HE125423R0002_PWS Draft_022823.pdf

PERFORMANCE WORK STATEMENT

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

Department of Defense Education Activity 4800 Mark Center Drive

Alexandria, VA 22350

28 February 2023

PERFORMANCE WORK STATEMENT

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

1.0 General Information and Scope of Work

1.1 Agency

1.1.1 For school year 2022-23, the Department of Defense Education Activity (DoDEA) provides PK-12 instruction to over 67,000 dependents of active-duty military and civilian employees. In the Americas, DoDEA operates 50 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoDEA operates 64 schools located in Germany, England, Netherlands, Belgium, Spain, Italy, Turkey, and Bahrain. In the Pacific, DoDEA operates 45 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA also operates a full time K-12 virtual school option with teaching hubs in each DoDEA region: Americas, Europe, and Pacific.

DoDEA's curriculum, resources and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems.

1.1.2 Of DoDEA’s 160 brick-and-mortar schools, 100 schools have students in at least three of the grades K-5.

However, due to the wide variety of grade configurations, the number of schools that have K-5 classes is as follows: K, 90 schools; G1, 89 schools; G2, 90 schools; G3, 90 schools; G4, 89 schools; and G5, 87 schools.

1.1.3 Military-connected students experience high mobility rates across the nation and throughout the world. Thus, DoDEA makes a concerted effort to mitigate transitional barriers to military-connected students’ success, working toward a worldwide systemic education network.

1.1.4 DoDEA has adopted College and Career Ready Standards (CCRS) in mathematics, literacy, the arts, social studies, and science, which are rigorous, research-based, and reflect the knowledge, skills and dispositions students need for success in college and/or careers and are aligned with the Common Core State Standards (CCSS); National Core Art Standards (NCAS); Next Generation Science Standards (NGSS); College, Career, and Civic Life (C3) Framework for Social Studies State Standards; Society for Health Education and Physical Education Standards (SHAPE America); and the International Society for Technology in Education (ISTE) Standards.

1.2 Background

1.2.1 DoDEA has procured K-5 mathematics instructional resources since our inception 75 years ago.

1.2.2 DoDEA currently holds a contract for core instruction resources. An updated resource is being considered to effectively implement the College and Career Ready Standards – Mathematics K-5 (CCRSM) to meet the needs of all students. Standards, Curriculum, and assessment are to be aligned with CCRSM K-5.

1.2.3 DoDEA requires a comprehensive K-5 mathematics resources for core instruction, core intervention (Tier 1 differentiated support to be facilitated by the classroom teacher), and strategic intervention (Tier 2 support to be facilitated by support specialists). The three levels of instructional resources will directly align to effectively link explicit core instruction to student needs (intervention).

1.3 Scope of Work

1.3.1 K-5 Core Mathematics Instructional Resources: DoDEA requires a commercially available off-the-shelf (COTS), balanced, and comprehensive instructional resource aligned to the Common Core State Standards-Mathematics, which were rebranded as DoDEA as the College and Career Ready Standards-Mathematics (CCRSM), and which may be found at the following URL: https://www.dodea.edu/Curriculum/index.cfm. Physical manipulatives shall be included for all grade levels.

1.3.2 Organization: The organization of the resources shall provide alignment between the multi-layers of support, which are core instruction (Tier 1), core intervention (Tier 1 differentiation), and strategic intervention (Tier 2), as well as the progressions of learning for mathematics. The Standards for Mathematical Practice (SMP) shall be embedded throughout most activities. The resources shall be centered on student learning and the ability to reason and think mathematically. Student learning shall be logically connected across grade levels and levels of cognitive development through learning experiences that elicit productive struggle, inquiry, reflection, and discourse instead of observing and replicating the work of the instructor. Adequate time shall be planned to build student proficiency by the end of the year.

1.3.3 Design: The instructional component shall provide various opportunities for students to acquire conceptual understanding, fluency with procedural skills, and application and/or engagement of strategies reflective of the major work of the grade (critical areas of focus) and the SMPs to solve real-world situations. The instructional resources shall include strategies for core intervention (Tier 1 differentiation) in whole and small group instruction, the application of the mathematical teaching practices, and ongoing assessment strategies of student progress and thought processes and include formative and summative assessments. The core instructional resources shall include aligned/mirrored print and digital materials and reflect the instructional approach of the concrete-representational-abstract sequence of learning. Professional learning shall be available to focus on implementing all instructional components with fidelity and throughout the life of the contract.

1.3.4 Strategic Intervention Instructional Resources: DoDEA requires a commercially available off-the-shelf (COTS) intensive, mathematics strategic intervention resource (Tier 2) that is preferably directly aligned with the core (Tier 1) and core intervention (Tier 1/differentiation) instructional resources to provide layered support with the goal of building proficiency levels of struggling/striving students at least six months below grade level performance to the expected grade level performance by the end of the year. Its organization shall align with the progressions of learning for mathematics and the content for each grade level. The Standards for Mathematical Practice (SMP) shall be embedded throughout most activities. The strategic intervention (Tier

2) instructional resources shall be both print and digital. Digital only resources are not sufficient. The purpose of the strategic intervention resource is to provide explicit, systematic, interactive, and evidence-based instruction facilitated by support specialists, to support students with acquiring and/or accelerating the requisite skills needed to increase their mathematical thinking and computational skills at grade level. Strategic intervention is provided in addition to core classroom instruction and core intervention, thereby increasing the total amount of time students receive mathematics instruction. Materials shall be designed to be used with any grade combinations within K-5. Professional learning shall be available to focus on implementing all instructional components with fidelity and throughout the life of the contract.

1.3.5 Summary

1.3.5.1 DoDEA requires a comprehensive K-5 Mathematics solution to provide aligned core instruction (Tier 1), core intervention (Tier 1/differentiation) and strategic intervention (Tier 2), to support hands-on learning, problem solving, mathematical discourse, conceptual development, procedural skills practice, and application of strategies. The instructional materials shall include print and digital resources that are aligned to the CCRSM and include formative and summative assessments. Physical manipulative resources shall be included for all grades.

1.3.5.2 Strategic intervention (Tier 2) is provided, as needed, in addition to core classroom instruction (Tier

1) and core intervention (Tier 1 differentiation), thereby increasing the total amount of time students receive mathematics instruction.

1.3.5.3 DoDEA requires curricular resources (textbooks, ancillary materials, etc.) including an initial 5-year subscription for digital and consumable resources for teachers and students, all of which are based on the CCRSM for grades K-5. The estimated number of teachers and students in SY 2023-24 are shown in the four tables below:

Table 1: School Year 2022-23 K-5 Classroom Teachers *

Grade Teachers Grade Teachers Grade Teachers Grade Teachers

K 356 2 362 4 270 K-5 Total

1,887 1 373 3 276 5 250

* At the school level, gifted education, special education, and English as a second language teachers require access to the digital materials—350-400 educators systemwide. Also, 10-15 above-school-level subject matter experts systemwide need access to the digital materials.

Table 2: School Year 2022-23 K-5 Strategic Intervention Teachers*

Grade Teachers Grade Teachers Grade Teachers Grade Teachers

K 101 2 99 4 92 K-5 Total

1 103 3 93 5 90

* At the school level, gifted education, special education, and English as a second language teachers may require access to the digital materials—350-400 educators systemwide. Also, 10-15 above-school-level subject matter experts systemwide need access to digital materials.

Table 3: School Year 2022-23 K-5 Student Enrollment

Grade Students Grade Students Grade Students Grade Students

K 6,155 2 6,224 4 5,799 K-5 Total

36,422 1 6,545 3 6,091 5 5,608

Table 4: School Year 2022-23 K-5 Students Enrolled in Strategic Intervention*

Grade Students Grade Students Grade Students Grade Students

K 924 2 938 4 873 K-5 Total

5,460 1 986 3 914 5 838

* It is reasonable to expect 5-15% of the student population to need strategic intervention in Mathematics.

1.3.5.4 The quantity of student instructional materials required during the base years fluctuates based on population, which is on a continuum. Therefore, DoDEA cannot project the class size for base years 1 through 5 and cannot guarantee or confirm actual order quantities for the base or option years.

1.3.5.5 Option Years 6-10: Beyond the base year one through five, DoDEA prefers up to an additional five one-year option periods (Option Years 6-10 i.e., SY28-29, SY29-30, SY30-31, SY31-32, and SY32- 33), where the Contractor shall provide hardback or consumable student texts and digital resources.

The digital resources for the option periods shall be for five 1-year subscriptions.

2.0 Requirement

2.1 Objective 1- Professional Learning: The proposed professional learning resources for the core instruction (Tier 1), core intervention (Tier 1 differentiation) and strategic intervention (Tier 2) resources shall be (1) based on current research regarding best practices in mathematics instruction, aligned with CCRS and the SMP, and (2) focused on the organization of the component parts of the programs, and the way the resource materials align to the CCRSM and to each other. The Contractor is expected to develop the total solution to meet all the requirements 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; the tasks are not all inclusive.

2.1.1 Task 1 - Live, Virtual Above-School-Level Professional Learning: The core instruction and intervention (Tier

1), and strategic intervention (Tier 2) resources (separate professional learning for each resource) require training for above-school-level personnel to support teachers with the resources. The Contractor shall ensure that live virtual webinars are accessible using software/web extensions that are subscription-free to DoDEA and require no additional hardware or software for operation except those identified in Technical Exhibit #2, System Requirements. The above-school level professional learning shall:

2.1.1.1 Cover, at a minimum, the following five topics: (1) overview and exploration of instructional resources, (2) use and implementation of resources to plan and facilitate interventions, (3) best practices for classroom implementation, (4) gathering student data to document progress and inform instruction utilizing the components of the proposed resources intentionally and purposefully and (5) family support and communication.

2.1.1.2 Provide a total of 36 hours of professional learning in Base Year 1: 18 hours for the core instructional resources and 18 hours for the strategic instructional resources. The professional learning shall occur during normal business hours for each DoDEA region (US, Europe, and Pacific): six hours of core and six hours of strategic shall be delivered to each region. Provide a total of 18 hours in each remaining base year and each option year, content of professional learning will be determined in consultation with the COR each year. The professional learning shall occur during normal business hours for each DoDEA region (US, Europe, and Pacific): 6 hours shall be delivered to each region.

The exact scheduling of the professional learning shall be done post-award. Notes: Six contact hours is one day of professional learning. The Government in consultation with the Contractor may schedule days of varying lengths, e.g., half-days or hourly blocks.

2.1.1.3 All professional learning must have an accompanying module that can be used for face-to-face professional learning systemically.

2.1.1.4 Record all professional learning and post them on DoDEA’s learning management system (LMS).

2.1.1.5 Provide a draft facilitator guide for all live and module based professional learning and a classroom observation guide designed for administrators that shall be finalized based on written feedback from

COR.

2.1.1.6 Draft professional learning evaluation for participants upon completion of the professional learning.

Note: DoDEA will finalize and administer the session evaluation.

2.1.2 Task 2- Asynchronous Interactive Teacher, and Administrator Professional Learning: The Contractor shall provide digital modules on the core instruction and intervention resources (Tier 1), and the strategic intervention resources (Tier 2), each of which shall be addressed separately. They shall be housed on DoDEA’s LMS. The Contractor shall:

2.1.2.1 Cover, at a minimum, the following five topics: (1) overview and exploration of instructional resources, (2) use and implementation of resources to plan and facilitate interventions, (3) best practices for classroom implementation, (4) gathering student data to document progress and inform instruction utilizing the components of the Contractor’s product intentionally and purposefully, and (5) family support and communication.

2.1.2.2 Teachers and School-Based Strategic Instructional Support Specialists

2.1.2.2.1 Provide asynchronous digital professional learning modules to be divided between the core instruction and core intervention resources (Tier 1), and the strategic intervention resources (Tier 2). The equivalent of 12 hours of professional learning (six hours for the core instructional resources and six hours for the strategic intervention instructional resources) will be provided in Base Year 1 only. All modules shall be housed on the DoDEA LMS. Note: Six contact hours is one day of professional learning. The Government in consultation with the Contractor, post-award, may schedule modules of varying lengths, e.g., half-days or hourly blocks.

2.1.2.2.2 Provide draft facilitator guides for the teacher and school-based strategic instruction modules that are designed to support facilitation in either a train-the-trainer professional learning setting or in a professional learning community setting. Finalize the facilitator guides based on written feedback from the contracting officer’s representative (COR).

2.1.2.3 Administrators

2.1.2.3.1 Provide overview modules of the core instruction and core intervention (Tier 1), and strategic intervention (Tier 2) print and digital resources to school-level administrator to support (l) instructional leadership, (2) classroom walk-throughs using the module's observation guide, (3) guiding questions to support facilitation of program and instruction of content to all stakeholders and (4) family support and communication.

Professional learning modules shall total six hours; three hours for the core instruction and intervention resource (Tier 1), and three hours for the strategic intervention resource (Tier 2) —delivered in Base Year 1 only. Note: Each professional learning day is equivalent to approximately six contact hours. The Government in consultation with the Contractor, post-award, may schedule training sessions of varying lengths, e.g., three-hour sessions, hourly blocks, etc.

2.1.2.3.2 Provide a draft facilitator guide and classroom observation guide designed for administrators that shall be finalized based on written feedback from the COR.

2.1.2.3.3 A summary table is provided below to reflect the professional learning required:

*Region refers to the three geographical locations that DoDEA schools reside (Americas, Europe and Pacific).

2.1.2.4 All Professional Learning

2.1.2.4.1 Present all professional learning, including facilitator guides, virtually as a dry run to

DoDEA HQ personnel. Finalize all guides based on the written feedback from the COR.

2.1.2.4.2 Ensure the modules for the asynchronous professional learning are SCORM®-compliant. See PWS 3.10 for additional information.

2.1.2.4.3 Design and deliver in multiple formats to include mobile platforms and all digital assets

(HTML web pages, video components, and all related stock images). Two sets of module files, a master set and a low bandwidth set shall be delivered as a completed course. The master set shall contain modules with rich media elements; the low bandwidth set shall contain duplicate modules in plain text.

2.1.2.4.4 Deliver virtual resources via the internet such as simulations, games, scenarios, case studies, role playing, and opportunities. Interactive elements shall be inserted, not embedded, into the lesson as user-initiated links. All video assets shall be differentiated from text objects in the web folder structure with no streaming video services required for proper video delivery.

2.1.2.4.5 Ensure that all handouts and resources for all the professional learning sessions and modules are subscription-free and require no additional hardware or software for operation except those identified in Technical Exhibit #2.

2.1.3 Task 3, General Requirements—The Contractor shall:

Summary Table K-5 Mathematics Core Instruction and Intervention, and Strategic Professional Learning

Above School Level (Leadership) Mode Total Hours

Core Instruction and Intervention (Base Year 1)

Live virtual webinar

6 hours/per region*

Strategic Intervention (Base Year 1) Live virtual webinar

6 hours/per region*

All/Any Resources (Base Year 2-5 and all Option Years)

Live virtual webinar

Core Instruction:

3 hours /per region*

Strategic Intervention:

3 hours/per region*

Teacher and Strategic Instructional Support Specialists

Mode Total Hours

NA

Core instruction and Intervention (Base Year 1)

Asynchronous Modules

Strategic Intervention (Base Year 1) Asynchronous Modules

Administrators Mode Total Hours

Core Instruction and Intervention (Base Year 1)

Asynchronous Modules

Strategic Intervention (Base Year 1) Asynchronous Modules

2.1.3.1 Meetings

2.1.3.1 Hold regular meetings with the COR during the base years and during the option years as determined by the COR. This includes providing the medium through which meetings occur and recording each meeting’s minutes. Submit the draft minutes to the COR within two business days of the event. Finalize minutes two business days after receipt of written feedback from the COR.

2.1.3.1.2 Participate in a post-award conference via virtual meeting with the COR five business days after award IAW FAR Subpart 42.5.

2.1.3.1.3 Convene a virtual meeting with DoDEA Information Technology staff ten business days after award, per Technical Exhibit #2.

2.1.3.1.4 Participate in other post-award meetings with the Contracting Officer (KO), COR, and/or other Agency personnel, as appropriate, to review Contractor performance, as required by DoDEA. The KO may discuss the Agency’s view of Contractor performance, and the Contractor shall apprise the Agency of any problems being experienced. The Contractor shall take appropriate action to resolve any outstanding issues the Agency raises.

2.1.3.2 Technical Support and Reporting

2.1.3.2.1 Provide industry-standard technical support for its digital resources for the life of the contract via telephone and by email within one business day or less from the initial contact to include but not limited to assisting with service problems, product setup, upgrades, and troubleshooting.

2.1.3.2.2 Provide maintenance and support for the life of the contract, i.e., automatic distribution of upgrades and revisions that can be accomplished using the Internet and/or email. Any upgrades to online digital materials shall include compatibility with DoDEA school-level technology and DoD requirements. The Contractor shall not contact schools directly but shall coordinate the dissemination of upgrades or revisions through the COR and shall provide electronic access of the updates and/or revisions to the COR for testing.

2.1.3.2.3 Provide DoDEA with reporting capability regarding usage rates related to any digital resources.

2.2 Performance Standard and Acceptable Quality Level (AQL)

2.2.1 Performance Standard: Tasks shall be completed per the AQL.

2.2.2 AQL: All tasks shall be completed by the required completion date.

3.0 Constraints

3.1 Place of Performance - Work shall be performed at the Contractor’s facilities.

3.2 Liaison and Alternate Liaison—The Contractor shall:

3.2.1 Provide a liaison and alternate to be responsible for the performance of work. Their names shall be designated in writing to the Contracting Officer. They shall have full authority to act for the Contractor on all contract matters relating to the daily operation of this contract. Each of them shall have at least one year of experience working in a similar role.

3.2.2 Notify the COR in writing regarding any change in either liaison’s role five business days in advance of the change. If the liaison is changed post-award, the replacement shall meet or exceed the qualifications and experience of the person assigned upon contract award.

3.3 Holidays and Hours of Operation

3.3.1 The liaison or alternate shall be available during the hours of 9AM to 3PM Eastern Standard Time (EST), except for Federal holidays and Federal government closures/shutdowns. The following list shows recognized Federal holidays: New Year’s Day, Martin Luther King Jr.’s Birthday, Presidents Day, Memorial Day, Juneteenth National Independence Day, Independence Day, Labor Day, Columbus Day/Indigenous Peoples Day, Veterans Day, Thanksgiving Day, and Christmas Day.

3.3.2 There are different time zones within Europe and the Pacific and different hours for specific schools throughout DoDEA. The normal business hours for the regions generally correspond to the following in

Eastern Standard Time (EST): Americas, 0700-1500 EST; Europe, 0100-0900 EST; and Pacific, 1700-0100

EST.

3.4 Availability - The Contractor shall make all resources available for the life of the contract.

3.5 Copyright Dates

3.5.1 Provide the most recent copyright dated materials, but not earlier than 2020. The copyright preference applies only to student and teacher materials (for example, the student textbook, teacher’s editions, etc.). The copyright preference does not apply to material included as part of the Contractor’s collection (that is, articles, leveled readers, big books, assessments, pictures, problems included in a textbook or supplemental to the teacher or student text), but which was created by others prior to 2020.

3.5.2 Materials shall be available throughout the duration of the contract. Any updates to copyright dates must be discussed and coordinated with the Contracting Officer (KO) and COR.

3.6 Anti-Bias, Diversity, and Inclusion—The Contractor shall provide resources free of age, racial, color, national origin, disabling conditions, sexual, gender, religious, and ethnic bias and present balanced coverage of multi-cultural contributions and representation, where appropriate.

3.7 Privacy—The Contractor shall:

3.7.1 User Accounts: Require, wherever applicable, that individual accounts possess unique usernames and passwords that do not require personally identifiable information (PII) to access online content, i.e., first & last name and any other unique personal information.

3.7.2 Contractor Personnel: Ensure personnel assigned to this contract take proper precautions to protect information from disclosure. Collect and/or store all agency-owned or agency-controlled PII IAW the relevant requirements of the Privacy Act, 5 U.S.C, per https://www.archives.gov/about/laws/privacy-act-1974.html.

3.7.3 Privacy Training: Ensure Contractor staff who have access to DoDEA’s student, teacher and/or staff personally identifiable information take the DoD Privacy Act/Personally Identifiable Information (PA/PII) training before gaining access to the data and yearly thereafter. Provide copies of the certificates of completion to the COR which can be audited at any time by the Chief Information Security Officer (CISO) or his/her designee.

3.7.4 Privacy Verification: Provide the COR written verification of compliance to the Privacy requirements (PWS 3.7.1-3.7.4) 120 calendar days prior to the expiration of each year’s contract option period or annually, as required. Note: After reviewing the Contractor’s verification, DoDEA reserves the right to ask for further verification data in order for DoDEA to comply with DoD’s evolving privacy mandates.

3.8 Section 508 Compliance—Ensure Contractor resources, wherever applicable, meet the following requirements:

3.8.1 IT Requirement: Ensure all electronic hardware and software that is procured under this contract/purchase order comply with Section 508 of the Rehabilitation Act of 1973, as amended, (29 U.S.C. 794d) and the Architectural & Transportation Barriers Compliance Board Electronic Information Technology (EIT) Accessibility Standards (36 CFR part 1194). More information may be found at https://www.section508.gov.

3.8.2 Deliverable Requirement—Ensure the following occur:

Outputs/deliverables do not adversely affect accessibility features of existing EIT technologies.

EIT related to the requirements of the contract are accessible to people with disabilities, per 29 U.S.C

794(d).

Outputs/deliverables including functional performance, information, documentation, and support requirements are considered. Standards from 36 CFR Part 1194 Subpart B, C, and D apply to this acquisition.

3.9 Optical Character Resolution (OCR) - The Contractor shall provide, upon request, two digital OCR copies of print materials in one or more of the following formats:

Digital Accessible Information System/National Instructional Materials 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

3.10 Sharable Content Object Reference Model® (SCORM®) Compliance: Provide SCORM®-compliant digital modules.

Note: Department of Defense Instruction 1322.26 mandates they be developed in compliance with the latest version of SCORM®, per https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/132226_dodi_2017.pdf?ver=2017- 10-05-073235-400.

3.11 Data: All data developed because of any work awarded under this contract is and shall remain the property of the Government.

3.12 Organizational Conflict of Interest (OCI): The Contractor (including any subcontractor) personnel performing work under this contract may receive, have access to, or participate in the development of, proprietary or Privacy Act information (e.g., personal information, education, etc.) may create a current or subsequent Organizational Conflict of Interest (OCI) as defined in FAR Subpart 9.5. Whenever the Contractor becomes aware that such access or participation may result in actual or potential OCI, the Contractor shall (1) immediately notify the Contracting Officer (KO) in writing and (2) promptly submit a plan to the KO to avoid or mitigate any such OCI. Note: The KO will unilaterally determine if the Contractor’s plan is acceptable. If the KO determines the plan cannot satisfactorily avoid or mitigate an OCI, s/he may implement other remedies to include prohibiting the Contractor’s further participation in contracted requirements.

4.0 Government-Furnished Information / Resources

The COR will, in consultation with the Contractor, schedule the exact dates and times for each synchronous webinar.

5.0 Contract Deliverables

Milestone/Deliverable Word / Excel

Digital Copies

PWS

Planned

Frequency Above-School Level Professional Learning

Yes Yes

2.1.1 & 2.1.2.4

Dry runs, draft facilitator guides and presentations and final facilitator guides scheduled post-award

Asynchronous Professional Learning—Teachers

Yes Yes

2.1.2 2.1.2.1, 2.1.2.2, 2.1.2.4

Dry runs, draft facilitator guides and presentations and final facilitator guides scheduled post-award

Asynchronous Professional Learning— Administrators

Yes Yes

2.1.2 2.1.2.1, 2.1.2.3, 2.1.2.4

Dry runs, draft facilitator guides and presentations and final facilitator guides scheduled post-award

Technical Support Yes Yes 2.1.3.2.1 2.1.3.2.2

Acknowledge requests within 24 hours of receipt.

Resolve 90% of issues in one business day. Resolve the remaining 10% in five business days.

Usage Rate Reporting Yes Yes 2.1.3.2.3 Ongoing, ten business days after receipt of initial delivery order

Privacy Training Yes Yes 3.7.3 Training certificates provided upon written request from the COR.

Privacy Verification Yes Yes 3.7.4 Verification provided 120 days prior to the end of each contract year.

Standards Correlation Alignment

Yes Yes

TE #1

1.2.2

Ten business days after receipt of initial delivery order.

Delivery of Print and Digital Resources

Yes Yes

TE #1

7.1

Digital: Ongoing, three business days after receipt of initial delivery order.

Print and Manipulatives: After receipt of a delivery order, 30 calendar days for CONUS and 45 calendar days for OCONUS

6.0 Acronyms and Definitions

CCRS College and Career Ready Standards

DoD/DOD Department of Defense DFARS Defense Federal Acquisition Regulation Supplement EIT Electronic Information Technology FAR Federal Acquisition Regulations PA/PII Privacy Act/Personally Identifiable Information SCORM® Sharable Content Object Reference Model® QASP Quality Assessment Surveillance Plan

Contract Line-Item Number (CLIN) – Basic structural element in a procurement instrument describing and organizing the required product or service for pricing, delivery, inspection, acceptance, invoicing, and payment. The use of the term “line item” includes “subcontract line number”, (SLIN), as applicable.

Contracting Officer (KO) – The only individual with expressed authority to obligate (bind) the Government by means of entering, administering, and terminating contracts within the limits of the authority delegated via a Contracting Officer’s warrant.

Contracting Officer’s Representative (COR) – Qualified and trained Government employee, nominated by the requiring activity (RA) and appointed in writing by a KO primarily to perform specific technical or administrative functions on a specific contract(s); serves as the ‘eyes and ears’ of a KO to assure the Government’s best interests are protected via the terms and conditions of the contract(s) appointed. COR’s do not have the authority to obligate (i.e., bind) the Government.

Contractor – Supplier or vendor having a contract to provide specific supplies or service to the Government. The term used in this contract refers to the prime.

Deliverable – Usually physically delivered items but may include such items as digital documents/reports.

Performance Requirements Summary (PRS) – Tabular listing of performance objectives and standards that provides the basis for a meaningful QASP.

Performance Work Statement (PWS) – A statement of work for performance-based acquisitions describing the required results in clear, specific, and objective terms with measurable outcomes.

7.0 Performance Requirement Summary

7.1 Performance Requirement Summary (PRS)

Performance Objective

Performance Standard

AQL Inspection Method

Above-School Level Professional Learning

100% compliance with the PWS

Dry Run & Draft Facilitator Guides:

80 percent accurate.

Final Presentations & Facilitator Guides: 100 percent accurate except for minor grammar/formatting errors.

At least 70 percent of participants report sessions were good or excellent

COR inspection and stakeholder feedback

Asynchronous Professional Learning—Teachers

100% compliance with the PWS

Dry Run & Draft Facilitator Guides:

80 percent accurate.

Final Presentations & Facilitator Guides: 100 percent accurate except for minor grammar/formatting errors.

At least 70 percent of participants report sessions were good or excellent.

COR inspection and stakeholder feedback Asynchronous

Professional Learning— Administrators

Performance Objective

Performance Standard

AQL Inspection Method

Technical Support 100% compliance with the PWS

Acknowledge all inquiries within two hours of receipt. Resolve 90% of issues within one business day.

Resolve remaining 10% within five business days.

COR inspection and stakeholder feedback

Usage Rate Reporting 100% compliance with the PWS

Capability to run reports 24/7/365, except for scheduled downtimes

COR inspection and stakeholder feedback

Privacy Training 100% compliance with the PWS

Training certificates provided upon request.

COR inspection

Privacy Verification 100% compliance with the PWS

Provided 120 calendar days prior to end of each contract year.

COR inspection

Correlation to Standards Alignment

100% compliance with the PWS

100% accurate except for possible minor grammar/formatting errors

COR inspection and stakeholder feedback

Delivery of Print and Digital Resources, including Manipulatives

100% compliance with the PWS

Digital: Integrate web-based materials with DoDEA’s student information systems and/or DoDEA single-sign-on platform within 30 business days after receipt of the initial delivery order.

Print: Delivered to schools after receipt of delivery orders in 30 business days for US sites and 45 business days for overseas sites.

COR inspection and stakeholder feedback

Technical Exhibits

TE #1 – Specifications for K-5 Mathematics Core and Strategic Intervention Resources TE #2 – Technical Requirements

TE #1 - Specifications for K-5 Mathematics Core Instruction and Strategic Intervention Resources

1 K-5 Mathematics Core Instruction and Strategic Intervention Resources: The Contractor shall provide a commercially available off-the-shelf (COTS) print and digital instructional and assessment resources, and physical manipulatives for each grade level that are aligned to the CCRSM and embed the SMPs in instruction. Teacher-lead instruction shall be supported with print, manipulatives, and digital tools (e.g., videos, slides, digital manipulatives) Printable PDF is not considered interactive/digital resources. Instructional resources shall include hand-held manipulatives for all grade levels.

1.1 Student Resources—The Contractor shall provide resources for each grade level within the core instruction, core intervention, and strategic intervention resources that:

1.1.1 Logically connect across grade levels and levels of cognitive development (coherence) so that students can build from previous knowledge and focus on the major work of the grade in a way that is consistent with the CCRSM and the progression of the standards.

1.1.2 Meaningfully connect content standards and the SMPs to support an emphasis on mathematical reasoning (construct viable arguments and critique the reasoning of others).

1.1.3 Develop students’ conceptual understanding through concrete-representational-abstract sequence of learning and support opportunities for reasoning through discourse.

1.1.4 Provide opportunities for students to independently solve real-world situations through the application of the SMPs and engagement of inquiry, strategies, and application progresses reflective of the major work of the grade level (critical areas of focus).

1.1.5 Establish home/school connections that communicate to parents/sponsors such things as current learning units, student progress, and suggestions to support and continue at home the learning in the classroom.

1.2 Teacher Resources—The Contractor shall provide core instruction (Tier 1), core intervention (Tier 1 differentiation), and strategic intervention (Tier 2) instructional resources. The core instruction and core intervention resources shall be provided by grade level. The strategic intervention (Tier 2) instructional resources shall be provided by grade level but with opportunities for differentiated instruction to support students in acquiring and/or accelerating requisite skills. The instructional resources shall include, but are not limited to, the following:

1.2.1 Comprehensive detailed teacher plans and information for developmentally appropriate practices for all learners (to include English and dual language learners, and children with special needs).

1.2.2 Standards alignment document for every grade level that aligns core instruction, core intervention, and strategic intervention resources with the CCRSM. The document shall present the standards in connection to prerequisite standards/skills, ensuring the major content of the grade level are fully addressed.

1.2.3 Implementation document that outlines the coherence and alignment between the instructional resources to support core instruction, core intervention and strategic intervention. As well as the delineation of the instructional resources for use with the three layers of support (core, core intervention and strategic intervention).

1.2.4 Instructional strategies for students connecting meaning between concrete, representational, and abstract processes of thinking, and opportunities to reflect upon students’ levels of knowledge within the progressions of learning to identify potential misconceptions and challenges.

1.2.5 Hands-on instructional resources such as math manipulatives shall be made of quality materials designed for daily use across multiple school years. Instructional resources shall emphasize the appropriate use of the hands-on instructional resources in the lessons and provide an inventory of the materials for each classroom set.

1.2.6 Connections to the SMPs and the content standards explaining how each practice is meaningfully present in the activities and/or problems to help teachers emphasize the behaviors associated with the practices and stimulate students to develop habits of mind.

1.2.7 Instruction and assessment modifications and strategies to assist instruction of different learning styles (e.g., computer-based instruction, scaffolding, journaling, open-ended questioning, direct and small-group instruction, cooperative learning) and allow all students (e.g., English, and dual language learners, students with disabilities, advanced learners, striving students) to demonstrate mastery of standards.

1.2.8 Embed adaptive learning technology within digital products to generate individualized pathways for learning to ensure the targeting of skill gaps and specific needs of a student. Data is generated to guide teachers to target instruction and auto-assign activities.

1.3 Assessment Resources—The proposed core instruction, core intervention, and strategic intervention resources shall:

1.3.1 Provide a balanced assessment system for grades K-5 that includes a variety of common formative and summative assessments (such as unit checks, end of unit, exit tickets, etc.) to regularly monitor student progress, inform instruction, and support collaboration. Online assessments shall provide analysis of data at all levels (HQ, districts, schools, classroom) and provide evidence of students’ ability to apply their knowledge of CCRSM, the SMPs, and/or to draw on their understanding of real-world context by addressing specific problems.

1.3.2 Include informal assessment strategies to enable teachers to quickly determine each child’s developmental progress and use that information to differentiate instruction.

1.3.3 Include a variety of curriculum-embedded assessments (e.g., pre-assessments, formative, summative, performance-based, knowledge checks, self-assessment) with aligned rubrics and scoring guidelines that interpret student performance to include revealing student misconceptions/challenges.

1.3.4 Ensure all assessment components are available digitally for easy printing, analysis, and delivery, and include a reference document for generating reports and organization of data.

1.4 Data Management - The Contractor shall provide an online, web-based data management system for core and strategic instructional resources that address the needs of all stakeholders at the classroom, school, district, and region, and system levels, as well as related technical support. The Contractor shall provide digital resources that include the following:

1.4.1 Recordkeeping system that (1) measures individual progress toward the end-of-semester expectations/ goals and (2) directly aligns to curriculum and proposed standards.

1.4.2 Recordkeeping system with the capability of producing a variety of comprehensive reports to allow for progress monitoring.

1.4.3 Record keeping system for stakeholders, which shall be accessible at the grade/class, school, and district, and system levels.

1.4.4 Option to enter student scores through individual and/or batch recording (classroom scores) via electronic devices from manually delivered assessments (print resource program).

1.4.5 Guidance for generating and analyzing reports from the recordkeeping system.

1.5 Technical Support: The Contractor shall provide technical support for digital resources/materials via an email hotline available exclusively to all DoDEA stakeholders in case of a need to assist them with access to any digital resource purchased. Responses must be available within one business day of emailing requests for service to meet the needs of teachers in the Americas, Pacific and Europe.

1.6 Additional Requirements for Strategic Intervention Instructional Resources - The proposed strategic intervention resources shall include:

1.6.1 Coherent and standards-aligned assessment and intervention resource that are preferably aligned to the core instruction and core intervention (Tier 1), and is focused on the needs of students who are at least six months below grade level skills and need targeted/strategic intervention (Tier 2)

1.6.2 Assortment of instructional and assessment strategies and resources to support and monitor the current skill level of the student and the success of the intervention.

1.6.3 Recommendations on identifying, enrollment and exiting processes and criteria of strategic intervention support using the proposed resources.

1.6.4 Print and digital formative and summative assessments and automatic scoring for digital assessments.

1.6.5 Access to various forms and reports for analysis of student progress, support for instructional decisions, and communication with parents/sponsors.

1.7 Delivery of Print and Digital Resources—The Contractor shall:

1.7.1 Deliver web-based materials (such as access codes) three days after receipt of delivery order.

1.7.2 Ship all print materials and manipulatives to the Americas (CONUS) by commercial carrier or USPS and to Europe and the Pacific (OCONUS) only by commercial carrier. Note: Delivery orders will include door-to-door addresses.

1.7.3 Provide, upon shipment of materials, a digital shipment notification that includes the following:

Contract number and delivery order number Contract line-item number indicating materials and quantities shipped Destination and date of shipment Shipping carrier name and tracking number of shipment Estimated date of arrival of shipment and, if applicable, shipping slip

TE #2 – Technical Requirements The Contractor shall comply with the applicable technical requirements detailed below.

2.1 Software and Cloud Security Requirements—The Contractor shall:

2.1.1 Ensure all online resources, cloud-based services and instructional software meet the Department of Defense (DoD) and DoDEA Cybersecurity requirements as defined below. Note: Software, cloud services and associated websites are rigorously tested to ensure no security risks are posed to DoDEA infrastructure and its users.

2.1.2 Complete the Cloud Services questionnaire that was submitted as part of the proposal submission and provide copies of and/or access to any software listed in the proposed solution.

2.1.3 Ensure on-premises software support post-installation integration of the necessary Security Technical Implementation Guides (STIG) for applicable systems and applications, including Microsoft Windows 10, Microsoft Windows Server 2016, Windows Server 2019, Microsoft Windows IIS, Apache, Oracle databases, and Microsoft SQL Server databases. Note: The application to obtain the STIG Viewer is found at https://public.cyber.mil/stigs/srg-stig-tools/, and the STIGs themselves may be downloaded from https://public.cyber.mil/stigs/downloads/.

2.1.4 Ensure its content accessible from the web is compatible with the following browser platforms: Google Chrome and Edge. Ensure that any applicable STIGs are implemented.

2.1.5 Ensure on-premises software, which is subject to static and dynamic analysis testing, imposes no risk to DoDEA systems, users and/or data. Note: DoDEA assesses software products to ensure compatibility with existing system configurations and software, testing may also include reverse engineering analysis.

2.1.6 Provide a plan of actions and milestones (POA&M) to mitigate any cybersecurity findings resulting from non-compliant and/or vulnerable components within 30 calendar days of written notification from DoDEA.

2.1.7 Participate, as needed, in interviews and deep system architecture inspections. Note: Per DoD policy for cloud-based services, DoDEA conducts a supplemental series of validations, which closely mirror the Federal Risk and Authorization Management Program (FedRAMP) Internet Cloud vetting processes. Contractor participation/cooperation is normally required to complete this process.

2.2 System Requirements—The Contractor shall:

2.2.1 Provide, per Section 1.1 (above), any software installed and/or accessed in or by a DoDEA system, network whether stand-alone or web-based, is compatible with the standards cited herein.

2.2.2 Provide minimum desktop/server system technical specifications, available reference architectures, networking specifications and diagrams, and applicable systems configuration documentation for the proposed product solution.

2.2.3 Provide software that is compatible with the following minimum baseline:

Specifications Minimum

Memory 4 GB Hard Drive 100 GB

Processor Intel® Core™ i5-8365U Processor 8th Generation (up to 4.1GHz, 6MB cache) equivalent or better (Must show benchmark/passmark scores)

Video Graphics Integrated Intel HD Graphics 620 (1920x1080) equivalent or better Operating System Windows 10

Browser Environment Chrome, Edge, Edge Chromium

2.2.4 Provide software that is completely functional on a standard DoDEA desktop without the need or requirement for administrative-level user rights and/or permissions or the requirement to use or insert external media to execute the software.

2.2.5 Provide software that does not require modifications to folder permissions while executing.

2.2.6 Provide, if applicable, software packages that support unattended installation methods used by enterprise software packaging and deployment systems. Note: DoDEA currently distributes software packages via Microsoft’s System Center Configuration Manager (SCCM). Older 16-bit software are automatically denied.

2.3 Data Management Requirements—The Contractor shall:

2.3.1 Provide a mechanism for batch administration and automation of routine data management tasks via flat file import, or representational state transfer (REST) based web service application programming interfaces (APIs). The mechanism shall provision and manage data objects within the Contractor’s system, including but not limited to organizational structures, student accounts, staff accounts, courses, and class rosters.

2.3.2 Provide all necessary documentation and assets to facilitate batch administration and automation of routine data management tasks, including but not limited to roster template files (i.e., comma separated value templates); data element/field definitions documentation; data interchange formats and schemas (XML/JSON); and/or data dictionaries for the purpose of mapping organizational student information system (SIS) data to the Contractor’s required input formats.

2.3.3 Provide the following, which in addition to any web-based reporting platforms/tools/exports that may be detailed in other section of the Performance of Work Statement, data produced or stored by the platform in connection with DoDEA (including internally generated data such as usage data):

1) Exportable via a programmatically accessible interface (e.g., API, SFTP, and/or mirrored database) for automated import back into DoDEA’s data systems AND

2) Able to be returned in a data-friendly format (e.g., CSV, SQL dump, JSON, XML),

3) Either updated in real time or at minimum daily.

2.3.4 Provide a single point of contact to support DoDEA in performing the required data integration activities within the Contractor’s system.

2.3.5 Configure DoDEA enterprise within its system and/or databases as the appropriate organizational entity (i.e., region, district, school) upon a request in writing from the contracting officer’s representative (COR). Note:

DoDEA’s organization hierarchy consists of the following: one system, three regions, eight districts, 62 communities, and 160 schools, including the K-12 virtual school programs.

2.3.6 Participate in a technical meeting with DoDEA within ten business days after award for the…