H98210-21-R-0010_DANTES Academic Skills Training.pdf

SEE ADDENDUM

( No Collect Calls)

H9821021R0010 28-Apr-2021

b. TELEPHONE NUMBER

571-372-2612

8. OFFER DUE DATE/LOCAL TIME

07:00 PM 28 May 2021

5. SOLICITATION NUM BER 6. SOLICITATION ISSUE DATE

AUTHORIZED FOR LOCAL REPRODUCTION

PREVIOUS EDITION IS NOT USABLE

STANDARD FORM 1449 (REV. 2/2012)

Prescribed by GSA – FAR (48 CFR) 53.212

(TYPE OR PRINT)

(SIGNATURE OF CONTRACTING OFFICER)

ADDENDA X ARE

26. TOTAL AWARD AMOUNT (For Govt . Use Only)

23.

CODE 10. THIS ACQUISITION IS

SUCH ADDRESS IN OFFER

17b. CHECK IF REMITTANCE IS DIFFERENT AND PUT

BELOW IS CHECKED

TELEPHONE NO.

H982109. ISSUED BY

18b. SUBMIT INVOICES TO ADDRESS SHOWN IN BLOCK 18a. UNLESS BLOCK

7. FOR SOLICITATION

INFORM ATION CALL:

a. NAM E

NEDAL AWADALLAH

2. CONTRACT NO. 3. AWARD/EFFECTIVE DATE 4. ORDER NUMBER

(TYPE OR PRINT)

30b. NAME AND TITLE OF SIGNER 30c. DATE SIGNED 31b. NAME OF CONTRACTING OFFICER

30a. SIGNATURE OF OFFEROR/CONTRACTOR 31a.UNITED STATES OF AMERICA

1 27a. SOLICITATION INCORPORATES BY REFERENCE FAR 52.212-1. 52.212-4. FAR 52.212-3. 52.212-5 ARE ATTACHED.X

25. ACCOUNTING AND APPROPRIATION DATA

1. REQUISITION NUM BER

20.

ADDITIONAL SHEETS SUBJECT TO THE TERMS AND CONDITIONS SPECIFIED.

OFFEROR TO COMPLETE BLOCKS 12, 17, 23, 24, AND 30

SOLICITATION/CONTRACT/ORDER FOR COMMERCIAL ITEMS

ARE NOT ATTACHED

27b. CONTRACT/PURCHASE ORDER INCORPORATES BY REFERENCE FAR 52.212-4. FAR 52.212-5 IS ATTACHED. ADDENDA ARE ARE NOT ATTACHED

(BLOCK 5), INCLUDING ANY ADDITIONS OR CHANGES WHICH ARE

SET FORTH HEREIN, IS ACCEPTED AS TO ITEMS:

. YOUR OFFER ON SOLICITATION

28. CONTRACTOR IS REQUIRED TO SIGN THIS DOCUMENT AND RETURN

% FOR:SET ASIDE:UNRESTRICTED ORX

SMALL BUSINESS

17a.CONTRACTOR/ CODE FACILITY

OFFEROR CODE

DEFENSE HUMAN RESOURCES ACTIVITY

4800 MARK CENTER DRIVE,

SUITE 03E25

ALEXANDRIA VA 22350-4000

18a. PAYMENT WILL BE MADE BY CODE

RATED ORDER UNDER

DPAS (15 CFR 700)

13a. THIS CONTRACT IS A

13b. RATING

CODE15. DELIVER TO CODE 16. ADMINISTERED BY

SEE SCHEDULE

12. DISCOUNT TERMS11. DELIVERY FOR FOB DESTINA-

TION UNLESS BLOCK IS

MARKED

SEE SCHEDULE

14. METHOD OF SOLICITATION

RFQ IFB RFPX

FAX:

TEL: SERVICE-DISABLED

VETERAN-OWNED

SMALL BUSINESS

8(A)

HUBZONE SMALL

BUSINESS

SIZE STANDARD:

$12,000,000

NAICS:

611699

X

OFFER DATED

29. AWARD OF CONTRACT: REF.

DELIVER ALL ITEMS SET FORTH OR OTHERWISE IDENTIFIED ABOVE AND ON ANY

COPIES TO ISSUING OFFICE. CONTRACTOR AGREES TO FURNISH AND

EMAIL:

TEL:

31c. DATE SIGNED

SEE SCHEDULE

SCHEDULE OF SUPPLIES/ SERVICESITEM NO. QUANTITY UNIT UNIT PRICE AMOUNT

24.22.21.19.

WOMEN-OWNED SMALL BUSINESS ( WOSB)

ELIGIBLE UNDER THE WOMEN-OWNED

SMALL BUSINESS PROGRAM

EDWOSB

32g. E-MAIL OF AUTHORIZED GOVERNMENT REPRESENTATIVE

SOLICITATION/CONTRACT/ORDER FOR COMMERCIAL ITEMS

(CONTINUED)

PAGE 2 OF83

ACCEPTED, AND CONFORMS TO THE CONTRACT, EXCEPT AS NOTED: ______________________________________________________

32a. QUANTITY IN COLUMN 21 HAS BEEN

RECEIVED INSPECTED

32b. SIGNATURE OF AUTHORIZED GOVERNMENT

REPRESENTATIVE

32c. DATE 32d. PRINTED NAME AND TITLE OF AUTHORIZED GOVERNMENT

REPRESENTATIVE

32e. MAILING ADDRESS OF AUTHORIZED GOVERNMENT REPRESENTATIVE 32f . TELEPHONE NUMBER OF AUTHORIZED GOVERNMENT REPRESENTATIVE

37. CHECK NUMBER

FINALPARTIALCOMPLETE

36. PAYMENT35. AMOUNT VERIFIED

CORRECT FOR

34. VOUCHER NUMBER

FINAL

33. SHIP NUMBER

PARTIAL

38. S/R ACCOUNT NUMBER 39. S/R VOUCHER NUMBER 40. PAID BY

41a. I CERTIFY THIS ACCOUNT IS CORRECT AND PROPER FOR PAYMENT

41b. SIGNATURE AND TITLE OF CERTIFYING OFFICER 41c. DATE

42a. RECEIVED BY (Print )

42b. RECEIVED AT (Location)

42c. DATE REC'D (YY/MM/DD) 42d. TOTAL CONTAINERS

STANDARD FORM 1449 (REV. 2/2012) BACK

Prescribed by GSA – FAR (48 CFR) 53.212

AUTHORIZED FOR LOCAL REPRODUCTION

PREVIOUS EDITION IS NOT USABLE

SEE SCHEDULE

20.

SCHEDULE OF SUPPLIES/ SERVICES

21.

QUANTITY UNIT

22. 23.

UNIT PRICE

24.

AMOUNT

19.

ITEM NO.

Section SF 1449 - CONTINUATION SHEET

ITEM NO SUPPLIES/SERVICES QUANTITY UNIT UNIT PRICE AMOUNT

0001 12 Months Academic Skills Training Online

FFP

Deliver online academic skills courseware in accordance with the PWS.

FOB: Destination

NET AMT

0002 30 Each Optional On-site Live Instructor-Led

FFP

Deliver on-site live training in accordance with the PWS.

0003 15 Each Optional Remote Instructor-Led

FFP

Deliver remote instructor-led training in accordance with the PWS

0004 30 Each Travel

T&M Travel in support of services performed under this contract as described at PWS Section 7.0 will be reimbursed in accordance with FAR 31.205-46. Profit, fee, or other indirect costs shall not be included or paid on this CLIN. The Government's Not To Exceed (NTE) amount is estimated at $219,840.00.

TOT ESTIMATED PRICE

CEILING PRICE

0005 1 Unitless OPTIONAL Transition-In

FFP

Transition planning and execution in accordance with PWS Section 4.3.

1001 12 Months OPTION Academic Skills Training Online

FFP

1002 45 Each OPTION Optional On-site Live Instructor-Led

FFP

1003 30 Each OPTION Optional Remote Instructor-Led

FFP

Deliver remote instructor-led training in accordance with the PWS.

1004 45 Each OPTION Travel

T&M Travel in support of services performed under this contract as described at PWS Section 7.0 will be reimbursed in accordance with FAR 31.205-46. Profit, fee, or other indirect costs shall not be included or paid on this CLIN. The Government's Not To Exceed (NTE) amount is estimated at $329,760.00.

2001 12 Months OPTION Academic Skills Training Online

FFP

2002 45 Each OPTION Optional On-site Live Instructor-Led

FFP

2003 30 Each OPTION Optional Remote Instructor-Led

FFP

2004 45 Each OPTION Travel

T&M Travel in support of services performed under this contract as described at PWS Section 7.0 will be reimbursed in accordance with FAR 31.205-46. Profit, fee, or other indirect costs shall not be included or paid on this CLIN. The

3001 12 Months OPTION Academic Skills Training Online

FFP

3002 45 Each OPTION Optional On-site Live Instructor-Led

FFP

3003 30 Each OPTION Optional Remote Instructor-Led

FFP

3004 45 Each OPTION Travel

T&M Travel in support of services performed under this contract as described at PWS Section 7.0 will be reimbursed in accordance with FAR 31.205-46. Profit, fee, or other indirect costs shall not be included or paid on this CLIN. The

4001 12 Months OPTION Academic Skills Training Online

FFP

4002 45 Each OPTION Optional On-site Live Instructor-Led

FFP

4003 30 Each OPTION Optional Remote Instructor-Led

FFP

4004 45 Each OPTION Travel

T&M Travel in support of services performed under this contract as described at PWS Section 7.0 will be reimbursed in accordance with FAR 31.205-46. Profit, fee, or other indirect costs shall not be included or paid on this CLIN. The

PERFORMANCE WORK STATEMENT

PERFORMANCE WORK STATEMENT (PWS)

Academic Skills Training (AST)

1.0 INTRODUCTION

The Deputy Assistant Secretary of Defense for Force Education and Training (DASD FE&T) implements policies and procedures for Career Investment Programs (CIP) that are critical for war-fighting readiness as well as to ensure that Service members are prepared for transition to the civilian workforce following military Service. As a CIP, Voluntary Education (VolEd) programs enable Service member access to quality postsecondary educational opportunities, empower informed Service member decision-making, shape meaningful personal and professional pathways, and drive military student success in higher education. On behalf of the DASD FE&T, the Defense Activity for Non-Traditional Education Support (DANTES), a component of the Defense Human Resources Activity (DHRA), manages a portfolio of Defense voluntary education programs that help Service members achieve their personal and professional career goals.

Through the consolidated management of programs, DANTES prevents the duplication of effort among the Services for Defense Education Partnerships, College and Career Readiness, Prior Learning Assessment, VolEd Enterprise Support, and Troops to Teachers.

As a College and Career Readiness program, the Academic Skills Training Program supports Service members’ improvement in math, English, and science skills for college-level course placement, qualification for reclassification or advance training, and military advancement. The Department of Defense (DoD) requires a means to increase its capacity to deliver academic skills training and provide Services that support the evolving needs of Service members, changes in the developmental and postsecondary education landscape, and Defense human capital initiatives.

2.0 BACKGROUND

Research indicates that students frequently graduate high school with deficits in college and career readiness. This includes gaps in the academic skills of postsecondary students, with approximately half of students needing remediation. Service members, who are a subset of the non-traditional adult student population, are not unique in needing additional academic skills training. To address those needs, DoD sponsors the Academic Skills Training Program in accordance with DoDD 1322.08E, DoDI 1322.26, DoDI 1322.25, and the DoD VolEd Strategic Plan. DoD 1322.08E directs the Department to maintain education programs that are voluntary and comparable to civilian opportunities available to citizens outside of the military.

Specifically, DoDI 1322.25 para. 2.a.4 requires the Department to maintain an “…academic skills program which allows personnel to upgrade their reading, writing, computation, and communication abilities in support of academic skills and military occupations and careers.

Academic skills programs may include English as a second language and basic science.”

The acquisition of basic educational and academic skills is essential to successful job performance and engaging in new learning experiences. The Department currently maintains two primary methods of Academic Skills Training program delivery: 1) Service-specific face-to-face instruction, 2) virtual instruction, and 2) self- paced, web-based courseware. While some of the Military Services maintain their own face-to-face academic skills programs focused on remediation of basic skills, the Department offers a commercial, web-based academic skills product equally accessible to all Service members that encompasses basic through pre- college level math and English skills. For the Services with face-to-face instructional programs, this commercial product serves as a supplement to instructor led curricula. For the remaining Services, this product serves as a standalone solution for academic skills remediation. In FY18, there were more than 40,000 Service members enrolled as new users in academic skills training. Nearly 14,000 of those enrollments used the commercial, web-based product to supplement Service-specific two-week, face-to-face instructor led courses, while the remaining 26,000 used the product as a self-paced, standalone solution.

Although the commercial product used to support the acquisition of academic skills has served the Defense Department well since its inception, policy direction for program modernization includes improving the Department’s capacity to deliver Academic Skills Training (AST) that:

a. Enables flexibility across the Services to adapt the program to meet Service members’ needs

b. Expands access to multiple instructional strategies and delivery methods to address various learning styles and the increased support required for remediation

c. Incorporates collaboration as a support to reduce attrition among high-needs learners (i.e.

instructors, peers, etc.). The U.S. Department of Education defines, high-needs learners are defined as young people 18 to 25 at risk of educational failure or with difficulties learning and who require additional support to help users progress and achieve.

d. Provides additional cognitive, metacognitive (i.e. self-awareness, the ability to self-assess, etc.), and non-cognitive (i.e. time management, self-discipline, self-advocacy, etc.)

skills development

e. Integrates AST as a support throughout Service members’ military lifecycle

f. Leverages quality resources to support learning

g. Monitors, evaluates, and documents Service member skills improvement related to measurable program outcomes (i.e. Armed Services Vocational Aptitude Battery (ASVAB) general technical (GT) and Armed Forces Qualification Test (AFQT) composite score improvement, college-level course placement, etc.)

3.0 SCOPE

The goal of this requirement is to improve the Defense Department’s capacity to deliver AST designed for Service members needing to improve their academic readiness for the purposes of college-level course placement, qualification for reclassification or advance training, and military advancement. The evidence concerning college and career readiness shows clearly that the knowledge, skills, and practices important for readiness include a great deal of mathematics, English language arts, science, critical thinking, and various self-directed behaviors. This requires a commercially available, computer adaptive, asynchronous web-based course that improves cognitive (i.e. math, English, science, etc.), metacognitive, and non- cognitive academic skills from basic through pre-college level learning to support Service member learning across the military lifecycle. The course shall be a student success tool that identifies Service member knowledge and skill gaps in academic areas and creates a personalized learning path that empowers students to address their individual academic needs. The course shall include instructional modules arranged into customized learning pathways; a range of diagnostic, formative, interim, and summative assessments; and integration of video tutorials.

The web-based course shall be available online, 24/7, 365 days per year and fully accessible to Service members located worldwide with unrestricted usage for all active, reserve, and National Guard military members (Air Force, Army, Navy, Marine Corps, and Coast Guard). Provisions shall accommodate Service member access in remote locations via a mobile app that can operate with limited connectivity (i.e. previous provisions included courseware on a downloadable CD for offline usage for spaces that are classified).

Specific learner supports shall accompany the web-based course. Learner supports include a proactive early warning and response system to support course engagement and progression and course mentor support for ad hoc remediation or skill enforcement. The program shall provide ongoing student awareness of their progression throughout the course and an electronic/printable certificate of completion that the student can provide to their Services.

VolEd workforce support includes availability of learning modules to support Service-specific face-to-face instruction; job aids and professional development support for AST; and administrator access with standard and ad hoc reports on learner engagement and progression.

The Contractor shall leverage the multidisciplinary best and emerging practices from across developmental education, learning science, computer adaptive learning, and postsecondary education preparation to provide technical and management support in the following areas:

4.0 REQUIREMENTS

The Contractor shall:

4.1 Course Requirements

Deliver a commercially available, computer adaptive, asynchronous web-based course that improves cognitive, metacognitive and non-cognitive academic skills from basic through pre-college level learning for Service members. The required training shall be available as an online course and shall include a combination of diagnostics, which drive individualized learning paths for each student. The courseware shall include at a minimum:

a. Formative, interim, and summative assessment of learner’s academic knowledge and skills.

b. Interactive and immersive instructional modules tailored to address multiple learning styles arranged into customized learning pathways. Instruction shall include interactive elements requiring responses from the user.

c. Varied instructional and delivery methods (i.e. self-directed asynchronous course, lesson content videos, etc.)

d. Definitive milestones for measuring readiness in terms of ASVAB scores and introductory level college course placement.

e. Course collaboration tools (i.e. message boards, etc.) that enable learner interaction with peers.

f. Inclusion of live/synchronous and remote virtual instructor-led courses comparable to Service specific academic skills training classroom based instruction. The live/virtual curriculum shall be based on the content provided by the Academic Skills Training courseware. These live training sessions shall enable learners to interact with the instructor during the session. The sessions shall be recorded, archived, and made accessible to learners.

g. Integrate open source and/or contractor developed videos to support instruction and remediation.

h. Non-cognitive and meta-cognitive skills development, such as goal setting, time management skills, self-efficacy, growth mindset, etc., into separate instructional modules and/or incorporated into the cognitive skill lessons as applicable.

i. Progress-based or time-based motivational prompts within instructional modules. For example, reminding users of a goal they identified as important in motivating their use of the training.

j. At least 50% of the instructional examples will incorporate topics designed to be engaging and relevant to Service members. This material can include topics they may encounter in their daily lives, content related to common military occupations, or topics they may encounter in college preparatory academic coursework, such as sports and fitness, history and social sciences, or non- cognitive skills.

k. Student dashboard to aid in navigating the tool, direct users to their customized learning pathways, and provide feedback of their progression through their pathway, skill improvement, and engagement. The dashboard should enable users to select whether they would like to use the help features. If a user responds ‘no,’ they would not receive the prompts for interaction described above.

l. Pre-tests to identify academic skills needed and to inform the creation of customized learning pathways. Learning modules within pathways shall address specific skills based on pre-test results and student-identified goals.

m. A self-assessment of goals, meta-cognitive, and non-cognitive skills. Indicators of progress through recommended modules and indicators of progress within a module.

Normalized pre and post-test scores should show a minimum improvement of 20% in scores.

n. Access to a live course mentor/tutor (e.g., email academic support). The purpose of the mentor is to respond to student inquiries concerning course content.

o. Administrator dashboard to enable education counselors or education program managers to see student progress and performance.

p. Customer service support to resolve technical issues associated with the courseware.

q. Updates course content and features regularly to ensure the course remains relevant and engaging.

r. Upon successful completion of course, improve learner outcomes by ensuring a significant increase in Service members’ math and English scores reflective on ASVAB/GT/TABE testing. The GT predictor can be used as a marker to measure these improvements.

4.1.1 Programs of Instruction

Include content taught in a logical, sequential manner aligned to national models (i.e. Common Core State Standards, Next Generation Science Standards, College and Career Anchor Standards, College and Career Readiness Standards for Adult Education, Comprehensive Adult Student Assessment Systems Content Standards for Reading and Mathematics, College Board Standards for College Success, ACT College and Career Readiness Standards®, etc.) of basic academic skill improvement and college and career readiness that includes cognitive, meta-cognitive, and non-cognitive skills. Learning outcomes at a minimum shall include:

4.1.1.1 Cognitive Skills: Math Content

a. Number and quantity. (i.e. Mathematical Practices, The Real Number System, Quantities, Vector and Matrix Quantities, etc.)

b. Algebra (i.e. Seeing Structure in Expressions, Arithmetic with Polynomials and

Rational, Functions, Creating Equations, Reasoning with Equations and Inequalities)

c. Functions (i.e. Interpreting Functions, Building Functions, Linear, Quadratic, and Exponential Models, Trigonometric Functions, etc.)

d. Modeling (i.e. Basic Modeling, Descriptive Modeling, Analytic Modeling, etc.)

e. Geometry (i.e. Congruence, Similarity, Right Triangles, and Trigonometry, Circles, Geometric Measurement and Dimension, Modeling with Geometry, etc.)

f. Statistics and Probability (i.e. Interpreting Categorical and Quantitative Data, Making

Inferences and Justifying Conclusions, Conditional Probability and the Rules of Probability, Using Probability to Make Decisions, etc.)

4.1.1.2 Cognitive Skills: English Language Arts Content

a. Reading Comprehension

b. Vocabulary

c. Production of Writing

d. Grammar

e. English as a Second Language (i.e. English Language Use, English Writing, Speaking, Listening, Reading, etc.)

4.1.1.3 Cognitive Skills: General Science Content

a. Earth and Space Sciences (e.g. Geology, Meteorology, Oceanography, and Astronomy, etc.)

b. Life Sciences (e.g. Biology, ecology, anatomy, nutrition, botany, and zoology, etc.)

c. Physical Sciences (e.g. Chemistry, Units of Measurement, and Physics, etc.)

d. Electronics (e.g. Electrostatics, Current Electricity, Electrical Systems, Circuits, Electromagnetism, etc.)

e. Physics (e.g. Mechanical Comprehension, Kinematics, Dynamics, Fluid Mechanics, Thermal Physics, etc.)

f. Anatomy and Physiology (e.g. Anatomical Terminology, Cellular Biology, etc.)

4.1.1.4 Metacognitive and Non-Cognitive Skill Content

Given the importance of non-cognitive skills in academic success, and the need for continuous learning among Service members, these requirements include not only academic subjects, but also other skills that are critical for learning. The Contractor shall ensure the AST course and program structure supports the development of skills that research has shown to support positive student outcomes for high need learners and those preparing for college and career pursuits. Skill development in these competency areas may be incorporated into cognitive skill learning modules or may also be represented in stand-alone learning activities. Metacognitive and non-cognitive skills shall include, but are not limited to: Behaviors, skills, attitudes, and strategies that are crucial to students’ academic performance and persistence; Self-regulated Learning; Critical thinking and analytic ability; Self-management, self-regulation, self-assessment, and self-monitoring; Self-awareness; Knowledge of academic strategies and learning techniques (e.g. test taking, study skills, note-taking, strategic reading, etc.); Self-efficacy; Self-advocacy; Individual and collaborative problem solving; Working with others;

Goal orientation; Motivation; Persistence, etc.

4.1.2 Assessments

The online learner evaluations shall include a range of diagnostic, formative, interim, and summative assessments that help inform, understand, and support Service member learning.

This includes, at a minimum:

a. Information about the learner’s prior knowledge and misconceptions before beginning learning activities. This shall provide a baseline for understanding and measuring how much learning has occurred from engaging in the learning activities within the course.

These diagnostic pre-test assessments shall:

i. Identify academic skills (cognitive, non-cognitive, and meta-cognitive)needed

ii. Enable self-assessment of goals

iii. Form the basis for learning pathways/course modules to address specific skills based on pre-test results and student-identified goals

b. Diagnostic assessments shall inform basic through pre-college level Service member learning needs assessment and analysis.

c. Information regarding how well the learning objectives of a given learning activity are met by the learner. These on-going formative assessments shall take place during the learning activity as indicators of learner progress through and within recommended modules. Formative assessments shall be accompanied by clear, actionable feedback to Service members, sharing learning goals, and modeling what success looks like. This includes:

i. Explicit connections to instructional units

ii. Consists of many kinds of formal and informal strategies

iii. Guides the learning process rather than only grading or evaluating learner performance

d. Information about student learning relative to the instructional and learning process. Interim assessments shall be used to guide and track learning such as:

i. Individual and collective Service member learning growth

ii. Effectiveness of instructional modules and practices

iii. Projections of whether individuals, or other demographic groupings (i.e.

installations, occupational groups, branch of military Service, etc.), are on track to achieve established benchmarks or are in need of additional program support

iv. Instructional needs of individual Service members

e. Information collected from interim assessments must have the ability to be aggregated at critical points in the learning cycle to enable broader evaluation than formative and summative assessments with an aim of providing data for instructional, predictive and evaluative purposes.

f. Information on the overall extent of student learning. An array of summative assessments instruments shall be incorporated at the end of modules (i.e. end-of unit tests, etc.) and at course completion (i.e. end-of-course tests, post-training assessments, etc.). Summative assessments shall be used to certify learning in terms of predictors of ASVAB GT scores and college level placement prediction. Summative assessments tied to these score/placement predictors is key to documenting program outcomes.

g. Include practice tests to prepare students for retaking the ASVAB, TABEor college placement tests (i.e. ACCUPLACER, etc.).

h. Development of a GT-like predictor test, so that with 95% confidence Service members could estimate their scores when taking that test for math and English.

4.1.3 Instructional and Delivery Methods

The web-based course shall provide flexible program delivery formats, enabling the Services to adapt the program offerings to meet Service members’ needs. At a minimum, the course shall include self directed, self-paced learning pathways, synchronous, live remote instructor-led instruction, and face-to-face instructor-led instruction.

4.1.3.1 Self-Directed, Self-Paced Learning Pathways

Provide an asynchronous, self-paced computer adaptive customized learning modules organized into learning pathways that enable Service members to register, enroll, and engage in the course. Clear and intuitive connections shall guide the user experience from assessments to learning activities in a logical manner. The learning modules shall focus on remediation of skill areas that do not align with learner identified goals and standard national content benchmarks for basic through college and career readiness standards.

4.1.3.2 Synchronous, Live Remote Instructor-Led Instruction

Provide synchronous, remote instructor-led courses that are similar in form and function to face-to-face basic academic skills programs taught in two-week, 20 hours per week periods and supplemented by online courseware on military installations. These live remote courses must enable learner engagement with the instructor and other students. Courses shall be recorded, archived, and made accessible to course participants. During the course, the instructor shall:

a. Deliver course content to Service members in a live format, via remote tools to assist users in reaching a higher level of competence in identified subject area(s).

b. Assist students in becoming active in the learning process by encouraging inquiry, discussion, peer collaboration, and engagement in course learning pathways.

c. Facilitate the development of a positive approach toward learning cognitive, meta-cognitive, and non-cognitive skills.

d. Provide a supportive and encouraging environment where learning takes place at the

Service members’ pace.

e. Service as the course mentor for the Service members assigned to the course

4.1.3.3 Face-to-Face Instructor-Led Instruction

Provide instruction for academic skills training to improve math, English language, and science proficiency for military personnel. Instruction will be in a classroom setting, as an forty (40) hour block of instruction over a 1 or 2-week period, dependent on location, congruent with the online academic training. The Government will approve curriculum and materials. With the exception of recording the course, the requirements delineated in paragraph 4.1.3.2 also apply to face-to-face instruction.

4.1.4 Learner Support

The Contractor shall deliver specific learner supports to support Service member academic skill improvement. At a minimum, the Contractor shall provide:

a. Help Desk Support, email, phone, or online access to contractor courseware experts to assist with course content technical issues.

b. Early warning system to gauge learner engagement and progression. The early warning system shall identify learners in jeopardy of not making academic gains and or at risk for dropping out of the course. At a minimum, the system shall be embedded into the online courseware and be based on student attendance/time per week engaged in the course, student behavior within course modules, and academic performance on interim and formative assessments.

c. Academic support for ad hoc guidance, remediation or skill enforcement (e.g., email academic support). The contractor shall respond to academic support requests within 72 hour of receipt. If a student uses the email support system and the Contractor determines the student needs more intense support, tutoring support will be available to users via the system.

d. Engagement tools such as a message board to support discussion with peers.

e. Tutor Support, the contractor shall be capable of providing tutor support to higher-needs learners whenever it is reasonably apparent that the user needs it to satisfy any course requirements or objectives. The objective is to provide authorized Service members with educational support to address academic needs and to help learn their subjects in a timely and structured manner through the online facilitation of qualified tutors. This support is expected to be available 24/7, except on Federal holidays.

Contractor shall provide an interactive, online classroom environment where students and tutors may chat via instant messaging; and/or diagram problems on two-way, real-time whiteboards;

and/or browse the web together for resources and information; and share files for review.

Sessions shall have the capability to add voice tutoring, as needed by the Services. A session shall be defined as academic tutoring activity between a tutor and student for a minimum of 5 minutes not to exceed 60 minutes. The sessions shall be conducted one-on-one. Tutors MUST not be tutoring multiple students at one time or have students in a "wait zone" while tutoring other students.

Wait time to connect to a tutor shall be on average under 3 minutes. However, there should also be the ability to schedule an appointment for a tutor, appointments not kept will not be charged to the government.

Contractor must provide an online survey to students at the end of each tutoring session to determine if the tutoring services met the needs of the student. Provide results of satisfaction surveys to DANTES at the end of each month.

4.1.5 Instructor Qualifications

Instructor qualifications shall include, at a minimum:

a. Minimum of two years of teaching adult learners within the last five years

b. A bachelor’s degree from an accredited university in a field related to course content (i.e.

education, math, English)

c. If teaching on site, have the ability to obtain a Common Access Card (CAC)

d. Be available at a minimum of forty hours per week for two-week increments to deliver face to face or synchronous, remote academic skills instruction, to monitor and prompt student engagement, respond to student inquiries, etc. All classes will be located on a military installation in the Continental United States and Alaska at this time.

e. Possess strong oral and written communication skills with fluency in the English language

f. Student assessments must be collected electronically on each instructor after each class and a copy should be provided to DANTES. The assessment should be developed by the contractor and approved by DANTES prior to administration Assessments should reflect a professional and positive educational experience by the students.

4.1.6 Lesson Video Content

The Contractor shall secure necessary agreements to leverage open source video content (i.e.

Khan Academy, Massive Open Online Courses (MOOC), etc.) if used. However, the Contractor may also develop the video content itself. Video content shall be included in at least 50% of the learning modules to support content instruction and remediation. The Contractor shall ensure that video content is engaging, formatted in sufficient resolution quality, and relevant. The Contractor shall review and update all outdated video content on a yearly basis.

All new/updated content should be live by month 4 of each successive Option Year.

4.2 VolEd Workforce Support and Reporting

4.2.1 Online Administrative Functionality

Ensure functionality for VolEd workforce professionals at more than 250 military base locations that enable monitoring of learner enrollments, academic progression, engagement, and reporting. This shall include, but is not limited to:

a. Administrator dashboard to enable education counselors or education program managers to see learner enrollments, academic progression, engagement, and reporting.

b. Administrator access to include standard and ad hoc reports on learner engagement, progression, and predictive outcomes (i.e. course completions scores on summative assessments in relation to ASVAB GT scores or introductory college-level course placement) communication.

c. Web-based administrator training modules that include a comprehensive exam and downloadable certificates of completion.

4.2.1.1 At a minimum, conduct twelve, live webinar series annually, at least one webinar should be a studio-quality recorded for those professionals unable to access live webinars and access provided via a website. These seminars should be tailored to address the needs of the VolEd workforce for continued professional development for academic college and career readiness, updates on course features/components, and trends in program and student performance. All webinar recordings are owned by the government and may be published on government websites or government utilized social media venues (i.e. YouTube, Facebook).

4.2.1.2 Promotional and marketing materials for AST are required to be provided in digital format for the purpose of increasing program participation (i.e. through social media, web banners, website, mobile marketing campaigns, content marketing, etc.). The Contractor must determine the format, design, and message for all digital marketing materials with approval from the Government. The contractor shall ensure any digital marketing materials align with the Communication Management Plan, in support of the program with items tailored to each external audience group (i.e. Service members, institutions, etc.). All digital promotional and marketing materials must be reviewed and approved by the Government prior to final release and dissemination. All approved digital promotional and marketing materials must be provided to the DANTES Voluntary Education Enterprise Support Division via email to dantes_outreach@navy.mil for central hosting and ongoing digital marketing activities. The contractor, shall distribute digital and limited printed materials directly to education, family support, and wounded warrior centers across the globe to support education outreach events, group workshops, and individual counseling. DANTES does not support the warehousing and mailing of these materials. These materials also become the property of the government.

4.2.1.3 The contractor shall provide stakeholder support by participating in education fairs, voluntary education workshops, working groups and professional development training sessions for the military services upon request by DANTES. Participation would include presenting a workshop and information about the program and how to use the program to Service members or Education Professionals , and solicit stakeholder feedback on issues/needs/concerns regarding the product and process. No more than five (5) educational support events, of no more than three (3) days in length, are expected annually. The COR will either recommend and/or approve customer events, in advance and provide a minimum of ten (10) business days advanced notice of a scheduled event. The Government reserves the right to review and edit presentation materials (e.g. slides, handouts, training agenda) at least 10 days prior to delivery of engagement events.

4.2.2 Data Management and Information Technology (IT) Support The Contractor shall be responsible for all maintenance, sustainment, systems hardware, and hosting required for the training platform and courseware. The Contractor shall provide minimum system availability 98 percent of the time reported monthly. The Contractor shall provide a dedicated phone line, which provides daily technical support for students and administrators via telephone during a 12-hour timeframe. In addition, the Contractor shall respond to all technical support inquiries within 24 hours of receipt during business hours.

Additionally, the Contractor shall have information available on the training website to assist users with technical trouble-shooting. Upon request access to the entire data collection set shall be made available in a format usable in a data-warehouse or immediately transferable into Microsoft Excel.

4.2.3 Post-Award Conference. The Contractor shall attend a Post-Award Conference within seven business days after contract award. The date, time, and location for the Post-Award Conference shall be coordinated with the COR. Contractor personnel shall discuss technical, management, security issues, and an implementation schedule (see section 4.2.3.1 below) for new course elements (specifically, new learning content) during the Post-Award Conference.

The Contractor shall be prepared to discuss any items requiring clarification and gather information to support each deliverable and shall provide a written summary of the conference, including minutes, within five business days after the conference.

4.2.3.1 Implementation Schedule – The Contractor shall provide an implementation schedule for new course elements required by this contract. Contractor provided format for this schedule is acceptable. The Contractor will document start, review, and completion dates for new training elements within this schedule. This schedule will be used as a management tool by the COR for communication between the Government and the Contractor regarding the integration of new content into the training as well as communication of new elements within the training course to the Military Services by DANTES.

4.2.4 Management and Technical Reviews

Attend program status updates at annual In-Process Reviews (IPRs) virtually via teleconferencing). Upon the Government’s request, additional IPRs may be scheduled if critical issues arise or significant events or changes occur. The report shall focus on the status, progress, and any issues. The report shall clearly summarize and present program data on work accomplished during the reporting period.

Electronic copies of the In-Process Review Report shall be delivered to the contract’s COR. In preparation of any IPR, the Contractor shall provide the following deliverable: Briefing Materials (white paper and accompanying PowerPoint slide deck).

4.2.5 Reporting Requirements

4.2.5.1 Monthly Status Report

On a monthly basis, deliver a Monthly Status Report (MSR) that briefly discusses program performance, upcoming meetings, deliverables, activities accomplished, plan for the next month, new issues, and current issues. The report should highlight those items that are new additions over the previous MSR. The Contractor shall propose a monthly report structure reviewed and accepted by the COR.

a. Include, at a minimum, the following items on program performance:

b. Program Analysis and Usage to include detailed data and analysis on the mobile app from the App stores

c. Registrations – New registrations by cohort groups

d. Training Started - Students starting the training

e. Pre-Assessments Completed - Number of Pre-Assessments completed.

f. Post-Assessments Completed - Number of Post-Assessments completed.

g. Comparison of the normalized scores of pre and post assessment scores, showing percent improvement by subject and overall.

h. Lessons Recommended by Subject Area– Number of Lessons Recommended per individual's original customized lesson path developed from pre-assessment.

i. % Completed - Percentage of required lessons on customized path completed by enrollees

j. Average session duration

k. Student Progression

l. % Completed - Percentage of required lessons on customized path completed

m. Improvement metrics based on learning benchmarks from formative, interim, and summative assessments

n. Reports on student needs gathered from diagnostic assessments

o. Program Effectiveness measures that gauge overall effectiveness of individual and groups of students and identify high need learner demographics

p. Trends occurring within the Program and provided by Service

q. System Availability

r. System Availability – Expressed as a percentage

4.2.5.2 Quarterly Status Reports

On a quarterly basis, deliver a Quarterly Status Report (QSR) for the Inter-Service Voluntary Education Board (IVEB) using the template provided by the COR. The COR shall provide the annual IVEB meeting schedule. The QSR shall be delivered at least 15 business days prior to the scheduled IVEB meeting. The intent of this report is to provide the Voluntary Education Service Chiefs the status of program execution, elevate issues that require policy level resolution, discuss trends, forecast possible constraints or efficiencies, information required to support data-informed decision making, and seek approval for program changes and future innovations.

4.2.5.3 Student Survey and Feedback Reporting

The contractor shall develop and provide a customer feedback instrument for users. Questions must be approved by the COR prior to implementation. Results/analysis of this feedback should be provided in report form to the COR on a monthly basis.

Complaints emailed or telephoned in should be reported by complaint category to the COR.

Data regarding complaints shall contain access location to troubleshoot network access issues.

4.3 Transition Planning and Execution

The Contractor shall:

4.3.1 Facilitate a Post-Award Conference within seven business days after contract award.

The date, time, and location for the kick-off meeting shall be coordinated with the COR.

Contractor personnel shall discuss technical, management, and security issues during the Post- Award Conference. The Contractor shall be prepared to discuss any items requiring clarification and gather information to support each deliverable. Provide a written summary of the conference within five business days after the conference concludes.

4.3.2 Develop a detailed Plan of Actions and Milestones (POA&M) to serve as the project plan for each initiative/product requirement that supports the approach and methodology proposed, indicates the timeline for deliverables, dependencies, resources needed, defines roles and responsibilities, and status reporting meetings. It shall address the major milestones and timing for delivering the initial drafts, incorporating the COR’s comments, delivering revised copy/messaging, and delivering final products to the COR for approval. The POA&M shall be delivered within 14 calendar days of completion of the Post-Award Conference. The COR will review the proposed project plan and return it to the Contractor within a reasonable period of time with comments and necessary adjustments.

4.3.3 Conduct Weekly Virtual Transition Meetings with the COR to ensure projects stay on schedule. This weekly virtual meeting will serve as a regular forum to review project status, address and resolve issues, and review task assignments.

4.3.4 Take all necessary Transition Actions to assume total responsibility for the requirement.

The Government estimates a phase-in transition period that shall not exceed 30 days. The new contractor shall not be responsible under this contract for reviews scheduled in advance under the expiring contract. The new contractor shall coordinate with the existing contract service provider to facilitate the turnover of technical and management support at the beginning of the transition period. This may include hosting face-to-face and/or virtual working group meetings, conducting process mapping, and transferring all program data. The Government shall provide technical points of contact with the existing service providers.

4.3.4.1 Ensure the readiness of all personnel, subcontractor(s), and other efforts necessary to assume all the responsibilities to perform the requirements of Sections 4.0 at the conclusion of the phase-in period. Performance of tasks within the PWS Requirements Section 4.0 other than those subject to phase-in, shall commence upon contract award.

4.3.4.2 Provide a comprehensive and detailed Transition Phase-In Plan, including a milestone chart, that adequately addresses the following to ensure full operational capability no later than 60 days after the conclusion of the phase in period: obtaining, recruiting and training a workforce involved in course and occupational reviews and quality control in accordance with qualifications as outlined in the PWS Section 6.0, obtaining security requirements and badging for personnel, and acquiring access and completing training for required non-classified computer network access. Critical milestones during the phase-in period shall include: 1) establish transition plan for data exchange within 15 days of contract award, 2) coordinate the communication plan to Service members within 15 days of contract award, , 3) ensure transfer and access to all current and previous student data records, and 4) ensure transfer and access to military service level metadata and metrics used to evaluate the program and provide usage and return on investment reports. The Contractor's phase-in plan will become an attachment to the contract.

4.3.4.3 Meet and provide the Government with a Monthly Transition and Program Start Plan Progress Report and virtual briefing on the Contractor's efforts towards accomplishing their phase-in plan. It shall address all areas of the plan and provide a current status of each specified area, along with an updated milestone chart outlining efforts for meeting full operational capability by the end of the post transition period (60 days). Additionally, it shall identify any known problem areas and provide expected solutions to mitigate issues. Significant issues may require additional progress reports, briefings, and meetings to ensure full operational capability by the end of the phase-in period on an as needed basis, however, this should be specific to resolving the identified issue or problem.

4.3.4.4 Phase-Out. Upon notification of transition of services to a new service provider, the incumbent contractor shall cooperate and develop a plan in coordination with the new service providers plan, to provide full support for a smooth transition of the phase-out period. This would include notifying in-progress account holders of the transition, and allowing no more than 90 days for these Service members to complete the course they have enrolled and receive earned certificate. Incomplete course data should be transferred to the new provider. The incumbent is fully responsible for the continued operation of all areas of effort covered by this contract during the phase out period, unless released by the Contracting Officer for such purposes of an incremental transition, the incumbent shall provide sufficient experienced personnel during the phase-out period to ensure that the services called for by this contract are maintained at the required level of proficiency.

4.3.4.5 During this period the successor contractor will be allowed full access to all required facilities. Successor contractor personnel will be permitted access, if desired by the successor, to observe all operations and the incumbent contractor shall allow full and complete observation to the extent that it does not impede on the incumbent’s proprietary processes and does not interfere with the continued operation and production efforts of the current contract personnel.

5.0 DELIVERABLES

5.1 Format for Deliverables - Contractor format for written deliverables is acceptable.

5.1.1 Review of Deliverables - Deliverables provided under this requirement shall be submitted to the Government Contracting Officer’s Representative (COR). The COR typically will review within ten working days after receipt and provide comments, corrections, and changes to the contractor. The contractor shall incorporate changes and submit revised deliverables to the COR within 10 working days after receipt or unless otherwise agreed upon by the parties.

5.1.2 Schedule of Deliverables - The Contractor shall provide deliverable(s) in a format mutually agreed upon by the Government and the Contractor. Review all deliverables for timeliness, accuracy and format. If a deliverable due date falls on a weekend or holiday, the Contractor shall submit the deliverable on the last workday prior to the due date. In fulfillment of this effort, the Contractor shall provide the following deliverables to the COR.

Deliverable PWS Reference Due Date Course Requirements 4.1 Per implementation schedule.

Progra…