shall require a single point of contact from the contractor, normally referred to as a Task Lead to ensure contractor support is received across all instructional programs throughout the period of performance and allow for contractor flexibility and movement of personnel based on changing priorities. The Task Lead is expected to:

2.1.1. Be responsible for handling the day-to-day management and administration of project tasks.

2.1.2. Assign contractor staff responsibilities.

2.1.3. Utilize, control and redirect available resources as necessary to complete tasks in accordance with scheduled milestones for deliverables and execution requirements, perform quality checks of all work products.

2.1.4. Interact continually with the Government Primary Contracting Officer’s Representative (PCOR) and any appointed Contracting Officer’s Representative (COR), or Technical Representatives (TR) to present interim results, discuss concerns, and ensure compliance with all terms and conditions of the contract/task order.

2.1.5. Manage language and cultural training progress and verify work is completed.

2.1.6. Track, monitor, and communicate task progress against acceptable quality levels.

2.1.7. Identify LREC project resources and ensure LREC projects are staffed appropriately.

2.1.8. Provide overall supervision and coordination of work performed by the contractor personnel.

2.1.9. Maintain the continuity of the Contractor workforce.

2.1.10. Recruit, screen, and hire contractor personnel and provide orientation of all new employees. The contractor shall provide the names and Social Security numbers of all new and potential staff to the appropriate Contracting Officer’s Representative (COR) so that he/she may conduct an independent background check if required. Contractor shall retain Employment Eligibility Verification I-9 Forms and supporting documents on all staff to ensure proper immigration screening and currency is maintained. The contractor shall ensure all hiring personnel (contractor and sub-contractor) are trained annually to identify fraudulent identification documents prior to any contact with new/potential employees. For contractor personnel performing at the U.S. Army John F.

Kennedy Special Warfare Center and School (USAJFKSWCS), the contractor shall provide results of a national background security check (versus a local background check).

2.1.11. Supervise and evaluate all contractor personnel, to include observation and evaluation of LREC instructors, and ensure classroom management and methodology instruction including use of learner centered instruction methods for instructors occurs at all instruction sites.

2.2. LREC Coordinator. The LREC Coordinator shall provide the following in support of this requirement:

2.2.1. Oversee all aspects of the delivery of LREC instruction in accordance with the established instructional standards set forth in the basic contract and Quality Assurance Surveillance Plan (QASP).

2.2.2. Observe all contractor LREC instructors in his/her performance location and conduct appropriate in-service instructor development (training or education) based on his/her findings. The contractor shall allow PCOR approved

Government representatives to observe the operation of the in-service development program at any time.

2.2.3. Provide accountability of government equipment such as multi-media equipment, laminator/poster maker tape, duplicating equipment, LREC training facility equipment, satellite communications equipment, and video cameras used in instructional programs if required by the curriculum.

2.2.4. Work with contractor LREC instructors and Government personnel to develop POIs and oversee development of specialized study plans and/or materials.

2.2.5. Oversee day-to-day operation and monitoring of the language training facility (LTF). LREC Coordinators shall assist learners in the selection and checkout of materials and use of language facility equipment. LREC Coordinators shall aid instructors in the usage of the computers and software, identify defective equipment, identify lost or stolen equipment, and maintain an electronic tracking system for hardware, software, and materials.

2.2.6. Provide a monthly report on enrollments, attendance, learner progress, inventories, and scheduling using word processing, database or other applicable programs. Provide the PCOR with learner enrollment and attendance documents and completion certificates.

2.2.7. Maintain learner records and profile cards ensuring both are up-to-date.

2.2.8. Notify the PCOR within 24 hours of all in-class occurrences of learner, any logistical, and any instructor problems negatively impacting instruction.

2.2.9. Assist in inputting data into a spreadsheet or database designed for tracking LREC instruction and proficiency. Such data shall be provided by the Contract Language Program Manager (CLPM) and/or COR.

2.2.10. Provide support with such administrative functions as inspecting, maintaining, and installing all unit language instructional automated data processing and audio visual equipment (this includes loading software and drivers, set-up, connectivity, and installation), copying, typing, duplication of classroom materials (audio, audio-visual, paper, and training/job aids), classroom setup and tear-down, arranging for supplies, training aid support, and other tasks of this nature.

2.2.11. Number of LREC Coordinators are required to be provided at the following locations:

2.2.11.1. 1-1 SFG-- 1

2.2.11.2. 1SFG-- 1 or 2

2.2.11.3. 3SFG-- 1 or 2

2.2.11.4. 5SFG-- 1 or 2

2.2.11.5. 7SFG-- 1 or 2

2.2.11.6. 10SFG-- 1 or 2

2.2.11.7. 1-10SFG-- 1

2.2.11.8. 19SFG-- 1

2.2.11.9. 20SFG-- 1

2.2.11.10. MISOC-- 1 or 2

2.2.11.11. 95th CA Bde-- TBD

2.2.11.12. SOTF-- TBD

2.2.11.13. SWEG-- 1 or 2

2.2.11.14. MSOR-- 1

2.2.11.15. MSOS--1

2.2.11.16. AFSOC-- 1 at 6th SOS

2.2.11.17. NSW-- 0

2.2.11.18. SOFLO—2 (Associated with SOFTS. Place of Performance is at contractor discretion, but not HQ USSOCOM)

2.2.11.19. Special Operations Command Africa—1 (OCONUS)

2.2.11.20. Special Operations Command Central – 1

2.2.11.21. Special Operations Command Europe – 1 (OCONUS)

2.2.11.22. Special Operations Command Korea – 1 (OCONUS)

2.2.11.23. Special Operations Command North – 1

2.2.11.24. Special Operations Command Pacific – 1 (OCONUS)

2.2.11.25. Special Operations Command South – 1

3. SPECIFIC REQUIREMENTS:

3.1 FOREIGN LANGUAGE INSTRUCTION

3.1.1 Foreign Language Instructional Standards.

3.1.1.1 Objectives. Instructors shall develop realistic plans with clear class objectives and outcomes to assist learners with meeting learning objectives.

The objective(s) of each class meeting shall be clear so learners will see how meeting the outcome shall help them reach the overall course goals and objectives.

3.1.1.2 Conduct of Language Classes. Instructors shall emphasize terms and phrases relevant to course requirements and appropriate to the class’s proficiency level. Instructors shall explain concepts clearly and coherently to learners and provide the learners with constructive feedback in a timely manner. The instructors’ learning activities shall be communicative, task-based, learner-centered, proficiency-oriented, and structured to emphasize the appropriate course goals.

3.1.1.3 Classroom Environment. Instructors shall maintain a positive, supportive, motivating classroom environment. The instructor shall foster respect amongst learners and encourage all learners to participate openly and equally in class. Instructors shall maintain discipline in class and report and document infractions to the COR via email the day infractions occur.

3.1.1.4 Learner-centeredness. Instructors must gather information from individual learners in the process of learning, to analyze and interpret what they see, and, on that basis, to validate or rethink what they are doing in order to facilitate learning amongst each learner. Instructors shall ensure that the learners are actively engaged and motivated. Instructors shall ensure training is challenging but allows learners to be capable of accomplishing the training with effort that provides a feeling of accomplishment.

3.1.1.5 Balance and Variety of Language Presentation. Language presentation shall promote fluency and understandability, and be balanced between fluency and form, and all aspects of communicative competence (i.e., grammatical, discourse, sociocultural, and strategic competencies). Presentation shall have variety in order to maintain interest, encourage language acquisition, and provide contextualization and application of materials.

3.1.1.6 Interaction in the Target Language. Primary emphasis is on spoken communication with level appropriate grammar and syntax. After the first week of instruction in IAT classes at least 75% of the instructional time shall be in the target language. At least 75% of instruction in SET shall be in the target language during the first week of instruction and subsequent weeks shall be conducted in the target language between 85% and 100% of the class time. All routine instructional directions shall also be in the target language (i.e., “please repeat”, “your turn now”, etc.).

3.1.1.7 Class Participation. Instructors must act as a facilitator and guide in class activities so that the majority of class time is spent in production of the target language. The learners are expected to speak and produce the target language more than the instructor.

3.1.1.8 Critical Thinking and Problem Solving. Instructors shall create learning activities which promote analysis, negotiation of meaning, synthesis, and problem solving. Instructors shall ensure learners collaborate with each other during class to solve problems and carry out tasks. Instructors shall ensure learners use critical, strategic thinking to negotiate use of the language. Examples of effective critical thinking and problem solving activities include but are not limited to: encouraging learners to apply previously learned material in new situations; conducting meaningful conversations in the target language that result in conclusions or decisions;

role-play situations; and debates. Instructors shall rarely conduct drills and rote exercises during instructional hours. Instructors may refer to these types of activities so that learners can use them as homework in preparation for the next class.

3.1.1.9 Feedback. Instructors shall develop a means of allowing learners to receive supportive feedback as to their progress toward meeting class objectives.

Assessments shall be used throughout the class and course to provide constructive feedback to learners. Instructors shall prepare a regular report for identifying each learner’s strengths and weaknesses to achieve the course objectives. Identifying the strengths and weaknesses is accomplished through testing and other assessment instruments, including observation and performance on assignments. The report shall also include an assessment of each learner with comments on the learner’s attitude in the class and work ethic. The report shall be provided to the COR, TR, and/or a designated representative. Contract instructors shall counsel learners in accordance with the PCOR approved Academic Progress Report (contractor format is acceptable).

3.1.1.10 Lesson Planning. Instructors shall develop written, daily lesson plans in accordance with the POI and training schedule and provide it to the COR/TR no less than one week in advance of the beginning of a course.

This plan must demonstrate clear goals, objectives, and outcomes, and an effective flow of class activities in pursuit of reaching these outcomes.

Lesson plans shall include a well-rounded variety of activities. Activities shall contain language presented in a meaningful context, not in isolation.

In-class activities shall have authentic real-life applications that are meaningful, relevant, and useful to the learner. Activities shall engage learners in tasks that require them to use the target language to accomplish concrete objectives. Lesson plans may be amended according to class needs.

The class content shall be current and applicable to the learners’ needs, abilities, and interests.

3.1.1.11 Use of Technology in Lesson Planning. Instructors shall be capable of integrating learning technology seamlessly with their lesson plans to enhance instructional delivery; producing instructional materials complementing lesson plans, and managing learners’ performance as a pre-requisite to instructing SOF personnel. Instructors shall be proficient with Windows Explorer, MS Office (Word, PowerPoint, and Excel), installing and enabling foreign fonts, and common media players and devices (e.g.

mobile devices, Windows Media Player, Real Player, projectors, and SMART Boards) as they relate to modern instruction delivery. Before instructing SOF personnel, all instructors must be proficient with the government provided Transparent Language CL-150 software in order to integrate it into assignments and train SOF personnel on its use.

3.1.1.12 Reflective Practices. As they receive feedback on their teaching, instructors shall evaluate their own teaching practices, policies, and procedures for the purpose of continually improving their instruction capability.

3.1.1.13 Homework. The length and difficulty of homework assignments must be appropriate to the level of class. Homework assignments must be useful and relevant both to class materials and to the learner's ultimate application of the target language. Learners’ homework assignments shall not exceed one hour for every three hours of instruction, unless otherwise approved by the

COR.

3.1.1.14 Class Periods and Teaching Obligations. Instructors shall start class on-time and run for the full assigned duration. Any changes to the defined schedule must be approved by the COR in advance.

3.1.2 Foreign language instruction courses: Contractor shall provide instruction for the following foreign language instruction courses:

3.1.2.1 Survival, Pre-deployment, and Familiarization Training. These are basic courses conducted to provide learners the minimum language and/or cultural capabilities to function in the target region into which their entry is imminent.

3.1.2.1.1 Survival courses are characterized by extremely short duration and very limited content with the intent that the learner will master the limited content.

3.1.2.1.2 Pre-Deployment courses normally require a mixture of language and culture including a specified amount of cultural awareness, military terminology, and basic introduction phrases. Class hours and frequency of Pre-Deployment Training are based upon unit needs and availability.

3.1.2.1.3 Familiarization instruction will be based on the USSOCOM 200-hour Program of Instruction (POI), products from Defense Language Institute Foreign Language Center (DLIFLC), or other government provided content and normally includes basic linguistic and cultural awareness for a specific regional area.

3.1.2.2 Initial Acquisition Training (IAT). IAT is a basic instructional program designed for personnel who have no measurable proficiency in the target language. IAT is designed to take the learner up to a Level 2 in the three tested skills: listening comprehension, reading comprehension, and speaking ability. The writing ability acquired varies, depending on the target language. IAT requires the Contractor to build content and assessment plans.

3.1.2.3 Sustainment and Enhancement Training (SET). Refresher, sustainment, and enhancement instruction is conducted after completion of IAT. It is designed to return proficiency to a previously attained level (refresher), maintain or prevent loss of current proficiency (sustainment), or increase proficiency (enhancement). Refresher, sustainment, and enhancement instruction are taught at basic, intermediate, and advanced levels.

3.1.2.4 Language Tutoring. The contractor shall provide language tutoring to assist struggling learners or as a means of providing 1-on-1 instruction based on instructor feedback and government determination.

3.2 REGIONAL EXPERTISE AND CULTURAL (REC) INSTRUCTION:

3.2.1 REC Instruction. REC instruction includes cross-cultural competency training and training the entire Area of Responsibility (AOR) of a Geographic Combatant Command (GCC). Training on a specific country shall focus on aspects of the target region’s history, demography, politics, customs, beliefs, practices, and/or artifacts to include the roles such concepts and objects play in interactions with the target region’s people. Instructors may be required to conduct classroom training, situational training exercises based on specific military or civilian tasks or situations, or ISO exercises during REC training. These REC situational training exercises and ISOs may be combined with language training such that they are carried out in the target region’s language or dialect.

3.2.2 Regional Expertise and Culture (REC) Instructional Standards

3.2.2.1 Objectives. Instructors shall develop realistic plans with clear class objectives and outcomes to assist learners with meeting learning objectives.

The objective(s) of each class meeting shall be clear so learners will see how meeting the outcome shall help them reach the overall course goals and objectives.

3.2.2.2 Conduct of REC Instruction. Instructors shall emphasize terms and phrases relevant to course requirements, provide constructive feedback to learners timely, and explain concepts clearly and coherently to learners. The instructors’ learning activities shall be task-based, learner-centered, and structured to emphasize the appropriate course goals. The contractor shall perform all instructional services with the goal of attaining a general knowledge of the history of the region, US interests in the region, an overview of US foreign policy and cultural differences that learners shall have to face unless otherwise specified. The method used to teach the subject matter shall employ the doctrinal PMESII-PT (Political; Military;

Economic; Information; Infrastructure; Physical Environment; and Time) multi-level systems analysis.

3.2.2.3 Classroom Environment. Instructors shall maintain a positive, supportive, motivating classroom environment. The instructor shall foster respect amongst learners and encourage all learners to participate openly and equally in class. Instructors shall maintain discipline in class and report and document infractions and report via email to the PCOR or approved government official the day infractions occur.

3.2.2.4 Learner-centeredness. Instructors must gather information from individual learners in the process of learning, to analyze and interpret what they see, and, on that basis, to validate or rethink what they are doing in order to facilitate learning amongst each learner. Instructor shall ensure that the learners are actively engaged and motivated. Instructors shall ensure training is challenging but allows learners to be capable of accomplishing the training with effort that provides a feeling of accomplishment.

3.2.2.5 Balance and Variety of REC Presentation. REC presentations shall promote fluency and understandability, and be balanced between fluency and form, and all aspects of communicative competence (i.e., grammatical, discourse, sociocultural, and strategic competencies). Presentation shall have variety in order to maintain interest, encourage language acquisition, and provide contextualization and application of materials.

3.2.2.6 Class Participation. Instructors must act as a facilitator and guide in class activities so that the majority of class time is spent in production of the target language. The learners are expected to speak and produce the target language more than the instructor.

3.2.2.7 Critical Thinking and Problem Solving. Instructor shall create learning activities which promote analysis, negotiation of meaning, synthesis, and problem solving. Instructors shall ensure learners collaborate with each other during class to solve problems and carry out tasks. Instructor shall ensure learners use critical, strategic thinking to negotiate use of the language. Examples of effective critical thinking and problem solving activities include but are not limited to: encouraging learners to apply previously learned material in new situations; conducting meaningful conversations in the target language that result in conclusions or decisions;

role-play situations; and debates. Instructors shall rarely conduct drills and rote exercises during instructional hours. Instructors may refer to these types of activities so that learners can use them as homework in preparation for the next class.

3.2.2.8 Feedback. Instructors shall develop a means of allowing learners to receive supportive feedback as to their progress toward meeting class objectives.

Assessments shall be used throughout the class and course to provide constructive feedback to learners. Instructors shall prepare a regular report for identifying each learner’s strengths and weaknesses to achieve the course objectives. Identifying the strengths and weaknesses is accomplished though testing and other assessment instruments, including observation and performance on assignments. The report shall also include an assessment of each learner with comments on the learner’s attitude in the class and work ethic. The report shall be provided to the COR, TR, and/or a designated representative. Instructors shall counsel learners in accordance with the PCOR approved Academic Progress Report format.

3.2.2.9 Lesson Planning. Instructors shall develop written, daily lesson plans in accordance with the POI and training schedule and provide it to the COR/TR no less than one week in advance of the beginning of a course.

This plan must demonstrate clear goals, objectives, and outcomes, and an effective flow of class activities in pursuit of reaching these outcomes.

Lesson plans shall include a well-rounded variety of activities. Activities shall contain language presented in a meaningful context, not in isolation.

In class activities shall have authentic real-life applications that are meaningful, relevant, and useful to the learner. Activities shall engage learners in tasks that require them to use the target language to accomplish concrete objectives. Lesson plans may be amended according to class needs.

The class content shall be current and applicable to the learners’ needs, abilities, and interests.

3.2.2.10 Use of Technology in Lesson Planning. Contractor instructors shall be capable of integrating learning technology seamlessly with their lesson plans to enhance instructional delivery, producing instructional materials complementing lesson plans, and managing learners’ performance as a pre-requisite to instructing SOF personnel. Instructors shall be proficient with Windows Explorer, MS Office (Word, PowerPoint, and Excel), installing and enabling foreign fonts, and common media players and devices (e.g.

mobile devices, Windows Media Player, Real Player, projectors, and SMART Boards) as they relate to modern instruction delivery. Before instructing SOF personnel, all instructors must be proficient with the Transparent Language CL-150 in order to integrate it into assignments and train SOF personnel on its use, as provided by the Government.

3.2.2.11 Reflective Practices. As they receive feedback on their teaching, Contractor instructors shall evaluate their own teaching practices, policies, and procedures for the purpose of continually improving their instruction capability.

3.2.2.12 Homework. The length and difficulty of homework assignments must be appropriate to the level of class. Homework assignments must be useful and relevant both to class materials and to the learner's ultimate application of the target language. Learners’ homework assignments shall not exceed one hour for every three hours of instruction, unless otherwise directed by the

COR.

3.2.2.13 Class Periods and Teaching Obligations. Instructors shall start class on-time and run for the full assigned duration. Any changes to the defined schedule must be approved the COR in advance.

3.2.2.14 Standards of Conduct. Instructor shall dress and behave in a manner that is appropriate to the instructional event. The Contractor shall include in his proposal his Standards of Conduct (i.e., dress code, drug and alcohol policy, and policy on inappropriate behavior and inappropriate relationships).

3.2.3 REC Courses: Contractor shall provide instruction for the following REC courses:

3.2.3.1 Situational Training Exercises (STX). STX are short-duration, scenario driven, mission oriented, classroom field exercises using role-players to accomplish military or civil tasks in a target region-like artificial situation or environment. The focus of STX may be language, culture, or both. An STX usually contains multiple collective tasks linked to form a realistic scenario of a military operation, sometimes incorporating free-play. STX are used for training and evaluation, especially sustainment of task proficiency.

3.2.3.2 Isolated Environment (ISO)-Immersion Training. ISO instruction is a longer-duration activity conducted in a controlled, artificial environment intended to closely resemble the target region but conducted in a restricted access area to avoid force protection, travel, and other issues. ISO instruction shall be conducted in an isolated instructional environment with no outside distracters and only in the target language. The instruction shall be conducted in a facility created for that purpose or in an ethnic community aligned to the target language and culture. The contractor shall provide all services, facilities and supplies necessary to provide ISO instruction.

3.2.3.3 Contractor provided facilities for ISO Training.

3.2.3.3.1 The Contractor shall provide and the Government shall approve all instructional facilities used for ISO training, including billeting facilities.

3.2.3.3.2 The Contractor provided instructional facility shall be a classroom-type environment with ample lighting, writing desks/tables, and standard language classroom equipment (e.g., chalk/whiteboard with chalk/markers, cassette/CD player, television with VCR/DVD, Personal Computer, etc.)

3.2.3.3.3 The training facility shall provide an environment conducive for language instruction and not located within 200 meters of garbage dumps and industrial plants or in a location that is disturbed by heavy local noise and distractions (i.e. airports, train stations, busy roads or public transportation).

3.2.3.4 Meals. The Contractor shall provide learners with three prepared meals per

24-hour period and potable tap or bottled water. Meals shall be culturally appropriate to the target region.

3.2.3.5 Training and Support Materials. The Government will provide the POI and the required support materials and other coordinating instructions prior to the start of training.

3.2.3.6 Live Environment Training (LET). LET is a validated language and cultural immersion instructional event conducted in a foreign host nation (HN). LET facilitates learners’ instruction in their target language offering by giving them an opportunity to observe HN traditions and gain a better understanding of its culture and history. The Contractor shall provide each learner and the COR (3.2.3.6.1, 3.2.3.6.4, 3.2.3.6.6with the following:

3.2.3.6.1 Letters of Invitation

3.2.3.6.2 Transportation to and from the airport and the host family

3.2.3.6.3 Transportation to and from planned cultural programs, activities, and excursions

3.2.3.6.4 A recommended packing list

3.2.3.6.5 A Certificate of Course Completion issued by the OCONUS language institution for each individual completing the LET. The number of hours completed shall be entered on the certificate.

3.2.3.6.6 The Contractor shall provide a comprehensive POI in English breaking down the activities planned for each day.

3.2.3.6.7 LETs shall be communicative, task-based, and proficiency-oriented.

No more than 40% of any LET shall be formal classroom instruction.

All LET Instructors must be native residents of the HN, unless otherwise approved by the PCOR.

3.2.3.6.8 LET Government Furnished Property and Services. The Government may provide property or materials for LET. The Government will provide roundtrip transportation from the unit location to a major air terminal in the HN city nearest the immersion site for Government personnel attending LET OCONUS. The contractor shall arrange for pick up and drop off of Contractor personnel at the HN air terminal.

3.2.3.7 LET Home-Stay:

3.2.3.7.1 The Contractor shall secure lodging with a home-stay family or dormitory for the duration of the immersion session.

3.2.3.7.2 Learners shall not be required to reside with faculty or staff members of the school, or of any educational institution, without consent of the learner.

3.2.3.7.3 The home-stay location shall be in a low-threat environment.

3.2.3.7.4 The home-stay family shall be native-born nationals of the HN and shall not be required to communicate with the learner in the English language.

3.2.3.7.5 The contractor shall provide the following information regarding the home-stay family:

3.2.3.7.5.1 street address

3.2.3.7.5.2 email address

3.2.3.7.5.3 distance from home to the language training location

3.2.3.7.5.4 individual’s name(s)

3.2.3.7.5.5 country unique personal identifier for each family member

3.2.3.7.5.6 other pertinent information.

3.2.3.7.6 The Contractor shall ensure the home-stay family provides a family environment which includes the following:

3.2.3.7.6.1 Commercial internet,

3.2.3.7.6.2 A clean, private, well-lit room furnished with a bed

(including linens and one pillow)

3.2.3.7.6.3 A desk or table for coursework,

3.2.3.7.6.4 At minimum, 7.5 square meters of ventilated living space

3.2.3.7.6.5 An environment free of communicable diseases, rodents, and pests

3.2.3.7.6.6 An environment capable of maintaining 65˚F in winter

(learner is to be moved to new lodgings if the heating system fails for 24 hours)

3.2.3.7.6.7 A clean, indoor, flushable toilet that affords privacy

3.2.3.7.6.8 Access to an indoor sink with clean hot and cold running water (learner is to be moved to new lodgings if the hot water fails for more than 48 hours)

3.2.3.7.6.9 Access to a telephone

3.2.3.7.6.10 Access to laundry facilities

3.2.3.7.6.11 A refrigerator with storage space for four one-liter bottles of water at 40˚ F (refrigerator may not apply in a dormitory setting in which case the contractor shall make alternate arrangements).

3.2.3.7.7 The contractor shall provide alternative living accommodations to the same standards cited above when the family is not available or if illness or death occurs in the family.

3.2.3.7.8 At the Government’s option, the Unit’s Preventive Medicine Environmental Health Inspector may validate that the family living in the home is free of any communicable diseases, including tuberculosis, and that the home is free of rodents and pests. Inspectors must be able to visibly inspect cupboards and drawers, operation of toilets and showers, all drains, bathing facilities, and closets.

3.2.3.7.9 The contractor shall provide the following information regarding the training school:

3.2.3.7.9.1 name of the language training school

3.2.3.7.9.2 street address, email address

3.2.3.7.9.3 telephone contact information.

3.2.3.7.10 Meals.

3.2.3.7.10.1 On the day of the arrival in country, the

Contractor/home-stay family shall provide a noon and/or evening meal.

3.2.3.7.10.2 On the day of departure, the contractor/home-stay family shall provide a morning, and if necessary, a noon meal.

3.2.3.7.10.3 The contractor shall arrange lunch for the learners through a local restaurant with a lunch stipend.

3.2.3.7.10.4 During the balance of the immersion session, the contractor/home stay family shall provide the learner with the following:

3.2.3.7.10.5 two meals: breakfast and dinner, providing at least 1800 calories per day

3.2.3.7.10.6 each meal must be balanced with daily servings from each of the four food groups

3.2.3.7.10.7 drinking and cooking water is either bottled or boiled

3.2.3.7.10.8 All food is subject to inspection by an in-country

Government representative before its preparation to be considered safe for consumption.

3.2.3.7.10.9 Only healthy, refrigerated raw meats and other foods shall be purchased for human consumption.

3.2.3.7.10.10 Leftovers shall be refrigerated. Meat and fish shall be cooked "well done" to kill bacteria and help prevent food poisoning.

3.2.3.7.10.11 Crustaceans shall not be consumed in their raw state, but may be consumed after boiling.

3.2.3.7.11 Holidays. The class schedule shall permit learners to observe HN national holidays in accordance with local customs. Programmed classroom hours missed as a result of a holiday shall be reprogrammed as "make-up hours." If a holiday occurs at or near the end of the immersion period and for which there will be no time remaining to make up the classroom instruction, make-up hours shall be programmed in the days prior to the holiday.

3.2.3.7.12 Devotional Services. Learners will be afforded an appropriate amount of time for devotional services of their choice.

3.2.3.7.13 Medical.

3.2.3.7.13.1 The contractor shall ensure that learners understand how to find, access, procure, and pay for medical and dental treatment.

3.2.3.7.13.2 The contractor shall make arrangements for each

learner to have medical and dental access for the duration of the immersion session.

3.2.3.7.13.3 The contractor shall present workable medical

evacuation and recall plans for all learners in the event of a major emergency.

3.2.3.7.14 LET Locations. LET locations shall be outside of major metropolitan areas in an environment reducing the possibility of learners mingling with the English speaking community.

3.3 Translation Services When required to support mission needs, the contractor shall provide translation in languages specified by the supported unit of specified instructional materials, manuals, and other documents. Translations may include POIs, briefings, and other military documents such as operations orders. The contractor shall only translate documents approved by the PCOR.

3.4 Data Collection and Analysis. At any time the Government, or its representatives, will conduct data collection for use in analyses and studies intended to identify areas within the language and culture instruction programs that can be improved. These shall take the form of classroom observations, distribution of surveys, and other means. The contractor shall support and participate in surveys conducted by Government to optimize instructional efficiency and effectiveness. The Government will request input from learners and instructors periodically and regularly in order to gather data for analysis.

These analyses shall be used to develop optimal practices and instruction effects.

3.5 Language Classification and Difficulty Level. Foreign languages are categorized according to the difficulty of the language for a native English speaker to learn with Category I being the least difficult and Category IV being the most difficult. For planning purposes only, Table 1 below is provided to depict the most common languages the contractor is expected to teach. In Table 1, High-density (HD) languages are expected to be taught more frequently than Low-density (LD) languages. Additional languages not included in Table 1, including English as a Second Language, may be required based on emerging mission requirements.

Table 1-High and Low Density Languages

Category I Category II Category III Category IV

French (HD) German (LD) Azeri (LD) Pashto (HD) Arabic-Egyptian

(LD)

Haitian-Creole (LD) Indonesian (LD) Bengali (LD) Persian-Farsi (HD) Arabic-Gulf (LD)

Italian (LD) Malay (LD) Cambodian (Khmer) (LD) Polish (LD) Arabic-Iraqi (LD)

Portuguese Brazilian (LD) Romanian (LD) Czech (LD) Russian (HD) Arabic-MSA (HD)

Spanish (HD) Cebuano (LD) Dari (HD) Serbian-Croatian

(LD)

Arabic-Levantine

(LD)

Portuguese Euro (LD) Georgian (LD) Sinhala (LD) Arabic-Sudanese

(LD)

Greek (LD) Somali (LD) Arabic-Yemeni

(LD)

Hausa (LD) Swahili (LD) Chinese-Cantonese

(LD)

Hindi (LD) Tagalog (HD) Chinese-Mandarin

(LD)

Hungarian (LD) Tausug (Moro) (LD) Japanese (LD)

Kurdish (LD) Thai (LD) Korean (HD) Lao (LD) Turkish (LD) Laotian (LD) Ukrainian (LD) Lithuanian (LD) Urdu (LD) Nepalese (LD) Vietnamese (LD)

3.6 Training Requirements. These descriptions are provided to inform on the specific language criterion that are unique to Service Schoolhouses and Unit Training Facilities.

These requirements are governed by command policies which are subject to change.

3.6.1 U.S. Army John F. Kennedy Special Warfare Center and School

(USAJFKSWCS).

3.6.1.1 Initial Acquisition Training (IAT).

3.6.1.1.1 Learners shall train in the classroom for 24 weeks (CAT I, CAT II, CAT III, and CAT IV languages) to achieve no less than ILR 1 proficiency.

3.6.1.1.2 Student load varies from 1,000 to 1,400 annually.

3.6.1.1.3 The contractor shall assign homework and complete weekly learner assessments.

3.6.1.1.4 The instructor shall provide feedback on learner progress and recommend additional activities for the learner to complete as required.

3.6.1.1.5 Learners will take both the Oral Proficiency Interview (OPI) and the Defense Language Proficiency Test (DLPT). The combination of these two tests shall serve as the final assessment of learner language acquisition.

3.6.1.1.6 The goal is to achieve a minimum of a 1+/1+ score.

3.6.1.2 USAJFKSWCS IAT courses will begin with an optimal number of six learners unless otherwise specified. If the minimum number of learners is not available for a scheduled class the Contractor shall be given a notice to reschedule or cancel the class.

3.6.1.3 The following languages are anticipated to be taught at USAJFKSWCS:

Arabic (Iraqi and MSA), Chinese-Mandarin, Dari, French, Indonesian, Japanese, Korean, Pashto, Persian-Farsi, Portuguese-Brazilian, Russian, Spanish, Thai, Tagalog, and Urdu. Other languages may be required based on emerging mission requirements.

3.6.2 Air Force Special Operations Air Warfighting Center (AFSOAWC).

3.6.2.1 IAT learners train in the classroom as follows:

3.6.2.1.1 CAT I and II languages: 15 weeks

3.6.2.1.2 CAT III languages: 24 weeks

3.6.2.1.3 CAT IV languages: 29 weeks

3.6.2.2 Student load varies from 40-200 annually

3.6.2.3 The contractor shall assign homework and complete weekly learner assessments.

3.6.2.4 The instructor shall provide continuous feedback on learner progress and recommend additional activities for the learner to complete as required.

3.6.2.5 Learners will take both the Oral Proficiency Interview (OPI) and the

Defense Language Proficiency Test (DLPT). The combination of these two tests shall serve as the final assessment of learner language acquisition.

3.6.2.6 Target ILR: 1+

3.6.2.7 Select learners are slated to attend sustainment/enhancement training (SET) in lieu of IAT because they already possess target language proficiency.

3.6.2.8 The following languages are anticipated to be taught at AFSOAWC: Arabic

(MSA and Iraqi), Chinese-Mandarin, French, Hindi, Indonesian, Korean, Malay, Pashto, Persian-Farsi, Polish, Portuguese, Russian, Spanish, Tagalog, Thai, and Urdu. Other languages may be required based on emerging mission requirements as specified in each Task Order.

3.6.3 Marine Special Operations School (MSOS).

3.6.3.1 IAT. All IAT courses are 26 weeks, regardless of language category.

3.6.3.2 Marine Critical Skills Operators (CSO) and select Support personnel are the primary audience.

3.6.3.3 The curricula shall include language, regional expertise, and cultural studies.

3.6.3.4 MARSOC IAT courses will have a maximum number of eight learners for

CAT I & CAT II and six learners for CAT III & CAT IV.

3.6.3.5 The contractor shall assign homework and complete weekly learner assessments IAW the Government provided program of instruction.

3.6.3.6 The instructor shall provide continuous feedback on learner progress and recommend additional activities for the learners to complete as required.

3.6.3.7 Learners will take both the Oral Proficiency Interview (OPI) and the

Defense Language Proficiency Test (DLPT) and

3.6.3.8 The combination of these two tests shall serve as the final assessment of learner language acquisition.

3.6.3.9 Learners must achieve a minimum of ILR 1/1/1

3.6.3.10 Sustainment/Enhancement courses are conducted upon request in classes of various lengths from hourly blocks of instruction for tutorials or small groups two to sixteen weeks based upon the needs of the individual language learner, mission requirements, and the difficulty of the language.

3.6.3.11 Intensive, ISO or LET type of training could be provided upon request.

Language learners may require the development of an individual study plan.

3.6.4 Naval Special Warfare Center (NSWCEN). Training types include Initial Acquisition Training (IAT), Level II training, ISO training (ISO), and Sustainment/Enhancement Training (SET), Regional Studies, and Culture (REC).

U.S. Navy Sea Air Land (SEAL) and Special Warfare Combatant Craft (SWCC) personnel are the target audience as well as selected Support Activity personnel and pre-instruction learners at NSWCEN; others may be permitted by NSWCEN N3/Director of Training.

3.6.4.1 IAT:

3.6.4.1.1 IAT is a 12-week course of instruction attended by select SEALs and

SWCCs.

3.6.4.1.2 Assigned learners shall receive a Pre-Training Learner Packet with course supplies and sustainment materials via the Program Managers or designated personnel (contact the respective NSWG CLPM for details).

3.6.4.1.3 Languages are based on NSWGCEN requirements.

3.6.4.1.4 NSWCEN IAT follows a highly specialized curriculum, which shall require specialized advanced training of instructors; provided by Government. Learners in Category I/II languages.

3.6.4.1.5 Learners in Category III/IV languages are expected to achieve a level 0+/0+ in order to graduate IAT.

3.6.4.1.6 High potential learners are identified by NSWCEN Advanced Training Command (ATC) and the respective NSWGCEN CLPM for either immediate follow on training or continued training at a later date.

3.6.4.1.7 The contractor shall assign homework and complete weekly assessments.

3.6.4.1.8 The instructor shall provide continuous feedback on learner progress and recommend additional activities for the learner to complete as required.

3.6.4.1.9 Learners will take both the Oral Proficiency Interview (OPI) and the Defense Language Proficiency Test (DLPT). The combination of these two tests will serve as the final assessment of learner language acquisition.

3.6.4.1.10 Learners are expected to achieve a 1/1 level in order to graduate

IAT.

3.6.4.2 Level II Training:

3.6.4.2.1 Selected IAT graduates and others demonstrating a 1/1 in Cat I/II languages or 0+/0+ in Cat III/IV languages are selected for Level II training.

3.6.4.2.2 Level II training is defined as one-12 week block for Category I/II languages, or two-12 week blocks for Category III/IV languages.

3.6.4.2.3 Learners will be selected to continue their LREC education in Level

II training based on operational requirements and NSW ATC/NSWGCEN CLPM recommendations.

3.6.4.2.4 The Government provided POI is similar in structure to the IAT POI.

3.6.4.2.5 All learners graduating from Level II must achieve a 2/2 level in their target language.

3.6.4.3 ISO Training:

3.6.4.3.1 Operators will have opportunities to sustain and enhance their operational LREC skills through target region scenarios at an on-site simulated village (ISO), with a foreign language program (FLP) contracted role player.

3.6.4.3.2 This role player interaction shall be coordinated between the respective Groups, Teams, or Training Detachment (TRADET) and the NSWCEN ATC Foreign Language Program.

3.6.5 Pre-Deployment Courses.

3.6.5.1 Intensive courses required by units being deployed to foreign countries may require a specified amount of military terminology, basic survival language and cultural orientations.

3.6.5.2 Class hours and frequency of Pre-Deployment Training are based upon unit needs.

3.6.5.3 The focus of these classes is on speaking, listening and the attainment of communicative competence at the elementary level sufficient for basic social amenities and meeting survival needs.

3.6.5.4 Culture and area studies are frequently part of this training.

3.6.5.5 The requesting unit determines the length of the training.

3.6.5.6 The following languages are anticipated to be taught at MARSOC:

Arabic-MSA, Arabic-Egyptian, Arabic-Gulf, Arabic-Syrian, Arabic- Levantine, Dari, Persian Farsi, Tagalog, Pashto, Russian, Swahili, Urdu, Cebuano, Indonesian, and French (W. African).