Attachment_6_-_QASP.docx

HE1254-19-R-0009

Attachment 6 Quality Assurance Surveillance Plan

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

1. Purpose This Quality Assurance Surveillance Plan (QASP) provides a systematic method to evaluate performance for the stated contract by explaining (1) what is monitored, (2) how monitoring occurs, (3) who monitors, and (4) how monitoring efforts and results are documented.

2. Background DoDEA’s school-based staff must support instruction and service delivery for students with autism spectrum disorders (ASD). There is an ongoing need for technology-based (TAII) curriculum for students with ASD and related professional learning. DoDEA received funding to procure new technologies to improve the academic and functional growth and performance of students with autism.

· The National Professional Development Center (NPDC) on ASD identifies technology-aided instruction and intervention (TAII) as an evidence-based practice (EBP) that enhances the delivery of instructions has yielded positive educational outcomes for preschoolers (3-5 years) to young adults (19-22 years). TAII can be used effectively to address social, communication, behavior, joint attention, cognitive, school-readiness, academic, motor, adaptive, and vocational skill.

· An EBP is an instructional/intervention procedure for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD. For this requirement, NPDC EPBs are required. For more information about them, see https://autismpdc.fpg.unc.edu/evidence-based-practices.

3. Objectives Interactive Technology to Enhance Communication, Social Interactions, and Executive Functioning for Students with Autism: DoDEA requires a curriculum learning system that involves TAII based on EBPs proven to increase the social and behavioral skill development of students with ASD receiving the intervention. DoDEA proposes to procure a curriculum based on interventions identified by the National Professional Development Center on Autism Spectrum Disorder (NPDC) as having sufficient empirical support to be considered evidence-based to improve academic and functional skills.

The curriculum learning system will be utilized by preschool (PK) through 8th grade students with ASD who are educated in learning-impaired moderate-severe classrooms (LIMS), learning-impaired severe-profound classrooms (LISP), and preschool children with disabilities classrooms (PSCD). These classrooms provide a full continuum of intensive intervention with active engagement of students in systematically planned, developmentally appropriate educational activities to address specific needs. The Contractor shall provide TAII curriculum and related services, as detailed in the Performance Work Statement (PWS).

Professional Learning via Technology-based Simulations for Teachers of Students with Autism: DoDEA requires professional learning that creates opportunities for teachers of students with autism (1) to practice teaching techniques via simulations with avatars that replicate characteristics of students with ASD in realistic classroom scenarios and (2) to receive immediate feedback from an instructional coach or peer(s). DoDEA requires the content of the professional learning to include EBPs proven to yield positive educational outcomes for preschoolers (3-5 years) to young adults (19-21 years) with ASD.

The use of simulations with avatars, an immersive learning technique (ILT), has been proven to be a cost-effective and time-efficient professional learning strategy. This strategy is expected to result in faster and more precise acquisition of complex teaching skills which will lead to better outcomes for our students with ASD. The Contractor shall provide TAII curriculum and related services, as detailed in the Performance Work Statement (PWS).

Both Requirements: This QASP does not detail how the Contractor accomplishes the work, but is based on the premise that the Contractor is responsible for management and quality control actions to meet the terms of the contract. The Government’s responsibility is to be objective, fair, and consistent in evaluating performance. The QASP takes into account the fact that unforeseen and uncontrollable situations may occur. It is a living document, which the Government may review and revise on a regular basis to ensure it remains valid, useful, and enforceable. DoDEA will coordinate any changes with the Contractor and provide copies of the original QASP and revisions to the Contractor and Government officials implementing surveillance activities.

4. Government Personnel Responsible to Oversee and Coordinate Surveillance Contracting Officer (KO) for both requirements - Ensures performance of all necessary actions for effective contracting, compliance with the contract terms, and safeguarding the interests of the Government in the contractual relationship. Ensures the Contractor receives impartial, fair, and equitable treatment under this contract. Is responsible for the final determination of Contractor performance.

Assigned Contracting Officer: TBD

Contracting Officer’s Representative (COR) - Is responsible for technical administration of the contract, ensures proper Government surveillance of Contractor performance. Keeps a quality assurance file. Provides all corresponding documentation to the KO when the contract expires. Is not empowered to make any contractual commitments or authorize any contractual changes on the Government’s behalf. The Contractor shall refer any changes that may affect contract price, terms, or conditions to the KO for action.

Interactive Technology to Enhance Communication, Social Interactions, and Executive Functioning for Students with Autism Assigned COR: TBD

Professional Learning via Technology-based Simulations for Teachers of Students with Autism Assigned COR: TBD

5. Contractor Representatives The following employee(s) of the Contractor serve as the Contractor’s Program Manager and Task Manager for this contract:

Program Manager: TBD

6. Performance Standards Performance standards define desired services. The Government performs surveillance to determine if the Contractor exceeds, meets or does not meet contract standards. The Performance Requirements Summary Matrix below includes the performance standards. The Government will determine Contractor performance by comparing them to the Acceptable Quality Level (AQL).

Interactive Technology to Enhance Communication, Social Interactions, and Executive Functioning for Students with Autism

Task #1—Tools Characteristics, PWS 3.1.1: Provide and prepare the technology tool for use by DoDEA teachers and their students with autism.

Task #2—Technology Tool and Setup, PWS 3.1.2: Provide the tools and ensure they are fully set up so that DoDEA teachers can use them

Task #3— Maintenance and Support, PWS 3.1.3: Provide maintenance and support throughout the duration of the contract to include repairs to the tool that fall under the warranty, security patches and upgrades

Task #4— Professional Learning Plan, PWS 3.2.1: Provide a plan to deliver virtual professional learning of the curriculum learning system and include the steps required for full implementation.

Task #5— Webinars, PWS 3.2.2: Provide related webinars for teachers of students with ASD system wide.

Task #6— eCMRA, PWS 3.3.1: Provide an annual reporting of the labor hours expended by the prime and subcontractors (if any) to the manpower reporting database for service contracts.

Professional Learning via Technology-based Simulations for Teachers of Students with Autism

Task #1— Content & Characteristics, PWS 7.1.1: Provide, at a minimum, content via normal communication (feedback) and simulations (avatar role playing)

Task #2— Simulations: Delivery & Setup, and simulations, PWS 7.1.2 and 7.2: Provide the simulation setup and deliver simulations to include providing immediate feedback to the teacher.

Simulations function as described in PWS

Task #3— Professional Learning Plan, PWS 7.2.1: Provide a plan to deliver simulations that address the content and characteristics listed in PWS 7.1.1 & 7.1.2, respectively.

Task #4—Session and Feedback, PWS 7.2.2: Provide the simulations, as scheduled at post-award and immediate oral feedback after each simulation as specified in the PWS.

Task #5— Customization, PWS 7.2.3: Provide written prompts to address the unique aspects of living in and attending a school in a military environment, especially as they relate to the content

Task #6— Evaluations, PWS 7.2.4: Provide evaluation and analysis of teacher growth and provide results to DoDEA as described in the professional learning plan.

Task #7— Coaching, PWS 7.3: Provide the required coaching and related feedback to individual and small groups of teachers of students with ASD.

Task #8— eCMRA, PWS 7.4.1: Provide an annual reporting of the labor hours expended by the prime and subcontractors (if any) to the manpower reporting database for service contracts.

7. Incentives N/A

8. Methods of QA Surveillance Various methods exist to monitor performance. The COR will use the surveillance methods listed below. Regardless of the surveillance method, the COR will always contact the Contractor's task manager or on-site representative when a defect is identified and inform him/her of the specifics. The COR is responsible to monitor Contractor performance in meeting a specific performance standard/AQL usually by one of the following methods:

· Direct Observation. Performed periodically or through 100% surveillance as needed.

· Periodic Inspection. Done as required.

· Validated User/Customer Complaints. Based on complaints from stakeholders.

· 100% Inspection.

Surveillance results may be used as the basis for actions (including payment deductions) against the Contractor. In such cases, the contract’s Inspection of Services clause becomes the basis for the KO’s actions.

9. Ratings Metrics and methods are designed to determine if performance exceeds, meets, or does not meet a given standard and acceptable quality level. The following rating scale will be used:

· Exceptional: Performance significantly exceeds requirements to the Government’s benefit.

· Satisfactory: Performance meets contractual requirements.

· Unsatisfactory: Performance does not meet contractual requirements.

10. Documenting Performance

· Acceptable Performance: DoDEA will document acceptable performance. Any report may become a part of the supporting documentation history. A report template is attached.

· Unacceptable Performance: When unacceptable performance occurs, the COR will inform the Contractor. Notification will normally be in writing unless circumstances necessitate verbal communication. In any case, the COR will document the discussion and place it in the COR file. When the COR determines formal written communication is required, s/he will prepare a Contract Discrepancy Report (CDR) and present it to the Contractor's task manager or on-site representative. A CDR template is attached.

The Contractor shall acknowledge receipt of the CDR in writing. The CDR will specify if the Contractor is required to prepare a corrective action plan, that is, a plan to document how the Contractor shall correct the unacceptable performance and avoid a recurrence. The CDR will also state how long the Contractor has to present this corrective action plan to the COR. The Government will review the Contractor's corrective action plan to determine acceptability. A CDR may become a part of the supporting documentation for contract payment deductions or other actions deemed necessary by the KO.

11. Measurement

· Frequency of Measurement: During contract/order performance, the COR will take periodic measurements, as specified in the AQL column of the Performance Requirements Summary Matrix and analyze whether the negotiated frequency of measurement is appropriate for the work being performed.

· Frequency of Performance Assessment Meetings: The COR will meet with the Contractor at a minimum of once per year to assess performance and obtain a written assessment.

12. COR’s Quality Surveillance File The COR’s quality surveillance file shall contain the following documentation:

1) COR appointment letter, any changes to that letter, and any termination letters

2) COR training certificates

3) Contract and all contract modifications

4) Applicable quality assurance surveillance plan (QASP)

5) Names, titles, and contact information of all key personnel assigned to this contract, both Government and Contractor

6) Surveillance schedules / checklists, if applicable

7) All correspondence (1) by authorized Contractor and Government personnel regarding performance of the contract and (2) customer feedback

8) Memoranda for record of minutes of any meeting, telephone conversations and discussions with the contractor or others pertaining to the contract or contract performance

9) Documentation pertaining to acceptance of services, reports or data

Interactive Technology to Enhance Communication, Social Interactions, and Executive Functioning for Students with Autism

Prepared by COR’s name

Professional Learning via Technology-based Simulations for Teachers of Students with Autism

Prepared by COR’s name

Performance Report < This template will be used to formally document surveillance. >

1. Contract number:

2. Prepared by:

3. Date and time of observation:

4. Observation:

<Examples of items to include in a report are:

· Method of surveillance.

· How frequently you conducted surveillance.

· Surveillance results.

· Number of observations.

Prepared by:

Contract Discrepancy Report (CDR) < This template will be used to formally document discrepancies. >

1. Contract Number:

2. To: (Contractor Task Manager or on-site representative)

3. From: TBD

4. Date and time observed discrepancy:

5. Discrepancy or problem:

<Describe in detail. Identify any attachments.>

6. Corrective action plan:

A written corrective action plan < is / is not > required.

< If a written corrective action plan is required include the following. > The written Corrective Action Plan will be provided to the undersigned not later than < # days after receipt of this CDR. >

Prepared by:

Received by:

Contractor Task Manager or On-Site Representative Date

The COR may initiate a CDR at any time, including when (1) the number of monthly recorded defects for a performance standard exceeds the allowable number of defects, (2) unacceptable performance is determined critical in nature and requires formal corrective action, and (3) an unfavorable trend in Contractor performance is detected.