Attachment_5_-_Q&As_from_Synopsis.xlsx

XLSX spreadsheet 20 KB Posted Jul 22, 2019

Attached to: Interactive Technology and Professional Learning Federal contract opportunity
Solicitation number: HE1254-19-R-0009
Issued by: Department of Defense Education Activity

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Attachment 5 - Q&As from Synopsis

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File	Type	Posted
HE1254-19-R-0009_-_0001_31Jul19_(SF_30).pdf	PDF	Jul 31, 2019
Attachment_4-Cloud_Questionnaire_(Rev1).docx	DOCX document	Jul 31, 2019
Attachment_1-Pricing_Worksheet_(Rev1).xlsx	XLSX spreadsheet	Jul 31, 2019
CONFOR~1.PDF	PDF	Jul 31, 2019
Attachment_3_-_Terms_of_Use.docx	DOCX document	Jul 22, 2019
Attachment_1_-_Pricing_Worksheet.xlsx	XLSX spreadsheet	Jul 22, 2019
Attachment_6_-_QASP.docx	DOCX document	Jul 22, 2019
Attachment_4_-_Cloud_Questionnaire.docx	DOCX document	Jul 22, 2019
Attachment_2_-_GPAT.docx	DOCX document	Jul 22, 2019
HE1254-19-R-0009_ASD.pdf	PDF	Jul 22, 2019
Synopsis_29May2019.pdf	PDF	May 29, 2019
Draft_PWS.pdf	PDF	May 29, 2019

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Sheet1

Attachment 5 - Q&As from Synopsis

Interactive Technology to Enhance Communication, Social Interactions, and Executive Functioning for Students with Autism—and— Professional Learning via Technology-based Simulations for Teachers of Students with Autism

Solicitation No. HE1254-19-R-0009

No.	Questions	Answers
1	Do schools use and/or have access to iPad tablets running iOS 11.3 or higher?	Yes. DoDEA is planning to purchase sixth generation 2018 Apple iPads for the award referenced at 2.3 (1).
2	Does DoDEA issue staff emails constituting/qualifying as “personally identifying information” ?	Yes. According to DoDEA policy, all emails with personally identifying information are encrypted.
3	Section 2.3 seems to suggest there are two distinct (and separate) contract awards. Can Contractors bid only on the sections of the RFP they are best equipped to deliver services on?	Yes. Offerors may bid on one or both sections
4	For this type of project, development of custom avatars, environments, and scenarios will be required to meet the needs of the learners as stated in the RFP, which may require at least 6 months of development work prior to delivering the simulations - what is the timeline the DoDEA has in mind for beginning this work and would the contract allow for this type of development timeline?	Regarding the requirement in PWS 3.0, DoDEA expects that the professional learning, webinars, and distribution of the tool will require minimal customization based on the current availability of such tools in the market place. However, regarding the requirement in PWS 7.0, DoDEA recognizes that there will be a 6-month development timeline and will negotiate with the successful vendor to agree upon a development and delivery schedule that will be completed within the period of performance.
5	The draft RFP cited NPDC as an authority on EBP for teaching children with autism. Mursion plans to capitalize on the investments made by the federal government to provide a set of resources. NPDC has a variety of AFIRM modules clearly describing the EBPs, however some of the content in Section 7.1.1, is not represented in the modules. To what degree can the content list be modified to mirror NPDC’s research base?

Note: the following content areas do not have an AFIRM module: 1) Characteristics of Autism Spectrum Disorders 2) Positive Behavioral Interventions and Supports (PBIS) 4) Developing Behavior Intervention Plans (PBIS) and 7) Pyramid Model Promoting Social Emotional Competencies in Infants and Young Children.	The content referenced in the RFP is the minimum expectation. If there are additional topics, such as the AFIRM modules, that the vendor wishes to include in the professional learning, they are welcome to do so.
	6	Will all learners participating in the simulations be certified special education teachers, or will learners also include general education teachers?	Participants will be special education teachers.
	7	Is the deliverable for this opportunity anticipated for 2019/2020 or 2020/2021 academic years?	2019-20 school year.
	8	Does the curriculum and associated TAII have to be developed at the time of the award or will the award be used development the curriculum and TAII?	The curriculum has to be developed--commercial, off-the-shelf (COTS).
	9	With regard to 1.3 Related to 1.3 on page 2, is there a priority of the target areas (joint attention, social communication, behavior, cognitive, school-readiness, academic, motor, adaptive, vocational skills) to be addressed based on the age/grade of the students the teacher/staff is working with in the school? For example, should vocational skills be a higher priority or target area for adolescents beginning at age 13?	PWS 1.3 is background information, not part of the requirement. That being said, there is not a target priority area, per se. DoDEA expects the teachers to use the curriculum to accommodate students' varying needs, per their IEPs.
	10	Related to 2.0, “two requirements,” is the technology aspect of this contract a separate item from the development of the Curricula/Learning Plan? And is the participant “coaching” a deliverable that can be provided by an agency separate from the technology component of the contract?	The PWS specifies two requirements (interactive technology for students with autism & professional learning via technology based simulations). The question seems to be "Can subcontractors be used to help address the coaching requirement?" If so, the answer is "Yes".
	11	Has the curriculum already been identified?	No.
	12	Has the technology already been identified?	No, the vendor shall propose/offer their technology to meet the requirement.
	13	Related to 2.1 on page 3, does DoDEA have a preferred or set curricula to be used as the learning system? If not, what are the components DoDEA will want included?	PWS 2.1 is a summary of the requirement, which is presented in detail in PWS 3.0.
	14	Will there be a more detailed curriculum outline provided?	No, other than what's provided in the PWS.
	15	Will teachers be the only role group included in this program? Or will paraprofessionals or other support staff (e.g., counselors, administrators) be included in the program?	At this juncture, DoDEA expects all participants to be special education teachers.
	16	Does the instruction need to be delivered asynchronously or synchronously?
a. Are the avatars mentioned a masked representation of individuals logged in to active, synchronous sessions?	A hybrid delivery approach that incorporates asynchronous and synchronous delivery is permitted. The avatar is supposed to be an age- and gender-appropriate representation of a student with ASD.
	17	What type of cases would support a, “personalized learning environment that can easily be customized by the teacher to meet the unique needs of each student?”	This question refers to PWS 3.1.1 (5). See PWS 3.1.1. DoDEA requires this tool for "...PK-8 students with ASD in LIMS, LISP, and PSCD classrooms".
	18	What are the exact user/learner system requirements?	The requirements are specified in the PWS.
	19	Will it be possible to have the participants video record their interactions with students and upload the video for the coaching sessions of the group of teachers (in section 2.2, item #3)?	DoDEA envisioned a system with immediate feedback given to the participants. However, DoDEA is open to considering the option suggested in this question.
	20	What are the “DoDEA’s unique characteristics” referenced in 2.2 item #4?	PWS 2.2 is a summary statement. The unique characteristics are described in the PWS. See PWS 7.2.3.
	21	Related to 3.1.1 item #3, are the students of the teachers the participants for this item? Will the students be watching a pre-recorded video or is it intended that the students would be watching a live interaction?	Yes, the students of the teachers are the participants for this item. DoDEA initially expected the technology to be pre-programmed or pre-recorded but is open to other solutions. A video is not required.
	22	How would the students be grouped to identify the tools/resources to be access in 3.1.1 item #4? By chronological age? Skill set/need? By functioning level which may be different from chronological age?	Students will be in their classrooms which are grouped by grade level as well as functioning level. In some cases, classrooms have multiple grade levels (e.g., K, 1, 2) and a range in functioning of the children. Teachers will be knowledgeable about the student's level of functioning and should be assigned technology tools/resources aligned to their unique needs and that assist with meeting each student's IEP goals.
	23	Does DoDEA already have a format identified for 3.1.1., item #4?	No, the vendor shall propose/offer the tools that meets the requirement.
	24	With regard to 3.1.1., item #5, is the “individualized intervention” referenced in this item related to the student’s IEP goal/targets? If so, how will that information be accessed by the facilitator/coach? If not, is this intervention or target skill set to be identified by the facilitator/coach based on the student’s responses to the video s/he has watched?	PWS 3.1.1 does not involve coaching or facilitation. Individualized intervention is achieved by the teacher's selection of activities from the curriculum learning system.
	25	When the students are “rehearsing behaviors” (3.1.1, item #6), is the student identifying the behavior to be rehearsed based on some type of self-assessment? Or is this behavior selected by someone else (e.g., teacher, facilitator/coach)? Does the student's accuracy in rehearsing the behavior need to be tracked/measured?	The behavior would be identified by the teacher and will be aligned with IEP goals. The teacher is responsible for collecting data on the student's performance.
	26	Related to 3.2, the Professional Learning Plan, are there components/concepts DoDEA wants to ensure are included in the Professional Learning Plans?	Yes. See PWS 3.2.1 (2).
	27	How does DoDEA want the online questionnaire information in 3.2.1, item # 2 to be shared?	DoDEA is open to Offeror's recommendations. The method of distribution is not expected to be a problem.
	28	Related to 4.3, are there any specific requirements/skills DoDEA expects the key personnel to have outside of carrying out the tasks identified in the Performance Work Statement?	No.
	29	When will the QASP components (6.16, page 11) be shared?	The QASP will be a part of the solicitation.
	30	Related to 7.1.1, is the feedback to be given to program participants to be related to their responses regarding the content areas or following program participants responses to role playing scenarios?	The feedback should address both positive skills the teacher demonstrated during the simulation as well as areas for improvement. This feedback should be based on whether the teacher is implementing teaching strategies associated with the evidence-based practices taught through the simulations and the appropriateness of their responses to characteristics of learners with ASD in the role playing scenarios.
	31	Are the role-playing scenarios referenced in 7.1.1 recorded or live scenarios?	DoDEA expected them to be live; however, the vendor may utilize recorded scenarios to reinforce skills introduced during the role-playing scenarios.
	32	In reference to 7.1.1 Content item #5, are there additional ABA techniques DoDEA wants to be sure are included in addition to Discrete Trial Training (DTT)?	No, however, DoDEA is open to Offeror recommendations. As stated at the end of 3.0 and 7.0, the Offeror "…is expected to develop a total solution in accordance with a performance-based approach".
	33	Related to 7.1.1, in the Characteristics section, does data measurement need to be kept of the frequency and training time needed for each participant to receive training/feedback/coaching in order to reach “mastery level” of a skill?	Data on the participant's progress toward mastery is expected and should be included in the evaluation report required in PWS 7.2.4.
	34	After Feedback is provided to the participant as outlined in 7.2.2, is it expected that the participant will follow up with the facilitator/coach to practice the skill again to reach a “mastery”?	That decision will be made on a case-by-case basis.
	35	Will DoDEA provide a “mastery level” for each of the participants to reach in the content/skill areas?	DoDEA envisioned that the Offeror would develop a rubric for mastery as part of the professional learning plan.
	36	Related to 7.3, is the decision of delivering coaching in an individual versus group format to be determined by the coach? Or is there a designation process determined by DoDEA?	This decision will be based on teacher schedules. Groups are preferred, but individual coaching may be necessary if teacher schedules do not align.
	37	What is the proposed “due date” for the Professional Learning Plan (page 18, Task #3 in Technical Exhibit 1)?	See Technical Exhibit 2, Deliverables, #3, Draft: Five business days after post-award conference. Final: Three business days after receipt of written feedback.
	38	How do we document the years of experience of the simulation role players/coaches to meet DoDEA requirements?	Documentation usually consists of a brief description provided by the Contractor in its proposal.
	39	Are there any constraints on the use of Skype? If so, what are the acceptable alternatives?	This question cannot be answered because it does not provide a PWS reference.
	40	Can an interactor station be set up outside the UCF firewall at an interactor's home for service hours to Asia? If not, we will need to ask for UCF police escorts in and out for late night/early morning Eastern Time sessions.	Where the interactor station is setup is up to the Offeror. DoDEA is concerned about the service delivery itself.
	41	We understand that all data are owned by the U.S. Government, but are there any provisions for the UCF team to use anonymous data for research analysis? Also, can anonymized and aggregate data be used in an academic publication?	In principle, the use of anonymous and aggregated data for UCF use in research and academic publications is acceptable; however, it needs to be clearly explained in the proposal so that it can be vetted by DoDEA.
	42	Do the computers available to the teachers already have webcams? We assume so, but just want to be sure this is not part of our responsibility.	DoDEA laptops come standard with webcams.
	43	Is it acceptable for us to ask teachers to voluntarily wear certain non-obtrusive devices to measure surrogates for stress levels?	Voluntary use of devices may be permitted; however, DoDEA will consult with teachers and union officials before a final response is delivered.
	44	Do the teachers in their Virtual Schools see the students during sessions?	No.
	45	For feedback and analysis would [the Offeror] be allowed to record teachers in the simulator as part of our data capture?	Voluntary recording of teachers in the simulator may be permitted; however, DoDEA will consult with teachers and union officials before a final response is delivered.

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