Draft_SOW_Science_Curriculum_and_Instructional_Resources.docx

STATEMENT OF WORK

DoDEA Science Curriculum and Instructional Resources Middle School, High School, and Advanced Placement®

1.0 Introduction, Background, Scope, and Glossary

1.1 Agency: 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 71,000 students in 163 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. In North America DoDEA runs 51 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoDEA operates 65 schools located in Germany, England, Netherlands, Belgium, Italy, Spain, Turkey and Bahrain. In the Pacific, DoDEA has 47 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA also operates a fully accredited Virtual High School with teaching hubs in the US, Europe, and the Pacific.

1.2 Background: DoDEA emphasizes the importance of providing middle and high school children with many opportunities to explore science concepts (Disciplinary Core Ideas) in conjunction with the skills and abilities of scientists and engineers (Science and Engineering Practices). This allows students to connect new understandings to related experiences (Crosscutting Concepts). The combination of these three dimensions provides students with learning experiences to apply their science and engineering knowledge and skills to understand natural phenomena and solve problems.

DoDEA has recently adopted the Next Generation Science Standards (NGSS) as their College and Career Ready Standards for Science (CCRSS), which describe the science and engineering knowledge and skills all students need for college and career success. Current research regarding best practices in science education has been utilized in the development of this statement of work. The Next Generation Science Standards: PEEC (Primary Evaluation of Essential Criteria) for Alignment (2015) may be found at http://www.nextgenscience.org/resources/peec-alignment-ngss-publishers-criteria DoDEA has identified the following goals related to the DoDEA Blueprint for Continuous Improvement:

· Challenge and prepare each student to maximize his or her academic growth and well-being for college, career, and life.

· Transition to College and Career- Develop comprehensive programs to support students throughout their primary and secondary education for their transition into college and career

Science, Technology, Engineering and Mathematics (STEM)

· STEM education is defined as an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy (Tsupros, N., R. Kohler, and J. Hallinen, 2009. STEM education: A project to identify the missing components, Intermediate Unit 1 and Carnegie Mellon, Pennsylvania.).

· A Framework for K-12 Science Education (National Research Council, 2012) identifies eight science and engineering practices that mirror the practices of scientists and engineers. These practices are an essential component of the NGSS. Additionally, the core idea of Engineering, Technology, and the Application of Science are addressed in the NGSS.

1.3 Scope

1.3.3 For both middle school and high school courses, DoDEA requires instructional resources that:

1) Use student-centered instructional resources to provide a vehicle for students to make meaning of science.

2) Support intentional teaching and purposeful learning of the Next Generation Science Standards (NGSS).

3) Provide opportunities for in-depth investigations to explore natural phenomena and solve relevant problems through hands-on work that supports students making meaning of the natural world.

4) Have embedded assessments that enable teachers to (1) determine student progress toward the NGSS performance expectations and (2) make data-informed decisions to plan differentiated instruction.

5) Include professional learning for educators to understand how the instructional resources meet the shifts and expectations outlined in the NGSS that are essential to successful implementation and are aligned to best practices for science teaching.

** Classroom kits required for 30 students each.

65 schools have grades 6-8; seven only have grade 6.

Replenishments - Requirements by Grade (est.)

** Classroom/refill kits designed for 30 students each.

Replacement Print Resources and Refill Kits (est.)

** Refill kits need to accommodate 30 students each.

High

Replenishments - Approximately five percent of the print materials are expected to be replaced/ replenished each year.

1.3.6 High School and Advanced Placement Course Laboratory Instructional Resources- DoDEA requires hands-on instructional resources that include experiment kits, activities, and materials and equipment that support those experiences that are aligned with curriculum standards for each course.

1.4 Glossary

1) Authentic assessments: A measurement that mirrors the tasks and problem solving that are required in the real world situation.

2) Cross-cutting Concepts: The ideas or themes that provide an organizational framework for connecting knowledge from various disciplines into a coherent and scientifically-based view of the world.

3) Coherence: A defining characteristic of a carefully articulated curriculum when logical connections are identified among standards from the same grade level/course or across standards from different grade levels/courses.

4) Disciplinary Core Ideas: Sum total of concepts, that when understood, enable a person to make sense of the natural and designed world.

5) Engineering Design Process: Set of systematic practices applied to derive solutions to particular human problems.

6) Evidence Statements: Additional detail on what students should know and be able to do. They describe a detailed look at the NGSS performance expectations.

7) Focus: Deeper understanding of the content as well as the application.

8) Framework for K-12 Science Education: Precursor document that offered a vision the key science and engineering ideas and practices that all students should learn by the end of high school. Provides the conceptual foundation for developing the NGSS.

9) Rigor: The calling for students to develop proficiency with the practices and apply crosscutting concepts is identified as rigor in the NGSS.

10) Three-Dimensional Learning: Three major elements of science and engineering that when properly integrated provide students with a context for the content of science, how science knowledge is acquired and applied, and how concepts that have meaning across the disciplines connect the sciences.

11) Science and Engineering Practices: Eight practices identified in the Framework as the major practices that scientists employ as they investigate and build models and theories about the world and a key set of engineering practices that engineers use as they design and build systems.

12) Engineering Design Process: For the purposes of this requirement, this term has the following characteristics: a) Defining engineering problems; b) identifying criteria, constraints, and limits; c) Designing possible solutions and then evaluating to determine the best solution based on the criteria and constraints d) Solutions are tested and refined

13) Nature of Science: For the purposes of this requirement, this term has the following characteristics: a) Scientific investigations use a variety of methods; b) Scientific knowledge is based on empirical evidence; c) Scientific knowledge is open to revision in light of new evidence; d) Scientific models, laws, mechanisms, and theories explain natural phenomena; e) Science is a way of knowing; f) Scientific knowledge assumes an order and consistency in natural systems; g) Science is a human endeavor; h) Science addresses questions about the natural and material world

2.0 Requirements

2.1.4 Instructional Resources Design: Provide instructional resources for students and teachers. Visual design of print and digital instructional resources shall be engaging and easy for students and teachers to navigate. Solely digital offerings shall not require each student to possess his/her own digital device during school (a “one-to-one program”) and shall allow for teachers to deliver instruction offline as well (by downloading lessons, printing student work, etc.).

2.1.4.1 Provide, if required, hard-bound print materials or, if required, soft-bound texts/workbooks that are replaced each year. Provide 6-year subscription to digital resources.

2.1.5.1 Teachers and Selected School-Level and Above-School-Level Staff: Provide, if available, print teacher editions. Provide 6-year subscription to digital resources.

2.1.6.1 Provide, if required, classroom and refill kits (consumables) used in hands-on experiments and activities with adequate materials for 30 students.

2.17.1 If equipment is needed to use any instructional resources, the contractor shall provide, upon receipt of a delivery order, the type of equipment required for each course.

· Provide coherent units and instructional sequences that introduce materials in a logical manner, requiring students to use knowledge and skills learned in prior grades or earlier in the year based on the NGSS progressions.

· Provide instructional sequences with (1) clear purposes for students’ experiences and (2) multiple opportunities and contexts for students to explicitly encounter each idea and skill, as well as adequate time to build toward student proficiency as described by the NGSS Evidence Statements by the end of the year or the end of the unit.

· Provide a detailed yearlong map of the suggested learning progressions with the instructional resources that could be used in planning day-to-day instruction.

2.1.8 Teacher Materials: Provide teacher materials that

1) Explicitly support student instructional resources, guiding teachers to facilitate a mix of instructional approaches for a variety of learners (e.g. using multiple representations, using low-floor high-ceiling tasks that allow multiple entry points for students, facilitating discourse, etc.).

2) Emphasize commonalities among the College and Career Ready expectations for students in Science, Mathematics, and English Language Arts.

3) Include guidance on strategies that interweaves student-centered, hands-on practices (e.g., carrying out investigations, designing solutions) with learning activities that use other practices (e.g., asking questions, engaging in argument, and obtaining, evaluating, and communicating information) to bring about integrated instructional units.

4) Provide suggestions regarding instruction and learning experiences necessary for successful implementation such as teacher tips, potentials misconceptions, potential challenges, using observation to monitor progress and to inform instructional decisions and to identify student success.

5) Provide strategies including alternative approaches and delivery mechanisms (e.g., computer-based instruction) that will assist in differentiating instruction to meet the needs of all students (to include English language learners, special needs students, advanced learners, and struggling students) and adapt to different learning styles.

6) Include an annotated list of resource materials, both expendable (e.g., cotton balls, beans) and permanent (e.g., lab equipment), to be used throughout the program, including possible safety practices and room arrangements.

1) Ensure authentic assessments (1) are designed to provide evidence of students’ ability to use the SEPs, apply their knowledge of CCCs, and draw on their understanding of DCIs all in the context of real-world application; (2) are aligned to three-dimensional learning (SEP, DCI, and CCC) and assess at least two dimensions simultaneously; (3) include performance-based items; and (4) include formative and summative measures.

2) Provide for the collection of data on the three dimensions of NGSS and how the students are using the different dimensions in concert with one another.

3) Include explicitly stated purposes and are consistent with the decisions they are designed to inform.

4) Are embedded throughout instruction resources as tools for students’ learning and teachers’ monitoring of instruction.

5) Use varied methods, language, representations, and examples that are unbiased and accessible to all students and provide teachers with a range of data to inform instruction.

2.2 Advanced Placement Science Courses

2.2.1 Aligned to the College Board standards which may be found at https://www.collegeboard.org/. More specifically, Contractor proposed resources shall comply with the most recent College Board Course Description and Framework for each course.

2.3 High School and Advanced Placement Course Laboratory Instructional Resources-

2.3.1. Provide experiment kits, activities, and materials and equipment that support the curriculum standards

2.3.2 Provide teacher materials that support students to acquire the science practices and skills needed to make meaning of the content

2.3.3 Provide experiences that engage students

2.3.4 Provide formative assessments around the experiences to assess mastery of content and skill

2.4.3 Provide web-based professional learning resources, e.g., digital modules for teachers and administrators about the use of the materials and navigation of the website.

2.4.4 Provide access to web-based teacher resources for above-school-level subject-matter experts (district and headquarters science specialists).

2.4.5 Face-to-Face: A la carte onsite professional learning shall be made available in a train-the-trainer model that will allow for participants (above-school-level specialists, teacher leaders, etc.) to redeliver the content to teachers in their respective campuses/ districts. Content from these sessions must be made available to DoDEA and participants in the professional learning sessions in a way that makes content redelivery manageable. Face-to-face professional learning sessions shall consist of 3-5 days. The site locations will be determined in part by cost to DoDEA. That is, DoDEA may send staff to a vendor’s site or vendor staff may present at up to three DoDEA sites (US, Europe, and Pacific). Exact sites and dates will be determined in consultation with the Contractor at the post-award conference. Note: DoDEA staff travel expenses will not be included in the contract costs.

2.4.6 Provide any technology integration through one roster sign-on and/or the DoDEA LMS system (currently Schoology) to support teacher and student access of current resources by providing a plan on how the teachers and students will access digital resources from year to year to ensure access to learning resources for the entire school year.

· IT Requirement: All electronic hardware and software procured under this contract/ purchase order must comply with Section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. 794d) and Architectural and Transportation Barriers Compliance Board Electronic Information Technology (EIT) Accessibility Standards (36 CFR part 1194). Further information is available at the following URL: http://www.section508.gov.

· Section 508 Deliverable Requirements: The activity to be performed relates to or requires the use of EIT. Section 508 must be considered a requirement under this acquisition for the outputs/deliverables including functional performance, information, documentation, and support requirements to ensure that it considers specific Section 508 accessibility requirements. Further, the outputs/deliverables should not adversely affect accessibility features of existing EIT technologies. Standards from 36 CFR part 1194 Subpart B, C, and D have been determined to apply to this acquisition. Solicitation respondents must describe how their background and experience will enable them to at least meet those technical provisions that are identified as applicable in the Government Product/Service Accessibility Template (GPAT), per (Attachment 1).

2.5.5 OCR Requirement: Provide, upon request, two digital Optical Character Resolution (OCR) copies of all print resources. A digital copy of these resources shall be provided in one or more of the following formats:

· Digital Accessible Information System (DAISY)/ National Instructional Resources.

· 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

2.5.6 Privacy

· Ensure that individual user accounts require have unique usernames and passwords, and that user accounts do not require personally identifiable information (PII)—first and last name and any other unique personal information—to access online content.

· Complete DoD's Privacy Impact Assessment (DD2930a), a requirement of the Privacy Office for any cloud resource that will store information. The form focuses primarily on the kind of required information in the system and the protections in place for data, especially privacy data. This form shall not be signed by the Contractor. Note: Prior to award, it will be completed and signed by DoDEA officials.

3.1.3 All on-premises software will be subject to static and dynamic analysis testing to ensure it poses no risk to DoDEA systems and users. This testing may include reverse engineering analysis. Additionally, software products will be assessed for compatibility with existing system configurations and software.

3.1.4 In accordance with DoD policy, cloud-based services shall undergo a supplemental series of validations, which closely mirror the Federal Risk and Authorization Management Program (FedRAMP) Internet Cloud vetting processes and include interviews and deep system architecture inspections with the Contractor. The Contractor shall submit a completed copy of the required Cloud Services Questionnaire, which will include details of the proposed cloud service environment addressing the following seven areas:

1. Vendor Data Collection and Distribution Controls

2. Vendor System Management and Security Controls

3. Vendor Data Storage and Data Access Controls

4. Vendor Data and Metadata Retention Controls

5. Vendor Development and Change Management Processes

6. Vendor Test and Development Environment Security Controls

7. Vendor Data Breach, Incident Investigation and Response Mechanisms

· DoD Directive (DoDD) 8500.01E, Information Assurance, which may be found at http://dodcio.defense.gov/Portals/0/Documents/DIEA/850001p.pdf

· DoD Risk Management Framework (DODRMF) per DoD Instruction 8510.01, which may be found at http://www.dtic.mil/whs/directives/corres/pdf/851001_2014.pdf

· DoD Security Technical Implementation Guidance (STIG), which may be found at http://iase.disa.mil/stigs/Pages/index.aspx

The Contractor shall furnish all services to be performed and all items to be delivered in accordance with the following delivery schedule:

Face-to-Face: To be determined based on pre-award discussions

Face-to-Face: If required

31 Oct 2018 1