Attachment_1-Literacy_PWS.pdf

PERFORMANCE WORK STATEMENT

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Systemwide K-12 Literacy Professional Learning And Literacy Model Units

1.0 INTRODUCTION

1.1 The Department of Defense Education Activity (DoDEA) serves the educational needs of the dependents of military and civilian employees by providing PK-12 instruction to about 74,000 students in 171 brick-and-mortar schools. Student enrollment varies based primarily on the deployment of military troops worldwide. DoDEA’s curriculum, resources, and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems.

1.2 In North America DoDEA operates 57 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoDEA operates 66 schools located in Germany, England, Netherlands, Belgium, Italy, Spain, Turkey and Bahrain. In the Pacific, DoDEA operates 48 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA also operates a fully accredited Virtual High School with its main office in Virginia and teaching hubs in Germany and Okinawa.

1.3 DoDEA has adopted the Common Core State Standards as their College and Career Ready Standards (CCRS) in Mathematics and Literacy. DoDEA has identified two priorities related to the DoDEA Community Strategic Plan (CSP) goals:

Priority 1 addresses the adoption of the CCRS, whose curriculum standards are rigorous, research-based, and reflect the knowledge and skills our students need for success in college and careers.

Priority 2 requires the establishment of an organizational structure with the capacity to effectively manage, operate, and sustain a high-quality, worldwide, unified PK-12 school system to ensure our students achieve the CCRS standards.

2.0 BACKGROUND

2.1 Terms— For the purposes of this performance work statement, the term:

College and Career Ready Standards Literacy (CCRSL) is identical to the term, Common Core State Standards in English Language Arts and Literacy in Social Studies/History, Science, and Technical Subjects. The foundation of CCRSL involves designing learning events to engage teachers in research-informed tasks and productive practices that are essential for designing and delivering instruction across the content areas aligned to the rigorous expectations and the three major ELA/Literacy shifts suggested by the Common Core State Standards (CCSS) and which may be found at http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/.

Teachers will also need to design model units that engage students in rigorous Literacy instruction for the classroom and learning events that are essential to develop college and career ready literacy skills across content areas.

Professional Learning refers to the implementation of a comprehensive recursive process that provides sustained learning experiences aimed to engage and enhance http://www.corestandards.org/other-resources/key-shifts-in-english-language-arts/

22 Oct 15 2 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. “A comprehensive, sustained, and intensive approach to improving teacher and principal effectiveness in raising student achievement” (Source: From the definition of professional development found in Learning Forward, 2009).

K-12 refers to the grade levels covered by the CCRSL. Note: PK teachers will join their kindergarten counterparts so they can better prepare their students to transition into kindergarten.

Publisher’s Criteria: Developed by the authors of the Common Core State Standards, (CCSS) these criteria are designed to guide publishers and curriculum developers in developing reading materials that align to the CCSS. Revised Publishers’ Criteria for English Language Arts & Literacy may be found at the following URLs:

http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf and http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

Close Reading is the careful, sustained analysis of a brief passage of text. It places great emphasis on the particular over the general, paying close attention to individual works, syntax, and the order in which sentences and ideas unfold as they are read.

Scaffolding is the 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 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 the following (and other) successful modes:

1) Excellent text dependent questions in a thoughtful sequence

2) Effectively spiraling levels of text complexity

3) Digestible chunks of knowledge or information sequenced from an accessible base 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) Related texts or problems at an appropriate grade level

8) Guidance regarding less "frustrating" access points for struggling learners http://www.corestandards.org/assets/Publishers_Criteria_for_K-2.pdf http://www.corestandards.org/assets/Publishers_Criteria_for_3-12.pdf

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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.

2.2 The DoDEA PK-12 Literacy curriculum, which is being developed, is based on the Massachusetts Curriculum Framework (www.doe.mass.edu/frameworks/current.html) and includes a scope and sequence for grade-level instruction, pacing guides, units of instruction, formative assessments, appropriately aligned tasks, and resources for implementing the standards in classrooms.

The new curricular framework consists of the following four key elements:

Course Design: Courses/subject areas will consist of units of instruction with clearly defined scope, sequence, and pace. Each unit of instruction will focus teaching and learning on specific CCRSL standards and be supported by research based instructional strategies, balanced assessment system, and aligned instructional materials and resources.

Vertical Alignment: Content will be vertically aligned across grade levels by sequencing content and instruction in a manner that progressively builds literacy skills and their increasing complexity through grade bands. Vertical alignment ensures content and instruction will be aligned to grade-level standards.

Horizontal Alignment: Content will be horizontally aligned within each grade to ensure consistency in the depth of expected learning outcomes on what is taught, learned, and assessed in the various content areas.

Instructional Material Alignment: Instructional materials/resources (e.g., textbooks, workbooks, supplemental materials, and digital resources) will be tightly aligned to course/grade-level standards.

2.3 DoDEA recognizes that successful CCRSL implementation requires (1) strong instructional leadership in every school, (2) well-prepared teachers in every classroom. , and (3) integrated approaches to curriculum implementation, educator preparation, and professional learning.

2.4 DoDEA is a member of the Partnership for Assessment of Readiness for College and Careers (PARCC); and DoDEA is in the process of aligning curriculum, instruction, and assessment accordingly.

3.0 SCOPE OF WORK

http://www.doe.mass.edu/frameworks/current.html

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3.1 DoDEA has outlined its understanding of effective components of meaningful curriculum modules; however, Contractors are asked to propose innovative approaches to designing the specific components requested.

3.2 DoDEA requires the following categories of professional learning to implement CCRSL systemwide. They shall support a growth mindset of the implementation and are to be replicated and/or updated based on the needs/pace of the implementation.

3.2.1 Administrators: DoDEA requires the following documentation, resources, and support:

1) School leadership implementation configuration maps, implementation guidelines, milestone chart, curriculum plans, and curriculum maps (job aides and videos) to guide the creation of structures and processes that support the measurement of effective district and school implementation. See PWS 4.1.7, 4.8, and 4.12.

2) Resources and links (job aides and videos) so that school-level administrators and subject-matter experts can better prepare to lead and support teachers as they learn and apply CCRSL professional learning. See PWS 4.4 and 4.5.

3) Two 1-hour training modules with facilitator guides to assist PK-5 and 6-12 administrators, respectively, in communicating the literacy implementation to parents and community stakeholders in a face-to-face setting. See PWS 4.8.3 and 4.12.3.

4) Professional learning year-at-a-glance summary of the big ideas/central learning and benchmarks for implementation. See PWS 4.8 and 4.12.

5) Digital summary (job aides) of each professional learning session designed for above school-level administrators, school-level administrators, and subject-matter experts. See PWS 4.8 and 4.12.

6) Job aides and videos to support administrator observations of literacy instruction in the classroom. Job aides will help administrators perform non-evaluative teacher observations. Videos will help administrators calibrate their knowledge of CCRSL instruction to classroom instructional shifts. See PWS 4.8 and 4.12.

3.2.2 Literacy Learning Leaders: DoDEA requires two days of face-to-face professional learning annually for above-school-level administrators, school-level administrators, and subject-matter experts to build skill to lead literacy professional development and facilitate school-level learning to sustain the implementation for the long term.

3.2.3 Core Content Cohort: DoDEA requires support for the CCRSL implementation needs of PK-12 literacy and integrated literacy for classroom teachers and other school-level and above-school-level educators that includes a 2-day annual face-to-face professional learning session and four 1-day quarterly (follow-up) face-to-face professional learning sessions per year. Note: In the base year only, there will be two 1-day semesterly professional learning sessions instead of four quarterly ones.

The Core Content Cohort professional learning shall be characterized by:

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Instruction for grade level standards and special programs and populations with a focus on how literacy standards enhance students’ college and career readiness.

DoDEA educators demonstrating their understanding of the CCRSL core instructional shifts and ubiquitous anchor standards through products of student work in quarterly professional sessions to promote deep learning of content.

DoDEA school administrators, staff development teachers, and subject-matter experts being active participants to enhance their skill to support classroom teachers.

3.2.4 Teachers of the following subjects comprise the Core Content Cohort:

1. ELA / Literacy

2. Social studies/history

3. Selected science subjects

4. Gifted education

5. Education for students with disabilities

6. English as a second language

7. Art education

8. Physical education

9. Music education

10. Computer education

11. Integrated courses

12. Career and Technical

13. Education technologists

14. Information specialists

3.2.5 CCRSL Community of Practice: DoDEA requires content to be placed on DoDEA’s learning management system (LMS)—currently Schoology—to provide access to online resources for use by all stakeholders including parents and the community.

DoDEA intends to establish an online community associated with this initiative.

3.2.6 Virtual Support Network: DoDEA requires virtual follow-up support in the form of online discussions around foundational literacy and instructional content for teachers in the Core Content Cohort throughout the school year to include creating a frequently asked questions (FAQ) document. The Network shall be contained in the Community of Practice, which is housed on DoDEA’s LMS.

3.2.7 Model Units:

K-12 English Language Arts (ELA): DoDEA requires six digital model units per grade level over the life of the contract—that will incorporate newly adopted DoDEA materials with fidelity and new literacy standards. The units will be provided in increments of one unit in the fall and one unit in the spring per school year (two units per school year). They will (1) use open source education resource (OER) model units validated through the EQuIP rubric (www.achieve.org/EQuIP); (2) use the UbD framework (Wiggins and McTighe, 2005); (3) be part of the professional learning plan; (4) access the increased levels of rigor and instructional shifts that CCRSL require, and (5) differentiate within CCRSL to allow for various levels of learners (i.e., students with disabilities, ELL, and gifted).

Note: DoDEA defines a model unit as a set of six or more lessons focused on a single topic/unit based on resources such as those developed by EQuIP Model Units and sequenced in curriculum plans and maps, e.g. EngageNY (www.engageny.org).

All model units will be placed on DoDEA’s LMS, which is currently Schoology.

http://www.achieve.org/EQuIP http://www.engageny.org/

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Due Dates for ELA/Literacy Model Unit Drafts By Grade Level* Categories Secondary (6-12) Elementary (K-5)

Model Unit 1 01 Sep 2016 01 Sep 2018 Model Unit 2 01 Feb 2017 01 Feb 2019 Model Unit 3 01 Sep 2017 01 Sep 2019 Model Unit 4 01 Feb 2018 01 Feb 2020 Model Unit 5 01 Sep 2018 01 Sep 2020 Model Unit 6 01 Feb 2019 01 Feb 2021

* Model units refer to each grade level in the group—either 6-12 or K-5. Contractor shall finalize based on COR feedback.

In addition to the ELA model units, DoDEA requires the following units for the literacy skills associated with curricular content:

1) 6-12: All units to be completed by September 1, 2016 of the Base Year:

o One model unit (exemplar) for grade 6 in science (earth’s atmospheric properties & processes or weather & climate) and in social studies.

o One model unit (exemplar) for grade 7 in science (structure and properties of matter) and social studies and for grade 8 in science (properties of motion) and social studies.

o One model unit (exemplars) for grades 9-12 in US History, World History, Government, Biology, Chemistry (structure and properties of matter), , Career Technical Education (supporting technical reading and writing), Algebra I, Algebra II, and Geometry

2) K-5: One model unit (exemplar) per grade level for social studies and science completed by September 1, 2018 (Option Year 2).

3) K-12: The intermediate and secondary units shall be completed by September 1, 2016 (base year) and the elementary units by September 1, 2018 (Option Year 2).

o One model unit (exemplar) for DoDEA educational technologists in each of the following levels: primary, intermediate, and secondary. The units shall enable them to support interdependencies between technology-embedded instruction and technology-embedded student work within classrooms.

o Two model units (exemplars) for DoDEA information specialists in each of the following levels: primary, intermediate, and secondary. One unit shall support instructional research across the grade levels. One unit shall enable them to better support and collaborate with classroom teachers based on the literacy instructional shifts.

3.2.8 General—DoDEA requires:

Copyright & DoDEA Resources: Embedding of DoDEA curriculum resource materials to the extent possible within all model units. Additional resources referenced within the model units that are outside free resources must have copyright for DoDEA educator use.

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Accommodations: All categories of professional learning (PWS 3.2.1-3.2.7) accommodate differences in DoDEA school sizes, grade configurations, and geographic locations.

3.3 DoDEA will implement CCRSL over a base year and four option years. The 3-year 6-12 rollout will begin in the 2016-17 school year. The 3-year K-5 rollout will begin in the 2018-19 school year. See Tables 1-3 (below) and Exhibit 1 (appended).

New English Language Arts (ELA) curriculum resources are scheduled for purchase in the spring preceding the implementation for each grade band.

Prekindergarten teachers will join their kindergarten counterparts at all professional learning sessions.

Table 1: Rollout of Implementations & Model Units

Categories Base

SY16-17

OY1

SY17-18

OY2

SY18-19

OY3

SY19-20

OY4

SY20-21

6-12 Literacy Implementation X X X K-5 Literacy Implementation X X X X

6-12 ELA Model Units X X X K-5 ELA Model Units X X X

Other Subjects Grades 6-12 X Education Technologists X X

Information Specialists X X

Table 2: Estimated Number of Educators & Students

Categories Administrators Teachers Students 6-12 Implementation 280 2200 28,700

PK-5 Implementation 300 2600 45,800

Table 3: Estimated Number of Facilitators for Core Content Cohort Professional Learning

Categories US Overseas Total 1* Sessions

Total 2** Facilitators

6-12 Two-Day Professional Learning 20 68 88 66 6-12 One-Day Professional Learning 20 68 88 36

PK-5 Two-Day Professional Learning 34 67 101 67 PK-5 One-Day Professional Learning 34 67 101 37

* Total 1 shows the total estimated number of sessions that require facilitation.

** Sessions are staggered. Total 2 shows total estimated number of facilitators required.

Note: In Option Year 2 only, the estimated numbers will be added—133 and 73, respectively.

4.0 REQUIREMENTS

4.1 Project Plan—The Contractor shall:

4.1.1 Provide a project plan for delivering the required professional learning for each category listed in PWS 3.0. Project management shall include a Summary of the key personnel in charge of designing and leading this initiative. At a minimum the project plan shall include the following ten sections:

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1) Project Management (including project managers/leads, travel coordinator)

2) Project Goals, Outcomes, and Learning Progressions for all cohort groups

3) Project Deliverables

4) Project Schedule (including detailed explanation of interdependencies)

5) Participant Resources

6) Human Resources

7) Communications

8) Challenges/Risks

9) Budget

10) Evaluation to include internal evaluation and quality assurance controls

4.1.2 Ensure that the project plan aligns the, professional learning and model units to the focused rollout action plan in Table 4 below:

Table 4: Rollout Actions

Categories 6-12: Base Year K-5: Option Year 2

6-12: Option Year 1 K-5: Option Year 3

6-12: Opton Year 2 K-5 Option Year 4

Standard Shifts

Reading Informational Text (K-12)

Reading Literature (K-12)

Writing (K-12) Language (K-12)

Speaking & Listening (K-12)

Reading Foundational Skills (K-5)

Instructional Shifts

Building knowledge through content-rich nonfiction

Reading, writing, thinking grounded in text (text dependent)

Text complexity (scaffolds) /academic language

Writing over time with intentional technology integration to create and publish

Writing over time with intentional student collaboration

Development of organization, style, and vocabulary based on audience/task

Collaborative discussions between students, and student groups, to build on each other’s ideas and to evaluate speaker’s point of view, rhetoric, and reasoning

Integrating visuals from a variety of media into presentations

Explicit vocabulary instruction for a range of vocabulary

Educator Professional Development

Thread develop-mentally appropriate rigorous aligned tasks

Big Idea: Reading for meaning to build the following CCSS skills in students: (PK-12) Managing text complexity Evaluating and using evidence Developing core skills of reading (e.g. main idea, inferences, analyzing characters and content)

Vocabulary development as a way to build foundational background knowledge

Conducting

Big Idea: Writing to learn and inductive learning to build the following CCSS skills in students: (PK-12) Developing higher order thinking through writing

Writing in the key Common Core text types: arguments, informative/explanatory texts, and narratives

Writing for a wide range of task, audiences, and purposes

Supporting thinking

Big Idea: Deeper thinking and thoughtful communication to build the following CCSS skills in students: (PK-12) Delivering and evaluating speaking, listening, and presenting

Integrating and evaluating information and tools

Collaborating w/peers Improving literacy across all strands (reading, writing, speaking/listening, and language)

Big Idea: Reading

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Categories 6-12: Base Year K-5: Option Year 2

6-12: Option Year 1 K-5: Option Year 3

6-12: Opton Year 2 K-5 Option Year 4 comparative analyses of academic content (6-12)

Conducting comparative readings of two or more texts

(PK-5)

Finding patterns and making logical inferences with evidence Integrating information from multiple sources Academic vocabulary Finding patterns and making logical inferences

Foundational Skills to build the following skills:

PK-5 only Print concepts Phonological awareness Phonics and work recognition Fluency

4.1.3 Ensure all professional learning follows the base and option year plan below

Table 5: Face-to-Face Professional Learning Schedule

Years Rollout 2-Day Core Content Cohort Prof. Learning Semesterly Quarterly

Base 2016-17 (6-12) January 2017 1 day Oct-Nov;

1 day Mar-Apr

OY1 2017-18 (6-12) July/August 2017

1 day per quarter

OY2 2018-19(6-12) July/August OY2 2018-19(K-5) July/August 0Y3 2019-20 (K-5) July/August 0Y4 2020-21 (K-5) July/August

4.1.4 Explain how the following five components will be addressed/embedded across all professional learning:

1) Differentiation for diverse learners (variety of learning styles).

2) Differentiation for students not functioning at grade level to include accommodation and modification of standards

3) 21st century skills & student-centered focus/approach for teaching & learning.

4) Education of students with disabilities (that is, with individualized educational plans), English language learners, and gifted learners.

5) Learning environments that promote confidence, competence, and collaboration (social, emotional, disposition, academic learning).

4.1.5 Provide a summary of each professional learning event to include:

1) Distribution of facilitators for face-to-face professional learning by site, where required. (Facilitators shall not be vendor developers/project managers, who need to be onsite to coordinate with their DoDEA counterparts.)

2) Learning goals, objectives, and outcomes as well as related online (preferably) and print resources (if only available in that format).

3) Research design elements and theory of action used to inform and engage participants.

4) Collaborative reflection and pedagogical problem solving consistently across significant portions of professional learning.

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5) Provide electronic and hard copies of each professional learning material per session per participant at each training location.

4.1.6 Provide the criteria for selecting facilitators and the methodology that ensures that each one has the knowledge and experience to be successful. The plan shall include a matrix with the following information for each facilitator:

1) Advanced degree to include a representative of a cross-section of expertise.

2) At least three years of CCRSL instructional experience that includes high interest, rigorous, and interactive literacy tasks to help teachers understand, explore and analyze the necessary instructional shifts across content involved.

3) Professional learning experience (face-to-face, live webinars, blended learning).

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

5) Success rates based on evaluations.

6) Note: If the Contractor wishes to substitute individuals, written approval from the Contracting Officer’s Representative (COR) shall be obtained first.

4.1.7 Provide the step-by-step process to ensure that:

1) Facilitators complete all required travel security compliance steps on time.

2) Facilitator itineraries are provided to the COR two weeks prior to travel.

3) Facilitators obtain international insurance for overseas travel.

4.1.8 Address in the plan videotaped recordings of one of each type of face-to-face session, that is, the 2-day session and each quarterly session. The Contractor shall record, edit, and archive on DoDEA’s LMS. The recordings shall be Sharable Content Object Reference Model® (SCORM®) compliant. Sessions to be recorded shall be identified at the post-award conference.

4.1.9 Provide in the plan a continuum of research-informed actions and productive practices for implementation also known as an innovation configuration map that includes a developmental continuum of behaviors beginning with the highest fidelity of change in practice to non-use (five levels). The tool shall:

1) Address Pathways to the Common Core: Accelerating Achievement and the

Core Six: Essential Strategies for Achieving Excellence with the Common Core. See PWS 4.2.1 and 4.2.2.

2) Address the learning behaviors described in PWS 4.3.6.

3) Provide a CCR literacy vocabulary.

4) Define the strategy/practice and what it looks like in use.

5) Indicate participants’ growth over time per the developmental continuum of behaviors from the highest level of fidelity to non-use.

6) Inform stakeholders how to best support teacher implementation and use of new practices.

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7) Provide a CCRSL implementation blueprint for the classroom, school, and district that lists learning outcomes, resources and professional learning required.

4.1.10 Provide an evaluation plan that utilizes the four components of the Kirkpatrick model (PWS 4.15) and that promotes self-assessment and reflection (formative assessment for DoDEA educators).

4.1.11 Provide a syllabus for all of the face-to-face professional learning that includes title, dates, contact hours, description, objectives, assignments, readings, and any printed and/or online materials that individual participants may use to negotiate with an accredited institution of higher learning to obtain graduate credit for the course.

Note: This information will be provided to an institution of higher learning selected by individual participants who wish to gain graduate credit for this work.

4.1.12 Provide a final project plan based on written feedback from COR. The final project plan shall include an executive summary addressing all of the key requirements.

4.2 Pedagogical Design—The Contractor shall ensure that professional learning:

4.2.1 Is guided by the Core Six: Essential Strategies for Achieving Excellence with the Common Core (Harvey F. Silver, R. Thomas Dewing, & Matthew J. Perini.

ISBN-13: 978-1-4166-1475-3) and Pathways to the Common Core: Accelerating Achievement (Lucy Calkins, Mary Ehrenworth, & Christopher Lehman. ISBN- 13: 978-0-325-04355-5)—as foundations for high-quality Literacy programs.

4.2.2 Includes key concepts structured around the six literacy strategies referenced in Core Six: Essential Strategies for Achieving Excellence with the Common Core which represent a core set of high-leverage strategies essential to developing a central focus for school faculties, common ground for school-wide collaboration to increase student achievement through the improvement of teaching practices.

4.2.3 Includes cognitive model of rigor, such as Karen Hess’ work, which may be found at http://static.pdesas.org/content/documents/M1- Slide_22_DOK_Hess_Cognitive_Rigor.pdf

4.2.4 Incorporates the following six professional learning best practices, per the focused rollout action plan, embedded components, and participants expectations (PWS 4.1.2, 4.1.3, and 4.3.6):

1) Focus that is primarily on relevant CCRSL content, employing effective adult learning theory approaches.

2) Research-driven design that meets the informational and implementation needs of teachers, administrators, and instructional support educators and uses the theory of action to engage them in practice and planning.

3) Links between the goals and delivery method of professional learning and significant learning activities.

4) Collaborative reflection and pedagogical practice problem solving that is consistently structured across significant portions of professional learning.

5) Resources to engage participants in ongoing, independent and collaborative planning, learning, and pedagogical practice problem solving.

http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf http://static.pdesas.org/content/documents/M1-Slide_22_DOK_Hess_Cognitive_Rigor.pdf

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6) Performance tasks incorporated into all professional learning that enables teachers to understand and develop such tasks for their students.

4.2.5 Incorporates the distinct shifts in instruction required by the CCRSL to include:

1) 21st century skills and practices to include critical thinking, communication, collaboration, and creativity.

2) Increased use of non-fiction texts (establishing a baseline and targets for growth).

3) Technology-embedded practices to improve literacy instruction.

4) Engagement in short and long periods of time for writing that includes grade-appropriate research.

4.2.6 Provides facilitated, high-level, structured collaboration and learning around understanding literacy in an intentional, deliberate professional learning sequence that promotes literacy instructional leadership to improve teacher efficacy and increase student learning and achievement.

4.3 Content Design—The Contractor shall:

4.3.1 Design activities to actively engage teachers in research-informed actions and productive practices that are essential for understanding both CCRSL and the CCSS ELA Standards and its anchor standards. Professional learning shall clearly/consistently (1) articulate the goals and importance of the initiative, (2) sequence the learning experiences to engage participants in an active process, and (3) engage participants in active learning and the application of learning to practice.

DoDEA expects professional learning sessions to have a high level of interaction.

4.3.2 Design all online materials to run on DoDEA’s LMS and to be compatible with the technical requirements listed in PWS 5.0.

4.3.3 Package and deliver all online content for publishing and reusability SCORM® packages. The Department of Defense Instruction 1322.26 mandates electronic courseware shall be developed in compliance with the latest possible version of the SCORM® packages, per www.dtic.mil/whs/directives/corres/pdf/132226p.pdf.

4.3.4 Provide all source files for published content within 30 days of online publishing.

The organization of source files should mimic the organizational structure of the published content for ease of access and use.

4.3.5 Ensure all products follow a consistent pattern from design document to source files for content to include user-friendly navigation. They shall include:

Explanation of naming convention used in files and assets.

Diagram of the hierarchical/folder file structure for design & content files.

Index of all assets and where they are used.

Documentation of a narrated step-by-step screen cast using all products needed (proprietary, if provided, and/or commercial off-the-shelf) and demonstrating all steps necessary to produce the consumable content products when:

http://www.dtic.mil/whs/directives/corres/pdf/132226p.pdf

22 Oct 15 13 o Changing assessment questions and answers o Editing text on screens o Replacing video/images on screens o Creating and replacing narration

4.3.6 Ensure participants are able to do the following:

1) Understand, engage, and apply the major changes and advances in CCRSL to the productive classroom practices essential to ensure literacy success for all students.

2) Increase their knowledge and use of literacy instructional shifts across content areas inherent in a high-quality literacy program to include developing a plan for content integration into their own instruction.

3) Explore tasks that model effective instruction as articulated by the literacy practices and that lead to teacher application, per PWS 4.2.

4) Improve their ability to select grade appropriate complex text, anchor (keystone) texts, and the application of specific scaffoldings skills to allow for multiple entry points to the text (s) to design focused, coherent, and rigorous units.

5) Reflect on their own literacy competencies with the goal of improving student-student discussion that benefits learning.

6) Apply the Understanding by Design® (UbD) model, which may be found at http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx.

7) Understand the teacher’s role in managing and promoting effective student-student discussion.

8) Promote and plan for student thinking that uses appropriate content-specific, and academic vocabulary.

9) Examine, prioritize, and evaluate the types of writing practices across content areas that students must learn to produce for purpose, task, and audience.

10) Integrate technologies or tools in ways that promote and enrich literacy skills and learning across the content areas.

11) Apply classroom strategies that embed high-cognitive reading tasks, text-dependent responses, and ongoing evaluation into units which prompt student reflection and enhance student self-assessment.

12) Gauge the level of understanding students have or have not achieved through formative assessment results.

13) Navigate assessment tools to use as benchmarks against which to measure student learning and application.

14) Understand how to use data to drive continuous reflection and to make data-driven instructional decisions.

15) Provide differentiation support to address the needs of students not functioning at grade level.

http://www.ascd.org/research-a-topic/understanding-by-design-resources.aspx

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16) Provide opportunities for teachers to experience performance tasks in order to design and develop such tasks for students.

4.3.7 Ensure that all presentations are aligned to the standards, reflect research-based practices, are developmentally appropriate, and consistent with the professional learning project plan.

4.3.8 Include resources for participant use that are relevant to pedagogy, content and conceptual development and that are coherently integrated into the professional learning sessions.

4.3.9 Ensure that all copyrighted materials are properly cited.

4.3.10 Provide professional learning and related resources that are free of racial, color, national origin, age, disabling conditions, sexual, religious, and ethnic bias, and shall present, where appropriate, balanced coverage of multi-cultural contributions.

4.4 CCRSL Community of Practice—The Contractor shall:

4.4.1 Provide resources that can be placed on DoDEA’s LMS as the medium to support a

CCRSL Community of Practice. All resources, unless written permission is provided by the COR, shall be SCORM® compliant, as stated in DoD Directive 1322.26- http://www.dtic.mil/whs/directives/corres/pdf/132226p.pdf.

Resources for 6-12 literacy shall be placed on the LMS no later than August 1, 2016. Resources for K-5 literacy shall be placed on the LMS no later than August 1, 2018.

All parties shall be required to operate under the existing DoDEA LMS structure.

Note: DoDEA will provide the Contractor the necessary permissions to place resources in our LMS.

4.4.2 Content: Provide content for use by educators, administrators, and parents.

For educators the content shall include (1) access to online resources such as free online resources for both classroom teachers and the school literacy leaders and (2) media to deepen understanding and collaborate such as online collaboration and discussion.

For administrators it shall provide resources to (1) enhance K-12 literacy instructional leadership and (2) communicate the CCRSL to parents and students effectively.

For parents and the community it shall provide resources to help parents understand CCRSL and support their children’s learning and achievement.

Note: The medium for parental access will be the CCRSL Community of Practice or another online venue that DoDEA provides.

4.4.3 Place content on the Community of Practice upon receipt of written approval from DoDEA.

4.5 Virtual Support Network (VSN) The Contractor shall provide virtual follow-up support in the form of online discussions around foundational Literacy and instructional content for educators in the Core Content Cohort (PWS 3.2.3) throughout the school year, either http://www.dtic.mil/whs/directives/corres/pdf/132226p.pdf

22 Oct 15 15 synchronously or asynchronously, as determined by the COR in discussion with the Contractor. Virtual follow-up shall provide greater clarity regarding the CCRSL implementation and respond to inquiries or questions from the field. It shall include a list of FAQs that are updated at monthly intervals.

4.5.1 DoDEA expects the Contractor to provide up to 120 hours per week for this service for the base year, up to 160 hours per week in Option Year 2, and 40 hours per week in the other years. Contractor facilitators shall be expected to moderate teacher group discussions around foundational literacy and instructional practices as reflection on and follow-up to summer and quarterly professional learning. Online group moderation shall include presenting stems for discussion, providing thoughtful, purposeful, precise and correct feedback to teacher learning group discussions.

4.5.2 Primary purpose is to seed content and respond to teachers’ questions regarding current and future learning. The VSN will create feedback loops to support educators in finding common ground. The VSN will be the bridge between professional learnings throughout the school year; content should be responsive to evaluation data, teacher questions, and DoDEA requirements. Contractor provides draft questions and answers, which will be finalized based on written response from the COR. Note: No products may be advertised for sale on the virtual network.

4.5.3 Given DoDEA's calendar, virtual follow-up of online discussions shall be required from approximately January 07-June 30 and from approximately August 1-December 15 each school year—45 weeks per year.

4.6 Online Resources and Print Resources—The Contractor shall :

4.6.1 Include online (preferably) and print resources (if only available in that format) for use during all professional learning sessions and for supplementary study by stakeholders. Online materials shall be placed in the CCRSL Community of Practice in DoDEA’s LMS, per PWS 4.4.

4.6.2 Provide all final resources to DoDEA. Materials shall include but not be limited to all visual material (e.g., slides, video); interactive material (polls, questionnaires, discussion questions, etc.); an outline of material covered in course presentations;

copies of all written assignments and projects; a list of required and recommended reading; a copy of pre- and post- self-assessments (PWS 4.1.8); and evaluation report (PWS 4.15).

4.6.3 Ensure that the 6-12 Community of Practice’s online and—if required—print resources are available to all stakeholders on or about August 15, 2016. Note: The K-5 Community of Practices’ online and—if required—print resources shall be available to all stakeholders on or about August 15, 2017.

4.6.4 Materials for each professional learning session: Ensure that facilitators arrive on site with printed copies of all vendor-dependent materials for each participant for each professional learning session. Note: There are multiple ways to address this requirement. However, if the Contractor decides to ship materials, all shipments to the Europe and Pacific schools, unless otherwise specified, shall be shipped by a commercial company like FEDEX or UPS. All shipments to US sites shall be made

22 Oct 15 16 by regular mail. Shipments shall be received at school sites approximately one week prior to the training dates. Shipments to overseas sites require about three weeks and shipments to US sites require about one week.

4.7 Building Sustainability—The Contractor shall provide facilitator training for above-school-level educators to increase their understanding, enhance their ability to support school-level administrators and teachers, and to sustain the initiative after the contract expires.

For the 6-12 cohort, there will be approximately 60 DoDEA participants. For the K-5 cohort, there will be approximately 80 participants. Note: In Option Year 2 only, training shall be required for approximately 140 DoDEA participants.

DoDEA expects above-school-level educators to participate in the initial face-to-face and subsequent trainings that are provided to the Contractor’s facilitators.

Note: DoDEA does NOT intend to replace any Contractor facilitators with DoDEA facilitators for any professional learning session but may support the Contractor facilitators during professional learning sessions. DoDEA will handle DoDEA participants’ travel and per diem separately from this contract.

4.8 6-12 Implementation - Administrators—The Contractor shall:

4.8.1 Provide professional learning year-at-a-glance summary of the big ideas / central learning and benchmarks for implementation(job aides and learning)—not to exceed three pages in length.

4.8.2 Provide a digital draft summary (job aides and videos) to the COR seven weeks before each professional learning session. Provide a final summary to the COR within one week of receipt of written feedback from the COR. The executive summaries shall provide key topics/concepts for professional learning & recommendations to build school leaders’ knowledge and ability to develop school-based implementation steps to support, monitor, observe, and encourage the implementation of CCRSL school-wide. Each summary shall be 1-5 pages in length.

4.8.3 Provide a downloadable 1-hour module designed to assist school-level and above-school-level administrators in communicating the CCRSL to parents and community stakeholders. The Contractor shall (1) meet with the COR to discuss content expectations and timelines for the module, (2) provide a draft module seven weeks prior to the project plan release date, and (3) finalize the module within one week of receipt of written feedback from the COR.

4.8.4 Provide school-level administrators an implementation configuration maps, implementation guidelines, milestone charts, curriculum plans, and curriculum maps (job aides and videos) to guide the creation of structures and processes that support the measurement of effective district and school implementation.

4.8.5 Provide resources/links (job aides and videos) so that school-level administrators and subject-matter experts can better prepare to lead this implementation. See PWS 4.4 and 4.5.

4.8.6 Provide job aides and videos to support administrator observations of literacy instruction in the classroom. The job aides will help administrators perform non-

22 Oct 15 17 evaluative teacher observations. The videos will help administrators calibrate their knowledge of CCR literacy instruction to the classroom instructional shifts.

Job aides and videos shall be appropriate to the professional learning progressions defined in the project plan and are aligned to the pedagogical design and content, per PWS 4.2 and 4.3.

Job aides will be used to gather Level 3 data by administrators to help measure classroom implementation.

DoDEA expects that (1) job aides will include—at a minimum—non-evaluative teacher observations, teacher discussions, and administrator calibration and

(2) videos will last 3-7 minutes each and 1-3 videos will be required for each grade band: K-2, 3-5, 6-8, 9-12 and for ELA, social studies, science, and technical subjects.

4.9 6-12 Implementation - Core Content Cohort—The Contractor shall provide:

4.9.1 2-day face-to-face professional learning annually and four 1-day face-to-face quarterly professional learning in Option Years 1 and 2. In the Base Year only, two 1-day semesterly professional learning sessions shall be provided. The exact dates will be provided post-award. Note: The semesterly and quarterly sessions will be staggered so one facilitator can present at multiple sites. See Exhibit 2A & 2B and PWS 3.2.7.

4.9.2 Professional learning that focuses on relevant teaching and learning and that gives teachers experiences engaging with CCRSL content and practices in a clear and integrated way.

4.9.3 Structured sequence that includes how to read the CCRSL and apply to grade span development for student mastery by domain to include (1) differences in current DoDEA ELA Content Standards (www.dodea.edu/Curriculum/ELA/standards1.cfm) to application of CCRSL; (2) pedagogical shifts for each grade, and (3) implications for what students must master in later grades.

4.9.4 Facilitator guides and protocols to be used in all professional learning to support the implementation of literacy teaching practices as defined in the Core Six: Essential Strategies for Achieving Excellence with the Common Core, per PWS 4.2.1 and 4.2.2.

4.10 6-12 Implementation - Literacy Learning Leaders—The Contractor shall:

4.10.1 Provide a 2-day face-to-face professional learning session for approximately 280 people—approximately 180 school administrators and 100 above-school-level administrators, subject-matter experts and selected district teachers of the year in the Base Year and Option Year 1. At each of the sites worldwide where these sessions will occur, the maximum number of participants will be approximately

50. At most sites, there will be approximately 20 participants. See Table 6.

4.10.2 Provide professional learning that builds participants’ literacy and pedagogical expertise by deepening and broadening their knowledge of the following:

1) Understanding of literacy content, including the specialized knowledge needed for literacy teaching.

http://www.dodea.edu/Curriculum/ELA/standards1.cfm

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2) Strategies to support efforts that help all students improve their literacy skills.

3) Experience in facilitating more effective instruction and assessment practices.

4) Facilitation skills necessary for strengthening teachers’ understanding of literacy content and literacy learning trajectories.

5) Knowledge and abilities for working with adult learners.

6) Leadership skills necessary to influence and support educational efforts to improve the teaching and learning of literacy and practical guidelines for implementation.

4.10.3 Provide Literacy Learning Leaders at each district —currently numbering 14—six virtual (video- or web-conference) 1-hour professional learning sessions conducted about one per month throughout the 3-year rollout to assist them in supporting school-level implementation. Each virtual professional learning session shall occur three times to accommodate participants in the US, Europe, and Pacific time zones. The sessions shall be 50-60 percent content and 40-50 percent Q&A.

Note: The exact schedule will be provided post-award. These virtual sessions will be repeated so that they occur during normal working hours of DoDEA educators—Americas, Europe, and the Pacific.

Table 6: Sites for Literacy Learning Leader Professional Learning

# District* Site 1 Georgia/Alabama Fort Benning 2 Kentucky Fort Campbell 3 Kentucky Fort Knox 4 NY/VA/Puerto Rico Quantico 5 NY/VA/Puerto Rico Antilles 6 North Carolina Fort Bragg 7 North Carolina Camp Lejeune 8 SC/Ft. Stewart/Cuba Fort Stewart 9 Bavaria Ansbach, Germany

10 Isles Lakenheath, UK 11 Isles Mons, Belgium 12 Kaiserslautern Kaiserslautern, Germany 13 Mediterranean Vicenza, Italy 14 Guam US Naval Hospital, Agana Heights 15 Japan Yokota Air Base 16 Korea US 8th Army Garrison, Yongsan 17 Okinawa Kadena Air Base

* Although district structure will change dramatically in SY17-18, it is not expected to affect the site locations listed above.

Note: DoDEA Virtual High School staff will be incorporated into the site nearest their geographic location.

4.11 K-5 Implementation - Project Plan: Beginning in SY18-19, the Contractor shall provide details about the way the pedagogical and content designs will model PK-5 guidance, per PWS 4.2-4.3. Note: During the spring of 2017 the COR will provide pertinent information regarding DoDEA’s elementary level program that will need to be incorporated into the project plan and, by extension, program implementation.

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4.12 K-5 Implementation - Administrators—The…