25QE015_ATTACH1_PWS_040825.pdf

PERFORMANCE WORK STATEMENT

Department of Defense Education Activity 4800 Mark Center Drive Alexandria, VA 22350

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Nationally Recognized Assessments For Postsecondary Preparation

1. General Information and Scope of Work

1.1 Agency

1.1.1 The Department of Defense Education Activity (DoDEA) serves dependents of military and civilian employees by providing PK-12 instruction to approximately 70,000 students in 161 brick-and-mortar schools. Student enrollment is based primarily on deployment of military troops worldwide. 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, Turkey, Bahrain, and Italy. In the Pacific, DoDEA operates 46 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA also operates a fully accredited virtual high school with teaching hubs in the Americas, Europe, and Pacific.

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

1.2 Background

1.2.1 DoDEA adopted the College and Career Ready Standards (CCRS) to ensure high school graduates have the content knowledge, skills, habits, and dispositions to be successful in their future endeavors. CCRS provides clear, consistent, and rigorous learning goals focused on preparing students for success in college and careers for all students. DoDEA’s Blueprint for Continuous Improvement (Blueprint) requires DoDEA to establish an assessment system that reflects each student’s progress in applying the knowledge and skills they have acquired based on the CCRS instruction. Additional information on the Blueprint may be found at https://www.dodea.edu/about/blueprint-continuous-improvement.

1.2.2 DoDEA’s current nationally recognized assessments include examinations that are administered as part of the College Board Advanced Placement® (AP®) Program, designed to allow high school students to demonstrate mastery of college-level course material and earn college credit with qualifying examination scores. Additionally, DoDEA administers the College Board SAT Suite of Assessments for postsecondary preparation. The SAT Suite of Assessments is an integrated system of assessments including the Preliminary SAT (PSAT) 8/9, PSAT National Merit Qualifying Test (NMSQT), and SAT that measure the same skills and knowledge in reading, writing, and mathematics at the appropriate grade levels at which they are administered. The following widely used, nationally recognized College Board assessments are administered as part of the DoDEA Comprehensive Assessment System to promote the implementation of the CCRS:

1.2.2.1 PSAT 8/9: This assessment is administered to grade 8 and 9 students to establish a baseline measurement of students’ college and career readiness as they enter high school. It is designed to promote and facilitate planning for college and career readiness. Test results reports are reported in three parts: Reading, Writing, and Mathematics. Test result data are provided for each test taker and are aggregated for each school, district, and the system (DoDEA).

1.2.2.2 PSAT/ NMSQT: This assessment is administered to students in grades 10 and 11, and is critically designed to prepare students for the SAT. Score results provide students with the opportunity to qualify for various scholarships to include the National Merit Scholarship Corporation programs.

Like the PSAT 8/9, test results for the PSAT/NMSQT are reported in three parts: Reading, Writing, and Mathematics. The assessment provides numerous useful data for each test taker and each school, district, and the system.

1.2.2.3 SAT School Day: The SAT School Day is administered during the normal school day. There are two administrations that are offered for this assessment.

• The SAT School Day with Essay: In addition to the regular SAT content (reading, writing, and mathematics), this assessment also includes an essay that assesses students’ skills and knowledge in reading, analysis, and writing. This assessment is administered to grade 11 students as a required assessment each spring. Test results are reported in four parts: Reading, http://www.dodea.edu/about/blueprint-continuous-improvement

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Writing, Mathematics, and the Essay with a score that is based on three categories (Reading, Analysis, and Writing). Score reports are provided for each school, district, and the system.

• The SAT School Day (no Essay): This assessment only assesses student skills in reading, writing, and mathematics—no essay. It is offered to grade 12 students as a make-up, optional assessment, each fall, for students who did not take the SAT School Day assessment in their junior year. Test result data are reported in three parts: Reading, Writing, and Mathematics.

Score reports are provided for each school, district, and the system.

1.2.2.4 AP® Exams: DoDEA provides a wide variety of AP® courses which provide participants with a college-level course/experience. Each AP® course gives students access to rigorous college level work so students can build their confidence, develop research skills, improve their problem solving and analytical ability, and practice the time management skills needed for college and career success. DoDEA gives each AP® student the opportunity to take the corresponding AP® exam at the end of each course. AP® exams are taken by students in grades 9–12.

1.3 Scope of Work

1.3.1 DoDEA requires a nationally recognized assessment system to implement as the systemwide CCRS assessment system for middle and high school, designed for postsecondary preparation. The system shall

(1) administer and score the assessments described in PWS 1.2.2. These assessments are aligned to and support the implementation of the adopted DoDEA CCRS. Additionally, they measure students’ academic progress across grade and content levels, and provide students with a measure of post-secondary preparation for evaluation by institutions of higher learning, (2) analyze and report the test/ assessment results, (3) provide technology services, and (4) possess the following functionality:

Computer-based and paper-based assessments (including special/ accommodated versions) Security and integrity of the assessment system Technical adequacy of the assessments Scores that are valid and reliable Accurate reports for DoDEA stakeholders in a timely manner

1.3.2 DoDEA expects to award one Firm-Fixed Price (FFP), Indefinite Delivery/Indefinite Quantity (IDIQ) contract for a period of one 12-month base year and four-12-month option years.

1.3.3 Table 1 shows the proposed assessment implementation design and testing window(s) for one assessment cycle.

Table 1: Assessment Implementation Design for One Assessment Cycle

Assessments Grades Testing Windows

PSAT 8/9 8 & 9

♦ Two-week window, usually starting 2nd week of October (Fall Admin.). PSAT/NMSQT 10 & 11

SAT School Day (no Essay) 12

SAT School Day with Essay 11 ♦ Two-week window, usually starting at the beginning of March (Spring Admin.).

AP® (Only for students who have completed / are taking the AP® course)

9─12

♦ Regular Testing: Two-week window, usually beginning the second week of May.

♦ Late AP® Testing: within one week, usually the 3rd week of May (Spring Admin.).

1.3.4 For each assessment (above), the number of students varies due to unpredictable changes in military operations worldwide. After two decades of slow but steady decline, student enrollment has leveled off during the past three years; hence, DoDEA expects the numbers for the PSAT 8/9, PSAT/NMSQT, and SAT School Day assessments to remain stable throughout the contract period. In contrast, DoDEA expects the AP® examination requirement to increase slowly during the contract period because we encourage students to take these courses to enhance their college and career readiness.

1.3.5 Table 2 shows the estimated quantities required by grade and assessment.

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Table 2: Estimated Quantities Required for Testing

Assessments Base Year

Option Year 1

Option Year 2

Option Year 3

Option Year 4

♦ PSAT 8/9

Grade 8 4,500 4,500 4,500 4,500 4,500 Grade 9 3,750 3,750 3,750 3,750 3,750

Total(s) 8,250 8,250 8,250 8,250 8,250

♦ PSAT/

NMSQT

Grade 10 3,450 3,450 3,450 3,450 3,450 Grade 11 3,100 3,100 3,100 3,100 3,100

Total(s) 6,550 6,550 6,550 6,550 6,550 ♦ SAT School

Day with Essay Grade 11 (Spring) 3,100 3,100 3,100 3,100 3,100

Total(s) 3,100 3,100 3,100 3,100 3,100 ♦ SAT School

Day (no Essay) Grade 12 (Fall)* 380 380 380 380 380

Total(s) 380 380 380 380 380

* SAT School Day Weekend Vouchers

Grade 12 25 25 25 25 25

♦ Advanced

Placement®

AP® Exams** 9,500 9,595 9,691 9,788 9,886 Free/ Reduced (F/R) AP® Exams 500 500 500 500 500

AP® Capstone Exams** 180 185 190 195 200

F/R AP® Capstone Exams 20 20 20 20 20

* Optional for grade 12 students who did not take the SAT School Day in grade 11.

** AP® includes Surcharges/Other Miscellaneous.

2. Requirements

Assessment System: The Contract shall provide a systemwide assessment system that includes the following:

SAT Suite of Assessments (PSAT 8/9, PSAT/NMSQT, SAT School Day (no Essay), and SAT School

Day with Essay) and AP® exams.

Technology services, program support services, professional learning and related resource services, accessibility and accommodations, assessment administration services, scoring and results analysis services, score reporting services, print material shipping services, and related resources.

Table 3 provides the key assessment system implementation tasks to assist the Contractor with gaining a better understanding of the requirements to successfully provide the services and resources and meet the objective. These tasks are not all inclusive, so the Contractor shall provide the total solution to meet all the requirements in accordance with a performance-based approach.

2.1 Task 1, Comprehensive Implementation Plan—The Contractor shall:

2.1.1 Base Year: Provide a draft Comprehensive Implementation Plan that includes, at a minimum, each task in Table 3, fifteen (15) business days after contract award. The plan shall include a narrative schedule that chronologically outlines the task activities, deliverables, and milestones for providing the appropriate assessments/exams and related services during the contract period.

Finalize the plan based on written feedback from the contracting officer’s representative (COR).

2.1.2 Option Years: Update the plan 20 business days prior to the end of each contract year. Finalize the update based on written feedback from the COR.

Table 3: Key Assessment System Implementation Tasks

# Task(s) 2 Technology Services 3 Program Support Services 4 Dedicated Online Resource Site

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5 Professional Learning and Related Resources

Table 3: Key Assessment System Implementation Tasks

# Task(s) 6 Assessment Universal Tools, Accommodations, and Supports 7 Assessment Administration 8 Scoring and Results Analysis 9 Reporting Scores

PWS

2.10.4 Shipping of Print Materials

2.2 Task 2, Technology Services: The Contractor shall provide the administration services listed in Table 4.

Table 4: Technology Services to Administer Assessments

# Assessments Grades 1 SAT Suite of Assessments: PSAT 8/9

8 & 9 (Fall) 2 SAT Suite of Assessments: PSAT 8/9 3 SAT Suite of Assessments: PSAT/NMSQT

10 & 11 (Fall) 4 SAT Suite of Assessments: PSAT/NMSQT 5 SAT Suite of Assessments: SAT School Day with Essay 11 (Spring) 6 SAT Suite of Assessments: SAT School Day (no Essay) 12 (Fall) 7 AP® Exams: (AP®; F/R AP®; AP® Capstone; and F/R AP® Capstone) 9–12 (Spring)

2.2.1 Assessment Delivery System

2.2.1.1 Provide a Contractor-hosted assessment delivery system for the SAT Suite of Assessments (PSAT 8/9, PSAT/ NMSQT, SAT School Day (no Essay), and SAT School Day with Essay) and AP® exams to include practice tests, training tutorials, and applicable resources (See Table 4). It shall include a fully-functional test administration/ management platform and test delivery application with test administration management/ monitoring services and reporting functionalities for both computer-based testing (CBT) and paper-based testing (PBT). To accommodate the administration of the various assessments, the following proposed platform options (Table 5) are acceptable to meet the requirements. Provide a seamlessly integrated system that allows efficient test administration for the assessment. The Contractor shall have the flexibility to propose and provide innovative and more efficient technology system integrations to meet the requirement. Note: The College Board system is currently being used to manage, administer, and deliver DoDEA’s SAT Suite of Assessments and AP® exams.

Table 5: Test Platform Integrations used for the Proposed Assessments

System Assessments TDA

SSOR

(TDTK)

(For all three assessments)

♦ PSAT 8/9

♦ PSAT/NMSQT

♦ SAT School Day (no Essay)

Bluebook

(One student app for all assessments)

SDMS

(TDTK)

(For the one assessment)

♦ SAT School Day with Essay

TDTK

(For the one set of exams) ♦ AP® Exams

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♦ ADMS – Assessment Data Management System (to process/organize registration data for testing)

♦ SSOR – Ordering and Registration (to process/organize registration data for testing) ♦ TDTK– Test Day Toolkit (to administer and monitor the assessment(s) ♦ Bluebook –Test Delivery Application (TDA, used by students to access the test)

2.2.1.2 The Contractor shall provide procedures and documentation for the following:

System/Platform Deployment and/or Integration with DoDEA Systems Benchmark Testing and User Acceptance Testing (upon request) Maintenance and Operations Disaster Recovery and Business Continuity

2.2.2 Assessment Platform System Requirements—The Contractor shall provide an Assessment Platform that meets the following system requirements:

2.2.2.1 Organizations: Accommodates test administration for students on-site (in brick-and-mortar schools) and off-site environments, during the appropriate testing window (See Table 1).

Provide a procedure to upload into the platform and update as needed, DoDEA organizational data, including shipping addresses and contact information for participating schools, districts, and DoDEA Headquarters (HQ)/(State). Organization file layouts/file templates shall be accompanied by a field definitions document (data dictionary).

Provide technical support to DoDEA staff with preparing the file(s) for submission to the Contractor or upload to the platform.

2.2.2.2 Data File Uploads: Receives and completely processes test registration and administration data (including student and staff information) from DoDEA’s student information system (SIS).

2.2.2.2.1 Student Registration Data

Provides a procedure to upload/enter and update as needed, student registration data, either manually and/or through an automated process (also known as the nightly feed process) from the DoDEA SIS. The system shall accommodate all student records, as approximated in Table 2. Student data file layouts/file templates shall be accompanied by a field definitions document (data dictionary).

Provide technical support to DoDEA staff with preparing the file(s) for submission to the Contractor or upload to the platform.

Registration data files shall be uploaded periodically (as needed) to the platform(s).

2.2.2.2.2 Staff Data

Provide a procedure to upload/enter and update staff data manually or through an automated process (also known as the nightly feed process).

Staff data shall include the User Role(s) and Permissions required for the integrated system platform used for each assessment (See Table 5).

Provide a User Role and Permissions Matrix for each platform used, for school, district, and HQ staff to complete the required tasks and activities, before, during, and after testing. Staff data file layouts/file templates shall be accompanied by a field definitions document (data dictionary).

Provide technical support to DoDEA staff with preparing the file(s) for submission to the Contractor or upload to the platform.

Registration data files shall be uploaded periodically, as needed, to the platform(s).

2.2.2.3 Interoperability: Provides reliable/flexible data interchange between system components internal and external to DoDEA and across diverse networks. Meets the following inter-operability requirements:

Interoperates with assessment content repositories, shared technology services, data management & reporting, systemwide data systems, and local school technology systems.

Complies with industry-recognized, open-licensed interoperability standards and with the processes and procedures used to verify and validate interoperability.

Complies with the most current industry interoperability standards, e.g., question and test interoperability (QTI), accessible portable item protocol (APIP).

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(3) information/data access controls, and (4) system’s incorporation of role-based, group-based, and user-based access controls.

2.2.2.5 User Role and Permissions Matrix: Provides a User Role and Permissions Matrix for each platform used by school, district, and HQ staff to complete the required tasks and activities before, during, and after testing.

Super User Role and Permissions: Provide, to appropriate HQ staff, a super user role and permissions to allow them to upload/enter and edit (1) staff data (including roles and permissions) at all organizational levels (HQ, districts, and schools) and (2) student test registration data, as needed. Note: DoDEA will finalize/approve roles and permissions post-award.

System Security Documentation/Report: Provide a system security document/report to describe and ensure data security within the hosting environment/platform.

2.2.2.6 Data Encryption: Uses encryption—in transit and at rest—to protect confidential information, including student registration information, student identifiable results information, test items, and other information as identified by DoDEA. Meets the following encryption requirements:

Uses Federal Information Processing Standard (FIPS) Publication 140-2 validated solution (128-bit Advanced Encryption Standard (AES) encryption or better).

Is FedRAMP-compliant if a cloud service provider is part of the delivery system. Note:

FedRAMP guidance may be found in PWS 2.10.3, Technical Exhibit 1.1.7 and at the following URL: https://cloud.cio.gov/.

2.2.3 Platform Functionality—The Contractor shall provide a platform that meets the following functionality:

2.2.3.1 Registration Management: Imports registration data securely from the DoDEA SIS. Manages student registration data to support student test registration (by grade, test, and/or course enrollment), student test assignment (by teacher/test administrator, and testing location/school), and test scheduling. Provides/implements an optional procedure to register/administer tests for students whose information may not be imported directly from the DoDEA SIS—most commonly homeschooled students.

2.2.3.2 Accessibility and Accommodations: Deliver platform-embedded (digital) universal tools, designated supports, accommodations, and supports based on students’ individualized education programs (IEPs), Section 504 plans, and/or English learner (EL) plans.

Accessibilities and accommodations are offered in alignment with the test publisher, DoDEA policies, and the Standards for Educational and Psychological Testing by the American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (most recent edition).

The Contractor implements DoDEA-approved third-party devices and software for any accommodations and supports that are not built into the platform, if needed.

2.2.3.3 Test Assignment and Scheduling: Allows test assignment and scheduling for each student within a systemwide testing window, as determined by DoDEA but within the timeframe required by the College Board. Tests shall be scheduled during each school’s normal school hours.

2.2.3.4 Test Delivery—Student Interface: Delivers tests through a secure local application on the student device or a secure web browser interface. Captures student responses and metrics and scores their assessments.

2.2.3.5 Test Administration—Test Administrator Interface: Allows authorized users both to assign user roles (HQ, district, and school) and to manage test registration, scheduling, administration, monitoring, and reporting.

2.2.3.6 Test-Taking Device Types: Supports a variety of test-taking devices and assistive technologies used for administrative access to tests, including desktops, laptops/Chromebooks, tablets, and virtualization solutions running under the approved Windows, Mac, iOS, Chrome, Linux, and/or Android operating systems.

2.2.3.7 Authentication/Single Sign-on/User Identity Management: Provides centralized services for internal user management with unique identifiers to all users (educators and students) and user authentication to ensure data security and integrity, user role-based authorization to all platform components, including user role access to by grade level/content area. The platform shall (1) allow setting and enforcing password strength and reset policies and (2) not allow multiple profiles or accounts to be created using the same identity information.

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2.2.3.8 Student Assessment Tools: Provides a suite of student-friendly cognitive and productivity/accessibility tools for operational assessments, practice tests, and training tutorials.

2.2.3.9 Test Items: Supports a variety of test item types including technology-enhanced test items (e.g., drag-and-drop, simulations, hot spots, interactive graphing, selected response highlighting) and multimedia stimuli and student responses (e.g., audio, video, animation).

2.2.3.10 Assessment Delivery Data Storage: Accommodates encryption of all stored data. Can audit, backup, recover, and purge data and to store student test responses and response metrics and scores. Can export responses and scores for analytics and reporting. Note: The captured data shall support analytics and reporting.

2.2.3.11 Data Capture for Analytics: Capture all transactional systems data, and data generated through the use of the platform, such as assessment delivery activities, test completion progress, assessment results capture, scoring processes, delivery platform operations, and system operations, including all exceptions and errors. Meets the following requirements:

Comprehensive data capture for analytics, including secure storage and management in accordance with DoDEA policies and following the Standards for Educational and Psychological Testing referenced in PWS 2.3.3.2.

Schematic diagram/presentation for organizing data to support downstream analytics, including selection, filtering, and export processes and interfaces to analytical tools.

2.2.3.12 Data Policy Retention and Destruction: Provides a policy for data retention and data destruction/disposal that is consistent with the system and functional requirements including the subsections of PWS 2.2.2.

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2.3 Task 3, Program Support Services: The Contractor shall provide Program Support Services for administration of the assessments shown in Table 6.

Table 6: Services and Processes Implemented to Administer the Assessments

Services and Processes Assessment and Support Grades Testing Windows

Meetings

♦ Resources ♦ (Specific to training materials and communication: provide drafts for DoDEA to review and approve.

PSAT 8/9 8 & 9

Fall: 2-week window, usually starting second week of October.

PSAT/NMSQT 10 & 11

Fall SAT School Day (no Essay) 12

Spring SAT School Day with Essay

11 Spring: 2-week window, usually starting in the beginning of March.

Spring ♦ Regular Testing: 2-week window, usually beginning second week of May.

♦ Late AP® Testing: within one week, usually third week of May.

♦ Tiered Operational Support ♦ Issues Resolution ♦ Program Enhancements

AP® Exams

9-12

2.3.1 Delivery Project Management Information: Provide and update the following information as required throughout the life of the contract:

2.3.1.1 Organization charts for the Contractor and, if applicable, subcontractors that identify key project personnel, including their titles, responsibilities/roles in this program, and years of experience in systemwide testing. Include the Contractor’s internal lines of authority and communication for escalating and resolving issues with DoDEA.

2.3.1.2 Comprehensive project management structure and strategies/plans to accomplish each task on schedule, as described in this PWS.

2.3.1.3 Product and deliverable quality control and assurance procedures and protocols.

2.3.1.4 Risk identification and mitigation strategies.

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2.3.2 Annual Kickoff/Planning Meeting: Host a virtual planning meeting each year. All key Contractor and, if applicable, subcontractor personnel shall participate in a videoconference.

2.3.2.1 Draft the meeting agenda and related meeting resources. Finalize it based on written feedback from the COR.

2.3.2.2 Provide an overview of the project/program tasks, a review of each task, and the proposed methods for implementation to accomplish the tasks on schedule for the contract year.

2.3.2.3 Facilitate the meeting, record the meeting minutes, and submit them to the COR.

2.3.2.4 Draft additional information (e.g., data, criteria, and/or instructions) for project/program implementation strategy/ plan. Finalize based on written feedback from the COR.

2.3.3 Management Meetings: Organize, support, and/or attend management meetings with DoDEA at no additional cost to the Government. Note: Costs associated with attending any face-to-face meetings shall be handled/paid for as stated in the contract.

2.3.3.1 Weekly Meetings: Host a weekly tele- or videoconference with DoDEA to discuss project task implementation and deliverables. Draft the meeting agenda and finalize it based on written feedback from the COR. List the participants (names, titles, and institutional affiliations). Subcontractors, if any, shall attend as appropriate. Facilitate the meetings and record meeting minutes. Email the minutes to the COR within two business days.

2.3.3.2 Monthly Meetings: Attend a tele- or videoconference meeting with the contracting officer (KO), COR, and/or other agency personnel to review program progress and appropriate actions to resolve outstanding issues (as appropriate). Note: At these meetings the KO/COR may discuss the Government’s view of Contractor performance.

Draft the meeting agenda and related meeting resources. Finalize it/them based on written feedback from the COR.

Provide and present a report of deliverables and related accomplishments on the DoDEA assessment system, submitted as part of the invoice. The report shall be provided as a detailed narrative sorted by task and include a breakdown of the costs invoiced per task or subtask in the PWS. The report shall include a history of invoices previously submitted to date (including cumulative totals for each invoiced contract line to date).

Submit the report to DoDEA upon the completion of a task. If some tasks are invoiced monthly, the report and the invoice shall be submitted by the 15th of the following month. The format of the report shall be finalized by DoDEA post-award.

2.3.4 Operational Support: Provide virtual technical assistance and guidance to schools, districts, regions, and HQ staff with tasks before, during, and after CBT and PBT administration via the Help Desk Service Center and Online Resource Site.

2.3.4.1 Technical Advisory Committee (TAC) Meetings: Attend meetings (virtually or in-person) with DoDEA’s technical advisory committee (TAC) at least two times during a school year, at no additional cost to the Government. Each meeting shall be two days long—a maximum of four days per year. The Contractor shall plan and make presentations during the meetings as required by DoDEA. The presentations (including presentation materials) shall be approved by DoDEA in writing prior to the meetings. Note: TAC meetings provide the opportunity for DoDEA and the Contractor’s staff to review, discuss, and improve project/program task implementation.

2.3.4.2 Help Desk Service Center—Provide the following support:

1) Staffing: Sufficient staff trained to provide the operational support required during key periods of each assessment cycle, per the schedule approved by DoDEA, in alignment with the testing windows for each assessment. (See Table 1.)

2) Tiered Support: Industry standard tiered levels of customer support (Tier 1, 2, 3) to HQ staff and to district and school test coordinators and administrators.

3) Support Specific to Technology Services: Provide technology support to DoDEA stakeholders to ensure delivery system/platform availability, reliability, and disaster recovery, as needed.

4) Telephone Service: Provide toll-free telephone and help desk support to district and school-level assessment coordinators during school operating hours during the test windows and any technology/administration readiness periods. The estimated time periods are shown below and will be finalized by DoDEA in consultation with the Contractor post-award:

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6) Support by Region: Ensure support for the following DoDEA regions and times:

Americas: Support shall be available from 7:00 AM to 4:30 PM, Monday–Friday

Eastern standard or daylight-saving time.

Europe: Support shall be available from 7:00 AM to 4:30 PM, Central Europe

Time (CET). Exception: Bahrain schools require support from Sunday to Thursday, 8:00 AM to 5:30 PM CET time.

Pacific: Support shall be available from 7:00 AM to 4:30 PM, Japan Standard Time (JST).

7) Email Support: Automated email acknowledgements to emailed inquiries shall be sent within five minutes of receipt.

8) Test Administration Monitoring Support: Provide virtual real-time technical support during test administration to test coordinators and test administrators to include ensuring students are in the correct (designated) sessions in order to allow them to successfully complete testing. During the testing window, 75 percent of issues shall be resolved in one hour; 20 percent resolved in one business day; and five percent resolved in two business days. DoDEA HQ will provide support for policy-related issues.

9) Report: Provide a weekly report during the testing window to the COR that tracks service issues, their status, and resolution.

2.3.5 Deliverable Approval and Certification Process: Provide a deliverable review approach and procedure to ensure resources/deliverables meet DoDEA policies and stakeholder needs. At a minimum, the approach shall include the following:

2.3.5.1 Review the process to align the project/program tasks and implementation timeline: Unless otherwise specified in the contract or agreed upon in writing by DoDEA, the Contractor shall allow ten business days for DoDEA to initially review and provide feedback on the submission/deliverable. The Contractor shall make edits to the initial draft based on written feedback from the COR and shall finalize the revised document based on additional written feedback from the COR.

2.3.5.2 Similar process for materials that require DoDEA’s review and approval but were not identified in the PWS: Use a similar process cited in PWS 2.3.5.1 to document assessment activities.

Because of the time-sensitive nature of these documents, DoDEA will determine the timeline for each assessment deliverable in collaboration with the Contractor post-award.

This type of submission may have a shorter DoDEA or Contractor review timeline than the one described in PWS 2.3.5.1.

2.3.6 Transitions (if applicable): Provide a smooth transition to the future contractor(s).

2.3.6.1 Incoming Transition Responsibilities:

Coordinate a transition schedule with the outgoing contractor to ensure a seamless transition of services per the contract.

Facilitate the transfer/handover of the comprehensive implementation plan, deliverable documents, reports, and records from outgoing contractor, where relevant.

Manage the transfer of intellectual property, including tests, test items, results, and technical reports, where relevant.

Confirm that all necessary processes and resources have been successfully transitioned as expected, from the outgoing contractor, to ensure a smooth provisioning of services per the contract.

2.3.6.2 Outgoing Transition Responsibilities:

Deliver to the future assessment contractor(s) all of the required materials including, but not limited to, assessment administration documents, scoring and reporting documents, electronic and paper-based assessment resources, electronic data files and reports, applicable technology applications and all supporting documentation (as appropriate), and all other materials developed for DoDEA)—on a schedule agreed upon by all parties.

Provide sufficient staff to work effectively with the new contractor(s) and establish regular progress meetings with the new contractor(s) during the transition period.

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Draft transition procedures in the base year and finalize them based on written feedback from the COR.

Update the procedures, as needed, in the final year of the contract and finalize them based on written feedback from the COR.

2.4 Task 4, Dedicated Online Resource Site—The Contractor shall provide a DoDEA Dedicated Resource Site that makes resources available throughout the year and periodically updated to meet the requirements of each administration, as needed, throughout the life of the contract. See Table 7.

Table 7: Assessments and Resources

Resource Set Availability and Administration Assessment(s) and Grade Level Resource(s)

Resource Set 1 Resources needed for and generated from processes and procedure implementation during the Fall Administration.: Window opening second week of October.

SAT Suite of Assessments: PSAT 8/9 – Grade 8 SAT Suite of Assessments: PSAT 8/9 – Grade 9 SAT Suite of Assessments: PSAT/NMSQT – Grade 10 SAT Suite of Assessments: PSAT/NMSQT – Grade 11 SAT Suite of Assessments: SAT School Day (no Essay) – Grade 12

Resource Set 2 Resources needed for the Spring Administration: Window opening the first week of March.

SAT Suite of Assessments: SAT School Day with Essay – Grade 11

Resource Set 3 Resources needed for the Spring Administration: Window opening first or second week of May.

AP® Exams – Grades 9 –12

♦ Content may be customized from PWS 2.5.1.3.

♦ Resources aligned to assessment purpose/use, trainings and assessment admin. phase.

2.4.1 Single Portal: Provide access, through a single integrated portal for all DoDEA stakeholders, including educators (school, district, and system), students, and parents/sponsors to all resources for the administration and reporting of the proposed assessments, per Table 7.

2.4.1.1 Content Layout: Develop a draft content layout format that allows displaying data in integrated and coordinated sets that promote quick and easy access and use, proposed by test administration window, assessments, and use by a variety of stakeholders. (See sample layout in Table 7.) Finalize the draft layout based on written feedback from the COR.

2.4.1.2 Resource Format: Provide resources (in formats including, but not limited to downloadable (print Word or PDF) materials, short videos, and access to other Contractor resources.

2.4.1.3 Content: Provide single-portal access for use with all DoDEA College Board assessments to the following resources, including, but not limited to non-secure versions of manuals, how-to guides, reference sheets, scripts, milestone schedules, and templates:

(1) Technology System Setup and Data Management Resources

(2) Trainings

(3) Test Registration Resources

(4) Accessibility and Accommodations Resources

(5) Test Administration Resources

(6) Print Material Shipping Resources

(7) Practice and Tutorial Resources

(8) Score Reporting Resources

(9) Results Interpretation and Data Use Resources

(10) Communications Resources (Current and Archives): Announcements, notifications, updates, and regularly updated frequently asked questions (FAQs), and newsletters.

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(11) Customer Support Contact Information

2.5 Task 5, Professional Learning and Related Resources: The Contractor shall provide professional learning and related resources for the administration of the assessments listed in Table 8 (below).

2.5.1 Professional Learning (PL) Plan: Provide draft professional learning approach, schedule, and supporting resources (digital and Word/PDF versions) to train DoDEA assessment teams to implement the assessment provided in Table 8. The webinars shall include related web-based resources. Finalize the PL plan based on written feedback from the COR.

The PL plan shall be a part of the Comprehensive Implementation Plan, per PWS 2.1.1.

If digital modules are included, they shall be SCORM®-compliant. See PWS 3.9 for additional information about SCORM® compliance.

2.5.2 Synchronous Trainings: Provide the trainings that are proposed in Table 8 which include the following components:

2.5.2.1 Content: As appropriate, the training shall include information for both CBT and PBT administration on but not limited to the following topics:

1) Assessment Overview: Content tested, participation, policies, protocols, procedures, test security timelines, resources, and communications

2) Accessibility and Accommodations: Services for Students with Disabilities (SSD)

3) Technical Readiness: Proposed digital platforms, system requirements, and digital readiness timelines (milestones)

4) Paper Materials Shipment

5) Post-test Administration Processes

6) Score Reporting, Results Interpretation and Use of Assessment Data.

2.5.2.2 Supporting Resources: Develop/present resources such as PowerPoints, screenshots, and links to appropriate websites, as needed. Draft resources shall be sent to DoDEA for review and shall be finalized based on written feedback from the COR. The document review and approval process shall align with the Deliverable Approval and Certification Process, per

PWS 2.3.5.

2.5.2.3 Process: Present a dry run of the training to selected staff. Finalize each training based on written feedback from the COR.

2.5.2.4 Sessions: Pre-test and post-test administration synchronous webinars shall be offered during normal business hours of each region during the school year. As shown in Table 8, each 2-hour training shall be offered three times, i.e., once per region (Americas, Europe, and the Pacific) during normal school hours. Note: DoDEA will finalize the training schedule, in consultation with the Contractor post-award.

2.5.2.5 Hosting: Provide the meeting medium/environment and host the trainings. Schedule the virtual meetings and provide the meeting links to DoDEA HQ, at least 60 calendar days prior to the trainings, for coordination with districts and schools.

2.5.2.6 Archiving: Record each synchronous training and post each one on DoDEA’s learning management system (LMS, Schoology). Compile and draft responses to FAQs from the trainings and submit to the COR. Finalize responses based on written feedback from the COR for posting on DoDEA’s LMS and the Online Resource site, as needed.

Table 8: Test Administration Trainings and Assessments

Assessments* Training

(Webinar)

Hours / Webinar Session

Frequency (Sessions/ Training)

Proposed Trainings

Audience

Fall Assessment Content 2hrs.

(each

Webinar Session)

3x 2-hours Administration

♦ PSAT 8/9

♦ PSAT NMSQT

♦ SAT School Day

Covered:** Webinar 1:

Assessment Overview sessions per webinar

(One session per Region/

18 hrs.

(6 hrs. x 3 Trainings)

Dependent Upon Assessment Role:

(no Essay) Webinar:

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Table 8: Test Administration Trainings and Assessments

Assessments* Training

(Webinar)

Hours / Webinar Session

Frequency (Sessions/ Training)

Proposed Trainings

Audience

Spring Assessment Administration:

♦ SAT School Day with Essay

Webinar 2:

Accessibility and Accommodations Webinar 3:

Technical Readiness

Americas, Europe, and

Pacific)

18 hrs.

(6 hrs. x 3 Trainings)

♦ District and School Coordinators

♦ Technology Coordinators

♦ SSD

Coordinators

Spring Assessment Administration:

♦ AP® Exams

18 hrs.

(6 hrs. x 3 Trainings)

* Specific training webinar dates and times will be reflected in milestone schedules.

These can be adjusted as needed to accommodate other preplanned activities.

** Training content will be customized to meet educator/coordinator needs.

2.5.3 Asynchronous Training: For each assessment, provide pre-recorded online modular trainings to assessment teams, by role, through the Contractor’s website. Required trainings shall cover content that assessment staff require to successfully implement the assessment. Provide them for posting on our LMS, as needed. (see Task #1).

2.5.4 Support Resources— Support Resources—Practice Tests and Training Tutorials: Provide practice tests and training tutorials for students and educators for each assessment, tested grade level, and/or course. The practice tests and training tutorials shall include (1) variety of item types and/or response formats a student may encounter, (2) support for practice with universal tools, accommodations, and supports, and (3) comparable content and rigor. Practice tests may be short- or full-version designed to take approximately the same time to complete by students as the operational assessments. Each practice test or training tutorial shall be updated, as needed, to incorporate new item types, response formats, or other assessment features and functionalities. Where applicable, scoring rubrics and/or answers shall be made available to educators and students, as appropriate. Practice test scores shall be made available to students. The practice tests and training tutorials shall be accessible to students and educators through the Contractor-hosted dedicated resource site, per PWS 2.5.

2.5.5 Additional Professional Learning: The Contractor shall have the flexibility to arrange and provide in-person professional development with DoDEA regions/districts at no cost to the Government.

The professional learning shall include but not limited to College Board programs, exploring, and analyzing data, using data to increase student success in the SAT Suite of Assessments and AP® courses, and preparing teachers (school staff) how to improve their instructional practices through the data, and utilizing AP® classroom/resources to increase students’ academic performance in AP® courses and exams. Logistical planning and details to include but not limited to meeting locations, frequency of the meetings, and duration, shall be determined by DoDEA in consultation with the Contractor.

2.6 Task 6, Assessment Universal Tools, Accommodations, and Supports—For administration of the assessments listed in Table 10, the Contractor shall provide the following assessment universal tools, accommodations, and supports:

2.6.1 Assessment Universal Tools, Accommodations, and Supports: Provide students access to appropriate universal tools, accommodations, and supports during the administration of each assessment, as appropriate, in accordance with the Standards for Educational and Psychological Testing referenced in PWS 2.2.3.2. Note: DoDEA will provide policy guidance, as needed.

2.6.1.1 Provide the universal tools, accommodations, and/or supports, as needed, to fulfill the needs of all DoDEA students participating in the assessments as required by their IEPs, Section 504 plans, and/or EL plans.

2.6.1.2 Provide platform-embedded universal tools, designated supports, and accommodations, as needed, for each assessment.

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2.6.1.3 Provide resources and guidance to facilitate the provisioning, by DoDEA staff, of non-embedded universal tools, accommodations, and supports, as appropriate.

2.6.2 Requesting Accommodations and Supports: Provide a written process and related resources to enable schools to request approval for students who require accommodations and supports during the administration of their assessments.

2.6.3 Requesting Support for Students with Temporary Physical/Medical Conditions: Provide a process and resources for schools to request approval from the Contractor.

2.6.4 Accommodations Guide: Provide a guide for use with assessment teams to provide guidance on the appropriate provisioning of accommodations and supports to students who need them based on their IEPs, Section 504 plans, and/or EL plans. The guide shall be made available 100 calendar days prior to the first test administration professional training with districts and schools. Provide updates to the guide, as required, at least once per year.

2.6.5 Servicess for Students with Disabilities (SSD) Training: Provide training to the SSD coordinators on how to request and assign approved accommodations to student registration data for testing.

Provide training and resources to school assessment teams on how to appropriately administer approved accommodations and supports during testing. Note: This training is part of the professional learning provided to school assessment teams, per PWS 2.5.

2.6.6 Special Versions: Provide, as appropriate, special versions of each assessment and related resources based on actual student test enrollment data for each administration. Special versions shall include, but not be limited to, large-print forms, Braille forms, read-aloud kits, regular paper-based tests, and associated test administration scripts/directions (English and translated scripts). Estimated test taker counts are provided in Table 4. Develop and implement a process to provide sufficient special versions to appropriate students using data provided by DoDEA.

Table 9: Test Takers by Category (Estimated) Based on School Year 2024-25 Enrollment Projections

Assessments Regular Test Takers

PBT

Test Takers

Braille Test Takers

PSAT 8/9

Grade 8 4,500 45 3 Grade 9 3,750 38 2

PSAT/NMSQT

Grade 10 3,450 35 2 Grade 11 3,100 31 2

SAT School Day with Essay Grade 11 (Spring) 3,100 31 2

SAT School Day (no Essay) Grade 12 (Fall)* 380 4 --

Advanced

Placement®

AP® Exams** 9,500 95 4 Free/Reduced (F/R) AP® Exams 500 5 1 AP® Capstone Exams** 125 13 -- F/R AP® Capstone Exams 20 1 --

* Optional for students who did not take the SAT School Day in grade 11.

** AP® includes Surcharges/Other Miscellaneous.

2.7 Task 7, Assessment Administration—The Contractor shall:

2.7.1 Overview: Administer each of the College Board CBT and PBT assessments (including special versions). (See Table 10). Note: Refer to Table 3 (PWS 2.1) for the proposed implementation design for one assessment cycle.

2.7.2 Milestone Schedule: Provide a milestone schedule for each assessment taking into consideration the provisioning of all necessary resources, training requirements, and reporting expectations, which is derived from the Comprehensive Implementation Plan, PWS 2.1.

2.7.3 Fall and Spring SAT Suite of Assessment Administration: Administer the assessments shown in Table 10.

DoDEA designates the testing dates within College Board’s testing window for each assessment shown in Table 10.

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Testing windows may change (from Fall to Spring or vice versa) based upon DoDEA’s educational program priorities.

Table 10: SAT Suite of Assessments to be Administered

Assessments Grades Testing Windows

PSAT 8/9 8 & 9

Two-week window, usually starting mid-October. PSAT/NMST 10 & 11 SAT School Day (no Essay) 12 SAT School Day with Essay 11 Two-week window, usually starting in early March.

(1) Synchronous SAT Administration Training: Provide synchronous webinars for system, district, and school assessment teams that give an overview of the assessments, system platforms and applications, staff registration for test administration and monitoring, student registration for testing, assessment ordering, accessibility and accommodations and how to request approval for use from the Contractor and implement them during testing, test administration and monitoring, results reporting and use of data, and resources.

See Table 8 for further information.

Training shall be provided consistent with the Professional Learning and Related Resources task (PWS 2.5).

(2) Asynchronous SAT Administration Training: Provide asynchronous webinars or digital modules, where applicable/appropriate, for the required roles for each assessment. Provide guidance and resources for assessment teams to complete required role-based asynchronous trainings, as needed. Note: Training shall be provided consistent with PWS 2.5 and as part of the Professional Learning and Related Resources task.

(3) Accommodations and Supports: Approve testing accommodations submitted by schools for their SSDs and ELs for use during testing. Provide guidance and support to assist schools in (1) submitting the SSD accommodations and EL supports through the proposed dashboard/system,

(2) reviewing and confirming the accommodations once approved in the proposed dashboard and (3) setting up any accommodations or acquire accommodated resources in preparation for testing.

(4) Test Ordering: Provide the SAT Suite Ordering and Registration (SSOR) system for DoDEA HQ to manage/submit test orders for all schools (and for schools to register students for test).

The SSOR shall allow HQ to select testing window starting dates and enter anticipated test counts. Provide guidance for schools to identify and assign testing roles to staff in the SSOR.

Note: Test ordering is only needed for PSAT and SAT School Day (no Essay) assessments; it is not needed for the SAT School Day with Essay assessment.

(5) Student Registration for Testing: Provide the student data file template and file specifications for DoDEA HQ to use to upload student test registration data (for the ordered tests) into the SSOR. Provide guidance for schools to use to (1) review and validate student data in SSOR (and edit student data, as needed—add/delete), (2) validate registration data in SSOR for SSD students and confirm the accommodations in SSD Online match the accommodations in SSOR, and (3) register students for testing.