HE1254138444_Resource Design_PWS_12-20-21.pdf

PERFORMANCE WORK STATEMENT

Department of Defense Education Activity 4800 Mark Center Drive

Alexandria, VA 22350

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PERFORMANCE WORK STATEMENT

Educational Resource Design for High Quality Instruction

1. General Information and Scope of Work

1.1 Agency

1.1.1 For school year (SY) 2021-22, the Department of Defense Education Activity (DoDEA) will provide PK-12 instruction to approximately 67,000 dependents of military and civilian employees. Student enrollment is based primarily on deployment of military troops worldwide. In the Americas, DoDEA operates 50 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoDEA operates 64 schools located in Germany, England, Netherlands, Belgium, Spain, Turkey, Bahrain and Italy. In the Pacific, DoDEA operates 45 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA's curriculum, resources and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems. DoDEA also operates a full time K-12 virtual school option with teaching hubs in each DoDEA region: Americas, Europe, and Pacific. Within that context, the virtual high school is fully accredited.

1.1.2 DoDEA schools have various grade configurations, with the most common being PK-5, 6-8, and 9-12. Of

DoDEA’s 159 brick-and-mortar schools, 101 schools service elementary-aged students.

Table 1: School Year 2021-22 Enrollment, 20 Sep 21 (rounded to the nearest 50)

Grade Students Grade Students Grade Students Grade Students

PK 3,450 3 6,150 7 4,700 11 2,900

K 6,350 4 5,850 8 4,250 12 2,600

1 6,400 5 5,700 9 3,950 PK-12

Total 66,900 2 6,200 6 5,050 10 3,350

1.1.3 Military-connected students experience high mobility rates across the nation and throughout the world.

Therefore, DoDEA makes a concerted effort to establish a worldwide systemic education network, mitigating the transitional barriers to military-connected students’ success.

1.1.4 DoDEA has adopted College and Career Ready Standards (CCRS) in mathematics, literacy, the arts, social studies, and science, which are rigorous, research-based, and reflect the knowledge, skills and dispositions students need for success in college and/or careers and are aligned with the Common Core State Standards (CCSS), National Core Art Standards (NCAS), Next Generation Science Standards (NGSS), College, Career, and Civic Life (C3) Framework for Social Studies State Standards, and Society for Health and Physical Education Standards (SHAPE AMERICA). DoDEA also adopted the International Society for Technology in Education (ISTE) Standards for Students.

1.2 Background

Over the past six years DoDEA has implemented CCRS for elementary in mathematics, science, literacy, and social studies. These standards are rigorous, research-based, and reflect the knowledge and skills students need for success in college and careers and are consistent with the Common Core State Standards (CCSS). Alongside the implementation of CCRS has been the implementation of instructional resources. The implementation of both CCRS and instructional resources of all content areas has been guided by professional learning for all PK-5 teachers. The professional learning from this statement of work will be curriculum-based and focus on systemically enacting DoDEA’s Definition of Excellent

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Instruction across the instructional day. Note: For a list of terms and definitions used for this performance work statement (PWS), see Acronyms and Definitions, 6.3.

1.3 Scope of Work

DoDEA requires a 4-year rollout in which the Contractor shall provide (1) detailed project plan that is reviewed and revised annually, (2) professional learning for senior leadership, (3) blended learning modules and facilitator guides that DoDEA will use to deliver professional learning for PK-5 educators, (4) professional learning, consulting, and coaching for leadership on building capacity and supporting the sustainability of the educator professional learning, (5) resources for PK-5 stakeholders created in collaboration with DoDEA, (6) annual briefings of senior leadership, and (7) evaluation support and reporting.

Summary of PK-5 Professional Learning (PL)* Days / Year** Contractor Provides

1. Back to School PL for Educators 2 Blended Learning Resources

2. Train-the-Trainer for Educator Back to School PL 1 Synchronous Webinar

3. Back to School PL for Leadership 2 Blended Learning Resources

4. Quarterly PL for Educators 4 Blended Learning Resources

5. Train-the-Trainer for Educator Quarterly PL 4 Synchronous Webinar

6. Quarterly PL for Leadership 4 Blended Learning Resources

* DoDEA determines the topics in consultation with Contractor post-award.

** DoDEA determines the exact date in consultation with Contractor post-award.

Summary of Face-to-Face PL* Hours/Year** Locations*

1. Annual Senior Leadership Briefing/ Project Planning and Consultation with HQ

72 (Base Year) 40 (Option Years)

DoDEA HQ

2. Senior Leadership PL 16 hours/2 days (Base Year)

DoDEA HQ

* DoDEA determines the topics in consultation with Contractor post-award.

** DoDEA determines the exact date in consultation with Contractor post-award.

Summary of Consulting and Coaching Hours/ Year* Contractor Provides

1. Leadership (District-level) 120 Synchronous Webinar

2. Leadership (District-level with School-based) 120 Synchronous Webinar

* Dates and allotment of hours determined post-award.

2 Requirements

2.1 High Quality Instruction Professional Learning—The Contractor shall provide the 4-year rollout of professional learning, resources, and blended learning modules and facilitator guides for Tasks 2-11 (below). All work/activities shall be informed/guided by the following principles:

1) Adhere to DoDEA’s Professional Learning Guidance by moving through the five phases of the ADDIE

(Analysis, Design, Development, Implementation, Evaluation) model and by evaluating the influence of PL on teachers and its impact on student learning via the Kirkpatrick Model. The Guidance may be found at https://content.dodea.edu/teach_learn/professional_development/plg/plg/files/assets/common/downloads/pu blication.pdf.

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2) Align to the principles of curriculum-based professional learning as defined in The Elements: Transforming Teaching through Curriculum-Based Professional Learning by Jim Short and Stephanie Hirsh, A Challenge Paper, Carnegie Corporation of New York, through including (a) core design features, which focus on the purpose of the curriculum-based professional learning, (b) functional design features, which shape teachers’ experiences, and (c) structural design features, which describe parameters and settings.

3) Incorporate, wherever applicable, the Understanding by Design® (UBD®) framework to the design and development of the professional learning sessions. Information about UBD® may be found at the following URL: https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf.

4) Incorporate, wherever applicable, key concepts of Universal Design for Learning® (UDL®) which consists of multiple means of engagement—how we engage and sustain students' interest and persistence, multiple means of representation—how we ensure our instruction is accessible and improves students' understanding, and multiple means of action and expression—how we support students to show their learning in multiple ways. Information about UDL® may be found at the following URL: https://www.cast.org/impact/universal-design-for-learning-udl.

5) Be focused on inculcating DoDEA’s definition of Excellence in Instruction located at the following URL:

https://www.dodea.edu/Pacific/CIL/upload/Learning_Walkthrough_Guide_2-0.pdf. The definition itself is founded on the following principles:

a. Alignment of the intended goals and objectives, instructional components (opening, work session, and closing), materials and resources, and assessments to maximize learning for all students.

b. Evidence of student learning through mastery of the adopted standards.

c. Rigorous and relevant instructional tasks that are engaging and culturally appropriate for all students to include problem-solving, reasoning, and reflection.

d. Evidence of a continuous balanced assessment system that informs instructional decisions to meet the distinct learning needs of all students.

e. Evidence of responsiveness to student learning through differentiation, remediation and enrichment.

f. Learning environment that is student-centered and supportive in order for students of all abilities to develop, learn and grow.

6) Incorporate, wherever applicable, the key concepts, instructional shifts, and strategies learned in previous CCRS professional learning. Note: DoDEA staff will assist the Contractor in achieving this result as part of our overall collaborative support.

7) Design activities that can be posted on DoDEA’s learning management system (LMS) and/or professional learning platform. Note: DoDEA will finalize the location in consultation with the Contractor post-award.

8) The professional learning reference in the PWS falls into the following four categories:

a. Senior Leadership: DoDEA’s Chief Academic Officer, DoDEA Education Directorate Chiefs, Regional

Directors for Student Excellence, Regional Center for Instructional Leadership Chiefs, and District Superintendents—approximately 30 educators.

b. Leadership: Education Directorate Program Managers, Education Directorate Elementary and PL Instructional Systems Specialists, Center for Instructional Leadership PL Practice and Improvement Specialists, Center for Instructional Leadership Professional Development Specialists, District Community Superintendents, District Elementary and Professional Learning Instructional Systems Specialists, and School-based Administrators—about 400 educators.

c. Train-the-Trainers: These people will be a subgroup of the leadership participants.

d. Educators, which includes PK-5 classroom teachers, PK-5 small group specialists, and PK-5 large group specialists—approximately 3,000 educators.

9) Professional learning shall be developed for synchronous and asynchronous delivery, with no capabilities of modifying the content upon sharing with leadership and archived within our education learning management system. Note: The COR and selected staff will be the only individuals with access to editable/unlocked resources.

https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf https://www.cast.org/impact/universal-design-for-learning-udl https://www.cast.org/impact/universal-design-for-learning-udl

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10) The Contractor shall embed DoDEA curriculum resource materials to the maximum extent possible within all professional learning and resources. Additional resources referenced within resources, that are outside free resources, must have copyright for DoDEA educator use.

11) The Contractor shall embed DoDEA policy, guidance, and resources to the maximum extent possible within all professional learning and resources.

12) Establish regular meetings with the COR to provide updates, review the project plan, development of professional learning, resources, and implementation. At minimum, meetings should be twice weekly.

13) The supporting tasks are provided to help the Contractor gain a better understanding of the requirements. The tasks are not all inclusive. The Contractor is expected to develop the total solution to meet all the requirements in accordance with a performance-based approach.

Supporting Tasks

2.1.1 Task 1, Project Plan—The Contractor shall provide a draft project plan to develop and deliver Tasks 2-8. The draft project plan shall provide a blueprint for the comprehensive implementation of Tasks 2-8; however, the following sub-project plans shall be included to further detail their implementation:

a. All forms of educator professional learning.

b. Planning support for a balanced instructional day.

c. Student progress monitoring, recording, and reporting.

d. Leadership professional learning that supports the implementation and sustainment of high-quality instruction.

e. Progress monitoring of implementation.

The Contractor shall finalize the project plan based on written feedback from the contracting officer’s representative (COR). At a minimum, the project plan shall include the components described below. Note:

The project plan is a living document that shall be revised as needed but no less than annually.

1) Management: Include a summary of the key personnel (project managers/leads, travel coordinator, etc.)

in charge of designing and leading this initiative.

2) Goals and Learning Outcomes: Define the goals of the PL and the intended learning outcomes for all cohorts and PL. Specify the expected changes in educator and leadership behavior to support future implementation monitoring and quality assurance efforts.

3) Deliverables: Include the Contractor-developed arc of learning, implementation guidelines and roadmap to include milestones and benchmark indicators for agency level execution, outlines for each learning event, storyboards for each learning event, resources, materials, and communication support.

4) Overviews of Professional Learning: Provide an overview for each event to include the following:

1. Distribution of facilitators for face-to-face professional learning by site, where required.

2. Intended outcomes of professional learning sessions.

3. Links between the intended outcomes and delivery method of related learning and significant learning activities.

4. Related online (preferably) and print resources (if only available in that format).

5. Researched design elements and theory of action used to inform and engage participants utilizing the ADDIE model of design, UBD® framework, curriculum-based PL, and UDL® concepts.

6. Description of formative assessment consistently within portions of professional learning.

5) Research-Informed Actions: Provide a continuum of research-informed actions and productive practices to be used during implementation and incorporate research, tools, and resources used in previous systemwide professional learning initiatives.

6) Schedule: Provide an implementation timeline that includes detailed explanations of interdependencies and stages of review, such as outline, sample product, and final product. Define the schedule via digital

04 Oct 21 5 tools that can interconnect calendars and provide a real-time viewing component, for example, a shared drive for the digital review of products. Note: DoDEA will finalize the schedule in consultation with the Contractor post-award.

7) Participant Resources

a. DoDEA-Owned: DoDEA fully owned or licensed digital resources to support instruction, serve as job-embedded tools for implementation of learning, act as quick reference resources to support continued access and extension of micro-learning regarding concepts as defined in the arc of learning and as agreed upon by the Contractor and DoDEA during project planning. Note: DoDEA expects this section will be refined during the development of deliverables.

b. Contractor-Provided: Identify the digital resources that the Contractor will make available for participant use—Community of Practice. Post them on DoDEA’s LMS. Note: To avoid privacy issues, DoDEA prefers participants to access these digital resources from our LMS.

8) Human Resources: Provide the criteria for selecting facilitators and the methodology that ensures that each one has the knowledge and experience to be successful. Include a matrix with the following information for each facilitator:

a. Demonstration of mastery of the content specific instructional expertise through a combination of experience and a portfolio of the expected actions as defined in the Arc of Learning.

b. Extensive professional development experience (face-to-face, live webinars, blended learning).

c. Delivery models used (face-to-face, live webinars, blended learning).

d. Success rates (based on evaluations).

9) Communications: Ensure all professional learning is developed for synchronous and asynchronous delivery. Ensure professional learning and associated videos can be archived on our LMS for immediate and future use. Ensure all recordings are edited and SCORM®-compliant (Sharable Content Object Reference Model®). For additional SCORM® information, see PWS 3.9 (below).

10) Challenges/Risks: List challenges/risks for each project deliverable as well as identify needed mitigation strategies.

11) Budget: Provide a detailed budget on a separate Excel spreadsheet.

12) Evaluation Support: Develop an evaluation timeline for providing feedback on all professional learning sessions identified in the project plan. Draft PL effectiveness evaluations, evaluating the influence of PL on teachers and its impact on student learning via the Kirkpatrick Model, to include evaluation questionnaires. Finalize the evaluation plan and questionnaires based on written feedback from the COR.

13) Annual Report: In the base year and option years, the Contractor shall submit a draft annual report 20 business days prior to the conclusion of the school year and finalize it based on written feedback from the COR. Note: The report will be informed by and completed after the annual Senior Leadership Briefing.

14) Syllabi: Provide a syllabus for each professional learning option year to include the title, dates, contact hours, description, objectives, assignments, and required readings. Note: DoDEA participants may use the syllabi to negotiate with an institution of higher learning to obtain graduate credit for the PL they will receive through this initiative. Individuals are responsible for selecting an institution of higher learning and all associated work and payments.

2.1.2 Task 2, Technical Assistance – The Contractor shall:

1) Resource Development and Deployment- Draft detailed guidance for all PK-5 stakeholders to understand and implement DoDEA’s principles regarding excellent instruction as listed in PWS 2.1 (5) above. This will occur in the form of a series of resources. Resources shall include, but are not limited to, support for a balanced instructional day, planning resources, instructional strategies for implementation, progress reporting resources, and a literature review. The resources developed shall be

04 Oct 21 6 aligned and developed concurrently with the professional learning occurring in Tasks 4-8. Additional resources such as videos, samples, frameworks, and/or templates shall also be provided, or embedded, as necessary. Professional learning and accompanying facilitator guides that is to be delivered synchronously, as well as asynchronous professional learning and accompanying participant guidance to be embedded within DoDEA’s LMS are resources to sustain the implementation and shall be provided to the COR in their original format. Note: DoDEA will determined the resources in consultation with the Contractor post-award and resources will be reviewed and refined as needed.

2) Consulting and Coaching for Leadership- Provide consulting and coaching services to district-level and school-level leadership to build capacity and support implementation. This support will be virtual and provided during normal school hours for each district within the regions—Americas, Europe, and Pacific—per PWS 3.3 (2). Specific dates and allotment of hours will be determined post award.

3) Communication Support- Provide support for communicating initiatives to stakeholders through the development of resources in collaboration with DoDEA. Resources shall include but are not limited to script(s) and/or social media content for DoDEA’s communications office, posters, videos of implementation, screencasts, brochures, and guides. Furthermore, some resources may be directed to all stakeholders, and some may be for specific groups (i.e. parents, military leadership, etc.). Resources may also be developed for specific grades, grade bands, content, or specialty area. Communication Support will be planned collaboratively post-award.

4) Content Management Support- Provide technical support for the digital organization and communication of professional learning and resources within DoDEA’s LMS.

2.1.3 Task 3, Annual Senior Leadership Briefing/Project Planning and Consultation with HQ—The Contractor shall present a summary of the year’s work to senior leadership face-to-face or virtually at DoDEA HQ.

The expectation is that the presentation and Q&A session will each take approximately one hour.

Additional meetings should occur throughout each year, with the HQ team to project plan, consult, and provide further briefings to senior leadership. Dates will be determined by the COR post award.

Presentations and accompanying documentation must be presented to the COR fifteen business days before the senior leadership briefing. Finalize the presentation five business days before the senior leadership briefing based on written feedback from the COR. The COR in consultation with the Contractor will determine in writing whether the briefing will be face-to-face or virtual.

2.1.4 Task 4, Senior Leadership Professional Learning—The Contractor shall:

1) Provide two days—12 contact hours—of high-quality, interactive PL for senior leadership at DoDEA HQ on dates scheduled post-award in consultation with the Contractor. Although the exact agenda items will be determined by the project plan that is finalized post-award, they shall include DoDEA’s vision for PK-5 CCR professional learning, including roles, responsibilities, and accountability, and building capacity within senior leadership to lead, and the way forward. The PL shall include documentation, resources, and support to include the following:

a. Implementation guidelines and roadmap to include milestones and benchmark indicators for district-level execution.

b. Job aids for regional and district senior leadership to include embedded videos, relevant resources on leading this type of initiative, and related resources.

c. Digital summary of each PL session for senior leadership and leadership.

d. PL year-at-a-glance summary of the big ideas, central learning, and implementation benchmarks.

2) Perform a dry run of the PL to include any handouts or selected readings virtually with DoDEA HQ staff selected by the COR. Revise the PL based on written feedback from the COR. Include appropriate documentation, if any.

2.1.5 Task 5, Back to School and Quarterly PL for PK-5 Educators—The Contractor shall provide blended learning modules equivalent to two days—12 contract hours—for DoDEA-delivered PL in the fall semester (before the start of school) and the equivalent of four 1-day—six contact hours each—of

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DoDEA-delivered follow-up PL in the fall and spring semesters. The PL shall be grade-level and content appropriate. More specifically, some sessions may involve all PK-5 teachers, and some may be specifically for grades, grade bands, content, or specialty area; however, if differentiated, the learning goals must align. Groups may not be excused from the professional learning. Grouping decisions shall be made post-award. Perform a dry run of the PL to include any handouts or selected readings virtually with DoDEA HQ staff selected by the COR. Revise the PL based on written feedback from the COR.

Include appropriate documentation, if any. Note: Within the prescribed time limits, there is considerably flexibility for whole and small group sessions.

2.1.6 Task 6, Leadership Back to School PL and Train-the-Trainer for Educator Back to School PL—The Contractor shall:

1) Provide leadership PL for two days—12 contract hours—followed by one day--6 hours--of train-the trainer PL, in each DoDEA region, to build capacity, support the accountability of teachers’ implementation of the PL content, and aid the facilitation of Educator Back to School PL. The estimated number of participants is 100-150 participants within each region. DoDEA will determine method of delivery, whether face-to-face or virtual, post-award and in response to DOD travel restrictions. Note:

Within the prescribed time limits, there is considerable flexibility for whole and small group sessions.

2) The PL shall include district- and school-level documentation, resources, and support analogous to those listed in PWS 2.1.4 (a-d).

3) Perform a dry run of the PL to include any handouts or selected readings virtually with DoDEA HQ staff selected by the COR. Revise the PL based on written feedback from the COR. Include appropriate documentation, if any.

4) Provide draft facilitator guides for the train-the-trainer sessions. Finalize the guides based on written feedback from the COR.

2.1.7 Task 7, Train-the-Trainer for Educator Quarterly PL: The Contractor shall deliver the Train-the-Trainer for the Educator PL quarterly via a synchronous webinar delivered during normal school hours for each region—Americas, Europe, and Pacific—per PWS 3.3 (2). Perform a dry run of the PL to include any handouts or selected readings virtually with DoDEA HQ staff selected by the COR. Revise the PL based on written feedback from the COR. Include appropriate documentation, if any, including any updates to the facilitator guides.

2.1.8 Task 8, Leadership Quarterly PL: The Contractor shall deliver the quarterly Leadership PL via a synchronous webinar delivered during normal school hours for each region—Americas, Europe, and Pacific—per PWS 3.3 (2). Professional learning should be focused on building sustainability of the educator professional learning. Perform a dry run of the PL to include any handouts or selected readings virtually with DoDEA HQ staff selected by the COR. Revise the PL based on written feedback from the COR. Include appropriate documentation, if any.

2.1.8 Task 9, Evaluation Support— The Contractor shall: Develop an evaluation timeline for providing feedback on all professional learning sessions identified in the project plan. Draft PL effectiveness evaluations, evaluating the influence of PL on teachers and its impact on student learning via the Kirkpatrick Model, to include evaluation questionnaires. Finalize the evaluation plan and questionnaires based on written feedback from the COR. Provide raw data to DoDEA’s COR, in addition to consolidating and reporting out evaluation results in the annual report (Task 9).

2.1.9 Task 10, Annual Report—The Contractor shall provide a draft annual report informed by the annual senior leadership briefing (Task 3). Finalize the report based on written feedback from the COR.

2.1.10 Task 11, Meetings: The Contractor shall provide the medium through which each meeting occurs, record each meeting’s minutes, and submit the draft minutes to the COR within two business days of the event.

Finalize the minutes two business days after receipt of written feedback from the COR. Attend virtual

04 Oct 21 8 meetings at no additional cost to the Government. Note: Costs associated with attending face-to-face meetings, if any, shall be handled/paid for as stated in the contract.

1) Post-Award Conference: Participate in a video- or teleconference with the COR five business days after award

IAW FAR Subpart 42.5.

2) IT Meeting: Convene a video- or teleconference with DoDEA Information Technology staff ten business days after award, per Technical Exhibit #1.

3) Other Post-Award Meetings: Meet with the Contracting Officer (KO), COR, and/or other Agency personnel, as appropriate, to review Contractor performance, as required by DoDEA. The KO may discuss the Agency’s view of Contractor performance, and the Contractor shall apprise the Agency of any problems being experienced. The Contractor shall take appropriate action to resolve any outstanding issues the Agency raises.

2.1.12 Task 12, Technical Support: The Contractor shall provide industry-standard technical support for its digital resources for the life of the contract via telephone or by email within one business day or less from the initial contact to include but not limited to assisting with service problems, product setup, upgrades, and troubleshooting.

2.2 Performance Standards and Acceptable Quality Levels

2.2.1 Performance Standard: Tasks shall be completed by the required completion date.

2.2.2 Acceptable Quality Level: Ninety-five percent of tasks will be completed by the required completion date. The remaining five percent shall be completed no later than ten business days after their due date.

3 Constraints

3.1 Place of Performance: Work shall be performed at the Contractor’s facilities.

3.2 Key Functions—The Contractor shall provide the following: Project Manager/ Alternate Project Manager, Technology Manager; and Program Specialists. They shall be available, from 9AM to 3PM EST, Monday - Friday, except for Federal holidays or when the Government facility is closed for administrative reasons.

1) Project Manager (PM)/Alternate PM: Provide a person to be responsible for the performance of work with at least five years of experience in this type of role. The names of the PM and alternate PM who shall act for the Contractor when the PM is absent shall be designated in writing to the Contracting Officer. The PM or alternate PM shall have full authority to act for the Contractor on all contract matters relating to the daily operation of this contract.

2) Program Design & Facilitation: Provide program experts to create the project plan, session activities, and digital modules. Provide facilitators to deliver the face-to-face and virtual professional learning. Program experts shall have at least five years of experience in PK-5 education. Facilitators shall have at least three years of experience in this area. Note: DoDEA expects that most, if not all, of the program experts and facilitators will have experience in delivering professional learning to K-12 school level and above-school-level staff.

3) Technology Manager: Provide a technology manager to be responsible for (1) providing digital products that meet DoDEA’s technical requirements and (2) posting digital products on DoDEA’s LMS.

4) Changes: Personnel provided as replacements to key functions after contract award shall meet or exceed the qualifications and experience of those provided upon award of the contract. Notify the COR in writing regarding all personnel changes ten business days in advance of the change.

3.3 Holidays and Hours of Operation

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1) The PM or alternate PM shall be available during the hours of 9AM to 3PM Eastern Standard Time (EST), except for Federal holidays and Federal government closures/shutdowns. The following list shows recognized Federal holidays: New Year’s Day, Martin Luther King Jr.’s Birthday, Presidents Day, Memorial Day, Juneteenth National Independence Day, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, and Christmas Day.

2) Although there are different time zones within Europe and the Pacific and different hours for specific schools throughout DoDEA, the normal business hours for the regions roughly correspond to the following:

Americas, 0700-1500 EST; Europe, 1300-2100 EST; and Pacific, 2000-0400 EST.

3.4 Availability: The Contractor shall make all resources available for the life of the contract.

3.5 Anti-Bias, Diversity, and Inclusion—The Contractor shall provide resources free of age, racial, color, national origin, disabling conditions, sexual, gender, religious, and ethnic bias and present balanced coverage of multi-cultural contributions and representation, where appropriate.

3.6 Privacy—The Contractor shall:

1) User Accounts: Require—only if user accounts are needed—that individual accounts possess unique usernames and passwords that do not require personally identifiable information (PII) to access online content, i.e., first & last name and any other unique personal information.

2) Contractor Personnel: Ensure personnel assigned to this contract take proper precautions to protect information from disclosure. Collect and/or store all agency-owned or agency-controlled PII in accordance with the relevant requirements of the Privacy Act, 5 U.S.C, which may be found at the following URL:

http://www.archives.gov/about/laws/privacy-act-1974.html.

3) Privacy Training: Ensure Contractor staff who have access to DoDEA’s student, teacher and/or staff personally identifiable information take the DoD Privacy Act/Personally Identifiable Information (PA/PII) training before gaining access to the data and yearly thereafter. Provide copies of the certificates of completion to the COR which can be audited at any time by the Chief Information Security Officer (CISO) or his/her designee.

3.7 Section 508 Compliance—Ensure Contractor resources, wherever applicable, meet the following requirements:

1) IT Requirement: Ensure that all electronic hardware and software that is procured under this contract/purchase order comply with Section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C.

794d) and the Architectural & Transportation Barriers Compliance Board Electronic Information Technology (EIT) Accessibility Standards (36 CFR part 1194). More information may be found at http://www.section508.gov.

2) Deliverable Requirement: Ensure the following occur:

Outputs/deliverables do not adversely affect accessibility features of existing EIT technologies.

EIT related to the requirements of the contract are accessible to people with disabilities, per 29 U.S.C 794(d).

Outputs/deliverables including functional performance, information, documentation, and support requirements are considered. Standards from 36 CFR Part 1194 Subpart B, C and D apply to this acquisition.

3.8 Optical Character Resolution (OCR): The Contractor shall provide, upon request, two digital OCR copies of print materials in one or more of the following formats:

Digital Accessible Information System/National Instructional Materials Accessibility Standard (NIMAS) with cascading style sheet HyperText Markup Language (HTML) Portable Document Format (PDF), (unlocked, embedded fonts, single page) Rich Text Format (RTF)/Word document

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3.9 Sharable Content Object Reference Model® (SCORM®) Compliance: Ensure digital modules are SCORM®-compliant. DoD Instruction 1322.26 mandates that digital modules be developed in compliance with the latest version found at https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/132226_dodi_2017.pdf?ver=2017-10- 05-073235-400.

3.10 Data: All data developed as a result of any work awarded under this contract is and shall remain the property of the Government.

3.11 Organizational Conflict of Interest (OCI): The Contractor (including any subcontractor) personnel performing work under this contract may receive, have access to, or participate in the development of, proprietary or Privacy Act information (e.g., personal information, education, etc.) may create a current or subsequent OCI as defined in FAR Subpart 9.5. Whenever the Contractor becomes aware that such access or participation may result in actual or potential OCI, the Contractor shall (1) immediately notify the Contracting Officer (KO) in writing and (2) promptly submit a plan to the KO to avoid or mitigate any such OCI. Note: The KO will unilaterally determine if the Contractor’s plan is acceptable. If the KO determines the plan cannot satisfactorily avoid or mitigate an OCI, s/he may implement other remedies to include prohibiting the Contractor’s further participation in contracted requirements.

3.12 Travel

1) Area of Travel: The Contractor shall travel to DoDEA HQ in Alexandria, VA and to regional sites. Note:

This contract does not authorize travel for Government personnel.

2) Travel Policy: The Government will reimburse the Contractor for allowable travel costs incurred by the contractor in performance of the contract and determined to be IAW FAR Subpart 31.2, subject to the following provisions: travel required for tasks assigned under this contract shall be governed in accordance with rules set forth for temporary duty travel in the DoD Joint Travel Regulations (JTR). The Contractor shall execute all travel IAW DoD regulations and policies. All travel and expenses above $75 shall be approved by the COR in writing, prior to travel.

3) Travel: Travel, subsistence, and associated labor charges for travel time are authorized for travel beyond a 50-mile radius of the local office, whenever a task assignment requires work to be accomplished at an alternate work site. No travel, subsistence or associated labor charges for travel time shall be charged for work performed within a 50-mile radius of the Contractor’s local office, normal work site, or temporary work site unless approved in advance by the COR. Under no circumstances will costs be reimbursed for travel performed for personal convenience and daily travel to and from the normal work site, to include parking expenses.

4 Government-Furnished Information and Resources

4.1 The COR and other SMEs will contribute approximately 2.0 FTE during each year of the contract in support of the work to include providing written feedback, as required, in order to meet the project plan’s schedule.

Support includes incorporation of the key concepts, instructional shifts, and strategies learned in previous CCRS professional learning

4.2 DoDEA will provide the facilities, internet access, and related equipment required for all face-to-face professional learning and annual senior leadership meetings.

5 Contract Deliverables

Milestone/Deliverable Word / Excel

Digital Copies

Task /

PWS

Planned Frequency

Project Plan Yes Yes 1 Annually Excellent Instruction Resources Yes Yes 2 Ongoing Communication Resources Yes Yes 2 Ongoing

04 Oct 21 11

Annual Senior Leadership Briefings Yes Yes 3 Annually Senior Leadership PL Yes Yes 4 Initial year only Educator Back to School PL Yes Yes 5 Annually, beginning second year Educator Quarterly PL Yes Yes 5 Annually, beginning second year

Train-the-Trainer for Educator Back-to- School PL Yes Yes 6

Annually, beginning second year, before school starts—one week in the US; the following week at overseas sites

Leadership Back to School PL Yes Yes 6

Annually, beginning second year, before school starts—one week in the US; the following week at overseas sites

Train-the-Trainer for Educator Quarterly PL Yes Yes 7

Quarterly, beginning second year

- Dates and times determined by DoDEA

Leadership Quarterly PL Yes Yes 8

Quarterly, beginning second year

- Dates and times determined by DoDEA

Evaluation Support Yes Yes 9 Annually Annual Report Yes Yes 10 Annually

Meetings Yes Yes 11

Post-award conference five business days after award Other meetings as scheduled in writing by the COR

Technical Support Yes Yes 12 Annually

6 Acronyms and Definitions

6.1 Acronyms

1) DoD/DOD Department of Defense

2) DFARS Defense Federal Acquisition Regulation Supplement

3) EIT Electronic Information Technology

4) FAR Federal Acquisition Regulations

5) IAW In Accordance With

6) PA/PII Privacy Act/Personally Identifiable Information

7) QASP Quality Assessment Surveillance Plan

8) SCORM Shareable Content Object Reference Model

9) SME Subject-matter expert

6.2 Definitions

1) Contract Line Item Number (CLIN) – Basic structural element in a procurement instrument describing and organizing the required product or service for pricing, delivery, inspection, acceptance, invoicing, and payment. The use of the term “line item” includes “subcontract line number”, (SLIN), as applicable.

2) Contracting Officer (KO) – The only individual with expressed authority to obligate (bind) the

Government by means of entering, administering, and terminating contracts within the limits of the authority delegated via a Contracting Officer’s warrant.

3) Contracting Officer’s Representative (COR) – Qualified and trained Government employee, nominated by the requiring activity (RA) and appointed in writing by a KO primarily to perform specific technical or administrative functions on a specific contract(s); serves as the ‘eyes and ears’ of a KO to assure the Government’s best interests are protected via the terms and conditions of the contract(s) appointed. COR’s do not have authority to obligate (i.e., bind) the Government.

04 Oct 21 12

4) Contractor - Supplier or vendor having a contract to provide specific supplies or service to the

Government. The term used in this contract refers to the prime.

5) Deliverable – Usually physically delivered items but may include such items as digital documents/reports.

6) Performance Requirements Summary (PRS) – Tabular listing of performance objectives and standards that provides the basis for a meaningful QASP.

7) Performance Work Statement (PWS) - A statement of work for performance-based acquisitions describing the required results in clear, specific and objective terms with measurable outcomes.

6.3 Terms for this PWS

1) Blended Learning Modules and Facilitator Guides – The Contractor with advice from DoDEA SMEs will draft the digital PL modules and facilitator guides. The Contractor will finalize them based on written feedback from DoDEA.

2) College and Career Ready Standards (CCRS) - Grade-by-grade learning expectations for students in grades PK-12. These standards are rigorous, research-based, and reflect the knowledge and skills students need for success in college and careers and are consistent with the Common Core State Standards (CCSS) College and career ready standards exist for mathematics (CCRSM), science (CCRSS), literacy (CCRSL), and social studies (CCRS-H/SS).College and career ready standards are designed to be relevant to the real world, allow students to master more critical-thinking and unique problem-solving skills, and to reflect the knowledge, skills and social foundations that our students need for success in both college and work.

3) Professional Learning - Implementation of a comprehensive recursive process that provides sustained learning experiences aimed at engaging and enhancing professional practice. It includes a framework and design of the interconnections between teaching and learning within the broader context of alignment to and implementation of content and processes pertaining to standards, curriculum programming, and instructional practices necessary to improve student learning and achievement. It is …a comprehensive, sustained, and intensive approach to improving teacher and principal effectiveness in raising student achievement (Source: Learning Forward, 2009).

4) PK-5 - Grade levels pre-kindergarten through fifth grade to be addressed. Note: It is anticipated that PK teachers will join their kindergarten counterparts for most, if not all, activities.

5) Curriculum comprehensively refers to the standards-aligned instructional materials that teachers use and to the resources that support instruction, such as standards, frameworks, scope and sequences, instructional guidance, and assessments.

6) Curriculum resources, instructional resources, curriculum materials, or instructional materials - Resources teachers use to provide standards-aligned learning experiences for students, as well as those that offer support and guidance for teachers on how to teach the materials.

7) Scaffolding - Help that is “just right” and “just in time,” provided to learners so that, with that support, they can accomplish tasks they would not be able to complete alone, and so that they appropriate the knowledge, skills, or language required to support their own performance in the future. In terms of educational materials, scaffolded lessons need to be generative, that is, they should promote student autonomy over time. An important feature of pedagogical scaffolding is that it should enable the emergence of novelty. For example, activities proposed should provide students with an opportunity to engage in a novel application of ideas. The term scaffolding comes from the work of Jerome Bruner, who defined it as: A process of ‘setting up’ the situation to make the child’s entry easy and successful

04 Oct 21 13 and then gradually pulling back and handing the role to the child as he becomes skilled enough to manage it (1983:60). Bruner, J. (1983). Child’s Talk: Learning to Use Language. New York: Norton.

Flexible supports may include such modes as the following:

1. Excellent text dependent questions in a thoughtful sequence

2. Effectively spiraling levels of text complexity

3. Presenting chunks of knowledge or information from an accessible base sequenced from the simple to the more complex

4. Building student knowledge through reading and writing

5. Strategic selection of pivotal vocabulary and allusions

6. Making connections between different portions of a text

7. Providing related texts or problems at an appropriate grade level

8. Guidance regarding less "frustrating" access points for struggling learners

English language learners (ELL) need additional support so content is comprehensible to them in

English. Additional support techniques should include explicit instruction of strategically selected vocabulary (focus on high frequency Tier II and III words); building background knowledge; strategic and purposeful use of multiple media (e.g. strategic use of short video clips, carefully selected images, and purposeful use of manipulatives, directly related to the text or content being taught); instruction in word‐learning strategies and comprehension strategies;

and building on and supporting students’ first language knowledge.

For students with disabilities, all modules must be designed with Understanding by Design®

(UbD) principles as a framework. Additional methods of scaffolding instruction to support learning for students with disabilities must include teacher‐led systematic and explicit instruction, with examples of use of teacher‐led strategies such as modeling of proficient problem solving, verbalization of thought processes, use of mnemonics, visual imagery, word mapping, guided practice and corrective feedback.

7 Performance Requirement Summary (PRS) and Quality Assurance Surveillance Plan (QASP)

7.1 Performance Requirement Summary (PRS)

Performance Objective Performance Standard AQL Inspection

Method

Task 1, Project Plan

Draft completed 60 calendar days after the post-award conference. Final completed 15 calendar days after receipt of written feedback.

Draft: 80% correct Final: 100% correct except for possible grammar and formatting errors

COR inspection and stakeholder feedback

Task 2, Technical Assistance (Excellent Instruction & Communication Resources)

Tasks completed per the project plan schedule

Each year’s final iteration 100% correct except for possible grammar and formatting errors

COR inspection and stakeholder feedback

Task 3, Annual Senior Leadership Briefings, Planning, and Consultations

Tasks completed per the project plan schedule

All briefings conducted as scheduled.

COR inspection and stakeholder feedback

Task 4, Senior Leadership PL

Tasks completed per the project plan schedule 100% compliance with PWS

COR inspection and stakeholder feedback

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Performance Objective Performance Standard AQL Inspection

Method Task 5, Back to School and Quarterly PL for Educators

Tasks completed per the project plan schedule 100% compliance with PWS

COR inspection and stakeholder feedback Task 6, Back to School PL for Leadership and Train the Trainer for Educator Back to School PL

Tasks completed per the project plan schedule 100% compliance with PWS

COR inspection and stakeholder feedback

Task 7, Train the Trainer for Educator Quarterly PL

Tasks completed per the project plan schedule 100% compliance with PWS

COR inspection and stakeholder feedback

Task 8, Quarterly Leadership PL

Tasks completed per the project plan schedule 100% compliance with PWS

COR inspection and stakeholder feedback

Task 9, Evaluation Support

Tasks completed per the project plan schedule 100% compliance with PWS

COR inspection and stakeholder feedback

Task 10, Annual Report

Tasks completed per the project plan schedule

Each year’s final iteration 100% correct except for possible grammar/formatting errors

COR inspection and stakeholder feedback

7.2 Quality Assurance Surveillance Plan (QASP): The Government will utilize a QASP to monitor the contractor’s performance on the contract. The QASP is a living document and can change at any time during the life of the contract. As such, the Government reserves the right to unilaterally edit the QASP at the Government’s discretion.

04 Oct 21 15

Technical Exhibit #1 - TECHNICAL REQUIREMENTS

The Contractor shall comply with the applicable technical requirements detailed below.

1.1 Software and Cloud Security Requirements—The Contractor shall:

1.1.1 Ensure all online resources, cloud-based services and instructional software meet the Department of Defense (DoD) and DoDEA Cybersecurity requirements as defined below. Note: Software, cloud services and associated websites are rigorously tested to ensure no security risks are posed to DoDEA infrastructure and its users.

1.1.2 Complete the Cloud Services questionnaire that was submitted as part of the proposal submission and provide copies of and/or access to any software listed in the proposed solution.

1.1.3 Ensure on-premises software support post-installation integration of the necessary Security Technical Implementation Guides (STIG) for applicable systems and applications, including Microsoft Windows 10, Microsoft Windows Server 2016, Windows Server 2019, Microsoft Windows IIS, Apache, Oracle databases, and Microsoft SQL Server databases. Note: The application to obtain the STIG Viewer is found at https://public.cyber.mil/stigs/srg-stig-tools/, and the STIGs themselves may be downloaded from https://public.cyber.mil/stigs/downloads/.

1.1.4 Ensure its content accessible from the web is compatible with the following browser platforms: Internet Explorer 11, Google Chrome and Edge. Ensure that any applicable STIGs are implemented.

1.1.5 Ensure on-premises software, which is subject to static and dynamic analysis testing, imposes no risk to DoDEA systems, users and/or data. Note: DoDEA assesses software products to ensure compatibility with existing system configurations and software, testing may also include reverse engineering analysis.

1.1.6 Provide a plan of actions and milestones (POA&M) to mitigate…