HE125423R0002_Attach7_QA_032723.pdf

Question # Question Answer

In reviewing your RFP for K–5 Mathematics and K-5 Strategic Intervention Instructional Resources, we noticed that a non-negotiable requirement was that the copyright date of the materials could not be before 2020 (pages 77, 97, and 101).

We originally published XX in 20XX. However, the copyright date is periodically updated as we make enhancements and edits to our materials. Most publications within the curriculum have copyright dates within the last several years.

Additionally, we recently added XX, which will be available for purchase in 20XX.

XX was revised last year and has a copyright date of 2022.

Would we still be eligible to be considered for your K-5 math curriculum?

Offerors must meet the copyright requirements stated in the PWS.

See Solicitation Amendment 0001 with Performance Work Statement (PWS) changes highlighted at Section 3.5 Copyright Dates and Subsections 3.5.1 and 3.5.2.

2 Will vendors ship materials to one central location or to schools individually? Materials shall be shipped to schools individually.

3 Are APO’s and FPO’s still being used for schools overseas?

See PWS TE #1 Section 1.7 and Subsections 1.7.1 - 1.7.3. Proposal pricing shall be based on shipments to door-to-door addresses (no APO/FPO addresses).

4 If vendors are to ship overseas with a carrier, can the vendor use a consolidated Freight Forwarder of its choosing?

See PWS TE #1 Section 1.7 and Subsections 1.7.1 - 1.7.3. The contractor shall select the shipping carrier.

Note: Any customs fees must be included and paid by the contractor. If a carrier does not include customs fees in their pricing structure, it is the contractor's responsibility to pay customs fees and any storage fees while arranging payment.

HE125423R0002

K-5 Core Mathematics and K-5 Strategic Intervention Instructional Resources

Attachment 7 - Q&A

For Volume 2, should all documents be submitted as one PDF file?

Or should subfactors 4-8 be submitted as individual PDF files per the instruction "Subfactors 4-8 should be submitted in separate sections, each printed independently." on page 97 of the offer?

Subfactors 4-8 shall be submitted in separate sections, each printed independently (separated by page breaks) and may be one or multiple PDFs per Offeror convenience and within DoDEA's file size limit of 10MB per email.

The instructions for Volume 2, Subfactors 1-3 include language that the vendor “shall self-certify” that it meets the requirements for each subfactor. Please clarify if DoDEA is looking for narrative responses to these sections or only statements that the vendors certify that they can meet the requirements.

A one sentence response of whether the Offeror meets or does not meet the requirement(s) is sufficient. See FAR 52.212-1

ADDENDUM – INSTRUCTIONS TO OFFERORS - -

COMMERCIAL ITEMS (DEC 2006) Pass-Fail Subfactors and

FAR 52.212-2 ADDENDUM – EVALUATION – COMMERCIAL

ITEMS (DEC 2006) Rating Standards for the Non-Price Proposal, Factor 1, Subfactors 1-3.

Example: Company Name self-certifies its proposed materials have a copyright date of not earlier than 2020.

Some requirements of the Performance Work Statement are not addressed within the subfactors. Where should vendors include responses to the PWS requirements not listed under the subfactors?

Any areas not stated as part of the evaluation criteria will not be evaluated and does not need to be addressed in Proposal submission. The awarded contractor shall be required to meet all contractual requirements, including contract performance to the entire PWS and Technical Exhibits (TE). DoDEA will evaluate Proposals for Factors and Subfactors as stated in the Solicitation at

FAR 52.212-1 ADDENDUM – INSTRUCTIONS TO OFFERORS -

- COMMERCIAL ITEMS (DEC 2006) using the ratings standards in FAR 52.212-2 ADDENDUM – EVALUATION –

COMMERCIAL ITEMS (DEC 2006).

8 Is it required that teacher resources include digital products with adaptive learning technology as described in 1.2.8?

See PWS 1.2.8. The instructional resources shall include, but are not limited to access to data that is generated from embed adaptive learning technology within digital products that targets skill gaps and specific needs of a student. Teachers will use the data to target instruction and auto-assign activities.

9 Our Tier 2 Intervention resources are organized by topic, not grade level. Does this preclude us from being considered?

See PWS 1.3.4. The organization (of the SI resources) shall align with…the content for each grade level. The evaluation for the alignment is explained in Factor 1, Subfactor 8: Additional Strategic Intervention Instructional Resources, where the Offeror submits a proposal that clearly demonstrates how the Offeror's proposed strategic intervention resources meet or exceed DoDEA's requirements of coherence and standards-aligned assessments, and instructional resources to the core instruction and core intervention.

Will the K-5 math program selected via this RFP be implemented with students for the 2023-2024 school year or will the first year of implementation with students be the 2024-2025 school year?

Full student implementation of the selected K-5 math program via this RFP will begin SY2024-2025. However, orders for student and teacher materials will be placed in 2023.

11 Does DODEA intend to award core and strategic intervention to the same vendor?

The Government intends to award a single award Firm-Fixed-Price (FFP), Indefinite-Delivery, Indefinite-Quantity (IDIQ) Contract from this solicitation. (See FAR 52.212-2 ADDENDUM –

EVALUATION – COMMERCIAL ITEMS (DEC 2006))

RFP Pg 74, item 2.1.1 and Pg 74 Summary Table: Do you anticipate the Above-School-Level team will offer training to Classroom Teachers, ISSes and Administrators on the use of the resources (Core Math and Strategic Intervention), as well as provide support with resources (Core Math and Strategic Intervention)?

See PWS 2.1.1. Above-School-Level personnel will provide various levels of support (emphasis added) for the professional learning on the use of the resources (core instruction, core intervention, and strategic intervention) based on current conditions and needs of teachers, school-based support specialists, and administrators.

- Support does not necessarily include training.

RFP Pg 74, item 2.1.2: 'Asynchronous Interactive' digital modules, please describe the kind of interactivity you anticipate within these modules.

It is anticipated that the types of interactivity within these modules would reflect PWS 2.1. The Contractor is expected to develop the total solution to meet all the requirements (emphasis added) in accordance with a performance-based approach with the tasks that follow. However, the tasks are provided to help the Contractor gain a better understanding of the requirements. PWS 2.1.2.4.3 and

2.1.2.4.4. reflects the expectation of the contractor to develop the total solution by indicating that the professional learning is "Design and deliver in multiple formats to include mobile platforms and all digital asses. Deliver virtual resources via the internet such as simulations, games, scenarios, case studies, role playing, and opportunities".

Pp. 73-76. Performance Work Statement, Professional Learning.

Please provide a detailed breakdown itemizing the desired delivery method for the 36 hours of professional learning in Base Year 1, i.e., the anticipated number of hours for onsite professional learning, live virtual professional learning, and/or pre-recorded virtual professional learning. Please also specify the desired delivery method for the 18 hours in each remaining base year and each option year.

See PWS 2.1.1. Above-School-Level professional learning: The Contractor shall ensure that live virtual webinars are accessible...

PWS 2.1.1.2. 36 hours = 18 hours for core instructional resources (6 hours per region); 18 hour for strategic instructional resources (6 hours per region). Professional learning to occur during normal business hours for each DoDEA region. Exact Scheduling of the professional learning shall be done post-award.

See PWS 2.1.2.3.3. provides a summary table to reflect the professional learning required, to include the mode and breakdown of hours.

Pp. 73-76. Performance Work Statement, Professional Learning.

Will DoDEA be open to the awarded vendor’s recommended delivery method of professional learning?

The delivery method of professional learning outlined in PWS 2.0 Requirement, takes into consideration possible conflicts with school and educator schedules. However, See PWS 2.1. The Contractors is expected to develop the total solution to meet all the requirements in accordance with a performance-based approach with the tasks that follow. The tasks are provided to help the Contractor gain a better understanding of the requirements. Recommendations would therefore be considered provided all requirements were met.

16 P. 95. Proposal Organization. Please clarify if each volume should be a separate document. Each Volume (I - IV) shall be a separate document.

P. 97. Attachments 2, 3, 5, and 6. These attachments are to be included with Volume I. Please clarify if the attachments should be part of the same PDF or if you prefer a separate PDF document for each attachment.

Attachments 2, 3, 5, and 6 (Volume I) may be one or multiple PDFs per Offeror convenience and within DoDEA's file size limit of 10MB per email.

18 Are vendors allowed to submit multiple products? If so, should these be emailed separately, or can they be in the same email?

See FAR 52.212-1 INSTRUCTIONS TO OFFERORS--

COMMERCIAL PRODUCTS AND COMMERCIAL SERVICES

(NOV 2021) (e) Multiple offers. Submit as separate proposals.

Our program has a copyright date just prior to 2020, but plan to launch an upgraded program in late 2024. Once the enhanced program is available, all customers with at least one year left on their current adoption at the time the update is available will have the option to opt in to receive the new program experience. Can we still be considered if we submit in our current program or will it be outright rejected because it doesn’t have a 2020 or newer copyright?

See answer to question #1, above.

20 Regarding the Above School Level Leadership live virtual trainings, who makes up this group and what is their role?

Instructional Systems Specialists are district level personnel that conducts training and education analysis, access education needs at schools PreK-5, assist leadership teams, and supports the development and implementation of CCRS and instruction processes within and across schools using a collaborative coaching approach.

21 How many Above School Level Leaders are in each Region? Americas - 6 ISSs; Europe - 8 ISSs; Pacific - 4 ISSs

22 Are the Strategic Intervention teachers different people than the Core teachers?

The Strategic Intervention teachers, or Math Support Specialists, are teachers but are assigned a different job within the school (Core teachers are the classroom teachers).

Are the students who are enrolled in the Strategic Intervention also enrolled in the Core Program? In other words, are the Strategic Intervention students “pulled out” from the Core classroom for additional instructions.

The students enrolled in the Strategic Intervention (SI) also receive core instruction in the classroom from the classroom teacher. SI is equivalent to Tier II support, in which support is facilitated outside but in addition to core instruction, usually facilitated in a one-to-one or small group setting by a certified math support specialist.

Regarding the Price Proposal and quantities for student materials (example: CLINS 0001AA- 0001AF), why are the quantities higher than the enrollments on page 73? Table 3: page 73, shows grade K as 6155 for Core and Table 4: shows grade K as 924 (total 7,079), but the Price Proposal, CLIN 0001AA notes 8494 students.

The PWS at 1.3.5.3 includes SY22-23 enrollment. DoDEA will award and IDIQ contract. Quantities on contract are maximums that allow for possible replacement, replenishment and increase in enrollment.

25 Please confirm that the Standards Correlation document is not a requirement for our proposal and only due 10 days after the Award.

The Standards Correlation document is not a requirement for proposal submission. Standards Correlation Alignment is due 10 days after receipt of the initial delivery order. See PWS 5.0 Contract Deliverables.

Our programs are correlated and support the Standards Correlation self-certification. The correlation documents are large files (possibly over 10mb per file) and, if included with the Technical Proposal (Volume 2), will put us well over the 50-page limit for Volume 2. If correlations are required with the proposal and not 10 days after the Award, can correlations be submitted via link or Box within the proposal narrative?

Standard Correlation are not required for proposal submission. Self-certification is required. See Factor 1 -Technical Approach, Subfactor 2, Alignment to Standards at FAR 52.212-1

ADDENDUM – INSTRUCTIONS TO OFFERORS - -

COMMERCIAL ITEMS (DEC 2006) and FAR 52.212-2

ADDENDUM – EVALUATION – COMMERCIAL ITEMS (DEC

2006).

Is DoDEA seeking a combined solution of K-5 Math Core Instruction and K-5 Math Strategic Intervention or are vendors allowed to submit for either category?

The Government intends to award a single award with a combined solution. The Offeror may subcontract part of the work.

Attachment 1 Pricing: Base Period: Core Instruction Kindergarten Example CLIN 0001AA (Kinder QTY 8,494) ‘Core Instruction and Core Intervention Student Resources Bundle’ -and- CLIN 0002AA (Kinder QTY 1,770) ‘Core Instruction and Core Intervention Student Consumable’ These appear to be two separate categories with very different quantities. If a solution to CLIN 0001AA (Qty 8,494) involves the Student Consumable as part of the bundle, do you still need to see that Student Consumable indicated and priced again within CLIN

0002AA?

If so, please advise as to why the quantities are different.

Do you intend to purchase additional Student Consumables for replacement/replenishment purposes for the Base Period?

Additional Student Consumables SubCLINs 0002AA - 0002AF are for replacement/replenishment purposes.

Attachment 1 Pricing: Base Period: Core Instruction Kindergarten Example CLIN 0003AA (Kinder Teacher Qty 441) ‘Core Instruction and Core Intervention Teacher Resources Bundle’ -and- CLIN 0004AA (Kinder Teacher Qty 40) ‘Core Instruction and Core Intervention Teacher Guide’ These appear to be two separate categories with very different quantities. If a solution to CLIN 0003AA (Qty 441) involves the print Teacher Guide as part of the bundle, do you still need to see that print Teacher Guide indicated and priced again within CLIN

0004AA?

If so, please advise as to why the quantities are different.

Additional Teacher Guides SubCLINs 0004AA - 0004AF are for replacement/replenishment purposes.