25QE052_Attch10_Q_A_050525.pdf

Question # Question Answer

Do each of the 3 courses need to be tied to a certification? There is not currently an industry standard certification for the requested courses of Computer Service & Support, Networking Fundamentals, and Introduction to Cybersecurity.

Based on alignment between courseware and certifications, the vendor should propose the credentials they view as best aligned throughout the program of study to ensure student success. This may or may not mean an individual credential per course or a cumulative credential at the end of the pathway.

May the contractor propose multiple credentialing options per course (e.g., students choose between CompTIA and Microsoft certs), or should each course align with a single designated certification?

see answer #1

Are there specific credentialing bodies (e.g., CompTIA, AWS, Microsoft, etc.) that the new cybersecurity pathway must align with?

see answer #1

Should the instructional design prepare students for one universal certification across the three courses or different ones for each?

see answer #1

Can the Government provide a list of specific industry-recognized certifications that each of the three courses (Computer Service & Support, Networking Fundamentals, Introduction to Cybersecurity) should align with (e.g., CompTIA A+, Network+, Security+, Cisco CCNA)?

see answer #1

Does DoDEA have a preference for vendor-neutral credentials (e.g., CompTIA) versus vendor-specific credentials (e.g., Cisco, AWS, Microsoft)?

see answer #1

Is the count for the required certification exams based on the enrollment numbers within the table below 1.3.3 for each of the base years and option year?

Yes. The numbers presented are best estimates based upon current enrollment trends.

Is there a minimum or maximum number of industry certification exams that DoDEA desires students to be prepared to challenge? If so, what are those expectations?

see answer #7

9 Is there an expected remediation strategy for students who fail certification exams even after retake?

Teachers should remediate between the initial testing and any retakes. Remediation after the two attempts would be at the discretion of students/parents.

Is the expectation that each student who completes a course will take a certification exam, or is certification optional based on student/teacher discretion?

It is considered best practice to ensure all students who are eligible have the opportunity to test.

Is DODEA currently using Cisco U, Cisco Learning Library, or Cisco Networking Academy? Are there currently certification exams available to students and tied to the trainings offered in the Cisco platform?

DoDEA currently uses Cisco Netacademy with the CompTIA A+ exam.

Our program credential aligns directly with DoDEA’s objectives for industry-recognized, performance-based certification. Would DoDEA consider a single, rigorous credential that validates mastery across the full program?

see answer #1 and #11

Are the courses described in the table under PWS 1.3.3 an overall sequential program, or three individual, unrelated courses?

a. Do the students have to take the courses in sequence?

b. Is a student committed to all three courses?

c. Could a student only take one or two of the courses and tests if so desired by the school administration or by the student?

d. Can a student take all three courses during their high school attendance?

e. Can a student take all three courses in the same year (e.g., as electives)?

Best practice would be to complete the courses as described in sequence over a three year enrollment period within a DoDEA school. However, in reality, students are not always able to complete courses in sequence. Students are not committed to all three and may only complete one or two levels as scheduling permits. It is unlikely a student could fit all three into their schedule within the same year, but there is no known policy objection to such scheduling.

Regarding the three courses provided to students - Computer Service and Support, Networking Fundamentals, and Introduction to Cybersecurity, are these courses taken in a particular sequence? If so, what is that sequence?

see answer #11

Are the students and teachers currently supplied with a desktop or laptop, or will that be a resource they will need provided by the vendor?

Basic IT hardware access is provided by DoDEA. However, if specific hardware resources are needed for student lab usage, those items would need to be provided by the vendor as students will not be practicing on live infrastructure within our schools.

Attachment 10-Questions and Answers HE125425QE052- Cybersecurity Pathway: Courseware, Credentialing, and Support

The table listed in 1.3.3 described an estimated enrollment and number of schools for each year of the contract.

a. Are the student numbers indicated per school, or total across the schools? For example, in Computer Service and Support Base Year 1, are there 90 total students across five schools, or are there 90 students each at five schools (for a total of 450 students)?

b. From base Year 2 through the end of the contract, the number of schools for each course is the same. Are those schools the same schools, or are they different? For example, Option Year 2 has 8 schools listed for each course - is that 8 total schools or 24 total schools?

Enrollment numbers are presented as total enrollment across total number of schools offering.

For example, 90 students across 5 schools would yield an average enrollment of 18 students per school. Option year estimates are single year values and not cumulative. For instance if Option year 2 and 3 both estimate 8 schools offering, it would likely be the same 8 schools in year 2 as year 3. Not a combined total of 16 schools.

Section 1.3.3 of the PWS provides a table that captures the estimated enrollment numbers at each school by the requisite course. Is the number of students the actual total number of students listed, or does the number provided show the number of students at each school, so that the actual number of students is the number multiplied by the number of schools?

see answer #16

Can you confirm whether the student enrollment numbers listed in the table are per school or cumulative totals across all participating schools for each course?

see answer #16

Are the numbers in the table found at PWS 1.3.3 representing the number of students per school or across all schools?

see answer #16

20 What is the estimated number of students per school that will be involved in the program? see answer #16

Excluding Base Year 1 of PWS Table 1.3.3, for years 2 – 5 plus option year 1, the number of schools for each course for each year are the same. For example, in year 2, 8 schools are indicated for each course. In year 3, 12 schools are indicated for each course. In year 4, 16 schools are indicated for each course, etc. Are the 3 courses (Introduction to Cybersecurity, Computer Service & Support, and Networking Fundamentals) all taught only at the same 8 schools (for Year 2), at the same 12 schools (for Year 3), at the same 16 schools (for Year 4), etc.

Based upon historical enrollment data, a limited number of schools are anticipated to offer these courses. As such, enrollment is expected to remain fairly stable with little change across the agency.

Can the Government please explain the difference in number of schools for each course in Base Year 1? Are the 6 schools where ‘Intro to Cybersecurity’ is taught the same as 6 of the 8 schools where ‘Networking Fundamentals’ is taught? Likewise, are the 5 schools where ‘Computer Service & Support’ is taught the same as 5 of the 6 schools where ‘Intro to Cybersecurity’ is taught? Why do the number of schools differ in Base Year 1?

Not all schools offer all courses. Some instances may be taught through DVHS as well to students who otherwise would not be able to complete the course of study. The enrollment projections provided are the government's best estimate based on extensive research of historical enrollment data.

Are students expected to participate in all 3 courses under the Cybersecurity Pathway requirement, or can they elect to participate in less than all 3 courses? For example, can a student only elect to take ‘Intro to Cybersecurity’ and not take the other 2 courses? Can the Government please explain the rationale behind why the number of students taking ‘Intro to Cybersecurity’ is different than the number of students taking both ‘Computer Service & Support’ and ‘Networking Fundamentals’ courses? And why does the delta increase for each subsequent year: 40 more take ‘Intro to Cybersecurity’ in Year 2, 50 more in Year 3, 60 more in Year 4, 70 more in Year 5, and 75 more in Option Year 1?

Enrollment varies greatly year over year throughout this program. Not all levels are offered at all locations, which compounds the general fluctuation due to normal student transfer. The delta is the best estimate we can provide based on on data analysis and growth predictions with the addition of the new networking course, which has been missing in DoDEA over the past decade.

Page 1 of the PWS provides a table listing the anticipated number of students taking the pathway courses by year. Do these numbers represent unique students for each class, or the same students?

All enrollment data is presented as unique students per course.

Are all these students unique, or do some of them cross over to the other courses, and will some of the students repeat the following year?

see answer #24

26 Should we assume that there will be a new cohort of students participating in the pathway each year?

Due to frequent transfer of students, there are rarely opportunities for true "cohorts" of study.

That said, DoDEA tries to advise scheduling in a logical sequence for all students based on previous experiences/credits earned.

27 Should the pathway be for just 1 year? The pathway is designed as 3 credits taking place across 3 years.

Can DoDEA clarify the specific number of staff expected to participate in the sessions each year? Will participation be limited to designated lead teachers per school, or will all instructors delivering the cybersecurity pathway courses be included?

All instructors for the pathway should participate in PL each year.

What is the expected teacher to student ratio for each course taught at each school? Is each course expected to be a full 1-year curriculum? Or do all 3 courses combine to form a single 1-year curriculum? Or do courses have some other duration? For example, 1 course duration could be 1 semester, where 2 semesters make up a full school year. Can the Government please clarify?

Ratios vary, but should not exceed 1:25. Each course is 1 school year for 1 academic credit.

For each course, what is the anticipated daily (or if variable, average daily) instructional time dedicated for that course? 1 hr per day, 2 hrs per day, or more?

Approximately 1 hour per day.

Does the increase from Year 1 to Year 2 represent growth targets, or is that contingent on expansion funding or interest?

Growth targets based on enrollment trends and student interest.

What is the estimated number of students that would participate in the virtual high school program? This number would be helpful to determine options for solutions.

DVHS enrollment will largely depend on the scalability of vendor proposed solution. The government requests vendors consider this option while developing solutions.

Can a list be provided of all the schools and the countries that are anticipated to participate in the program during years 1-5? This would be helpful to determine specific solution-based approaches.

While trend data exists, all DoDEA schools are potential locations for implementation and solutions should be developed independent of geographic location.

34 What is the average certification rate for students under the Cybersecurity Pathway? Current data is unreliable as CompTIA does not provide reports to DoDEA on student success.

35 Are course teachers DoDEA employees or are they contractor-provided? DoDEA employees.

36 Are local proctors used for certification testing fulfilled by DoDEA employees, or are they contractor-provided? DoDEA employees.

Is it a requirement that the contractor would offer live instructor-led training to students; just to the cohort of new teachers, certified teachers, and selected above-school level subject-matter experts; or to both?

DoDEA employees will provide student instruction. The contractor will only provide professional learning to designated DoDEA staff/instructors.

If there is a requirement for live instructor-led training, is the total number of course seats based on the enrollment numbers within the table below 1.3.3 for each of the base years and option year?

Course seats would only be for designated staff/instructors, which are typically one teacher per location.

When training teachers to teach the materials, is there a certificate or some number of Continuing Education Units (CEUs) an expectation for the classroom instructors?

DoDEA is currently revising teacher recertification requirements. Under the proposed model, either of these outcomes could prove valuable to DoDEA educators.

In the event that local DoDEA personnel are not available to serve as proctors for certification testing (especially at OCONUS sites), will the Contractor be responsible for identifying and providing certified proctors or managing remote proctoring solutions? Will associated costs be reimbursed separately or included within the CLIN pricing?

DoDEA will proctor all student assessments locally.

The PWS indicates the use of a “Learning Management System (LMS)/Schoology”. Can the government please confirm that Schoology is the LMS that will be used for this Cybersecurity Pathway engagement?

Schoology is the current DoDEA adopted LMS. While not restricted to Schoology for content delivery, it is an advantage to the government if resources can integrate with our existing systems for rostering and grading purposes.

Our platform supports SSO and has been integrated with a variety of LMS platforms. Can DoDEA confirm which LMS is currently in use to ensure a seamless integration experience?

see answer #41

43 What is the DoDEA’s Learning Management System (LMS) in addition to the integration with Schoology? see answer #41

Will the contractor be provided access to DoDEA’s Schoology LMS environment (e.g., sandbox or staging environment) to facilitate integration, testing, and final deployment of instructional content and professional learning modules?

Limited access may be granted through IT if deemed necessary via post award conference.

How soon after award does DoDEA expect the contractor to complete full integration and testing of SCORM-compliant modules in Schoology?

Content should be available to staff and students for SY25-26.

For vendor-hosted solutions, can DoDEA confirm if all student data must be hosted exclusively in the U.S.-based data centers?

Yes. All data must be hosted in US.

Does DoDEA require multi-factor authentication (MFA) for teacher/student access to third-party platforms, or is SSO via ClassLink sufficient?

SSO is acceptable.

Besides ClassLink, are there other approved or supported SSO platforms for teacher and student access (e.g., Google Workspace, Azure AD, Clever)?

Classlink is DoDEA's primary SSO platform.

49 Are contractors expected to embed content directly into the Schoology?

Not necessarily. Many vendors choose to integrate through various LTI functions and maintain control of their own content versus hosting on Schoology directly.

Is it acceptable to license existing third-party courseware provided the government is granted perpetual internal use rights, or must all content be fully custom-developed?

The government is seeking a commercial off the shelf resource for this requirement.

51 Can third-party licensed courseware be used, or must all materials be custom-developed? The government is seeking a commercial off the shelf resource for this requirement.

52 Will DoDEA require the full rights to all developed instructional content? Yes.

53 Will any customization of the course content be required to tailor it to specific student populations?

Minor customization may be necessary to operate within DoDEA's strict operating environment, but major custom development is not anticipated for this requirement.

How much flexibility will the contractor have to modify instructional materials to meet the evolving needs of different schools, student levels, or teacher preferences?

This may vary based on contractor proposed solution.

Does DoDEA expect the contractor to develop new content annually, or is updating and maintaining existing content sufficient?

Courseware should be maintained and current at all times. PL resources should be developed annually to reflect current industry trends and instructional best practices aligned to evolving agency goals and directives.

56 Will DoDEA require content revision approvals yearly to meet copyright currency requirements (PWS 3.6)? Yes.

In Section 2.1.1, the PWS references “customizable content.” Can the Government clarify the expected level of customization—e.g., ability to reorder modules, localize examples, or create/edit core content?

Minor customization may be necessary to operate within DoDEA's strict operating environment, but major custom development is not anticipated for this requirement. DoDEA teachers should be able to customize delivery parameters of all content to meet any mandates required through IEP, 504 or similar guiding instructional plans.

Our platform supports centralized reporting and analytics across multiple courses. Would DoDEA be open to aggregated dashboards that provide both system-wide insights and per-course detail views?

Yes.

What types of learning analytics or usage reporting does DoDEA expect beyond certification pass/fail data (PWS 2.4.6)?

Reporting on pass/fail of certifications and general student courseware usage/engagement are required.

60 Should the contractor provide data dashboards or visualization tools for administrators and teachers?

Yes. This can be accomplished independently or through coordination with internal data analytic entities.

We offer a modular delivery framework with shared infrastructure across multiple learning paths. Can DoDEA confirm that this model aligns with its vision for a unified, scalable platform?

Unsure based on information provided.

62 Is there a preferred instructional design model (ADDIE, SAM) that aligns with DoDEA's expectations? UBD for student learning and ADDIE for adult learning elements.

Are there preferred or prohibited technologies (e.g., VR, AR, gamification tools) that may or may not be used in course development?

All solution components will be vetted and reviewed by DoDEA IT Cybersecurity prior to award.

What is the expected depth of integration with Schoology—should content be SCORM-only, or fully interactive within the LMS?

Schoology is the current DoDEA adopted LMS. While not restricted to Schoology for content delivery, it is an advantage to the government if resources can integrate with our existing systems for rostering and grading purposes.

Will the contractor be responsible for aligning the new cybersecurity courses with DoDEA’s existing career and technical education (CTE) pathways, or will that be handled internally?

The vendor solution should demonstrate how they intend to meet DoDEA's requirements as stated within the PWS.

Our curriculum includes foundational scripting, Linux, and Windows security skills across all courses. Is DoDEA open to cross-cutting technical skills being distributed throughout the three-course pathway to optimize student readiness?

The vendor solution should demonstrate how they intend to meet DoDEA's requirements as stated within the PWS.

Our lab architecture allows for dynamic scenario configuration, including script injection, traffic simulation, and environment resets. Can DoDEA confirm if this level of customization meets its instructional needs?

The vendor solution should demonstrate how they intend to meet DoDEA's requirements as stated within the PWS.

In the event of curriculum changes driven by new cybersecurity threats or industry shifts, how frequently can course updates be made?

Coureware information should be updated frequently to maintain currency and relevance to the world of work.

Would the Government accept use of cyber-range solutions or third-party virtual lab platforms, or must all hands-on training simulations be native to the proposed solution?

The vendor solution should demonstrate how they intend to meet DoDEA's requirements as stated within the PWS.

70 How many unique courses and/or total hours of instruction are anticipated per year? 3 unique courses of approximately 150 hours of instruction.

71 Is there a preferred style guide, branding requirement, or government template for course materials? No.

72 Are translation services required for any deliverables?

Many students have multiple language needs across our environment. While not required, this may be viewed as an enhancement if offered.

We utilize FedRAMP-moderate cloud infrastructure hosted in the U.S. Will this meet DoDEA’s security and compliance expectations for hosting lab environments and student data?

Refer to PWS Technical Exhibit #1 - Technical Requirements

Does the DoDEA have a preferred FedRamp2 Cloud Service where the new Cybersecurity learning material digital resources can be hosted and many of the required security controls can be inherited as per technical exhibit #1?

Refer to PWS Technical Exhibit #1 - Technical Requirements

Technical Exhibit 1.1 mentions STIGs and POA&Ms but no explicit mention of an Authorization to Operate is made. Is an ATO required for the cloud service for the hosting of digital resources?

Refer to PWS Technical Exhibit #1 - Technical Requirements

Regarding Task 2 of the PWS, section 2.2, due to the schools being widely spread out across various areas of responsibility, does the government anticipate two or more cyber ranges in operation?

The vendor solution should demonstrate how they intend to meet DoDEA's requirements as stated within the PWS.

Our browser-based virtualization allows for scalable, secure delivery of lab content. Does DoDEA anticipate any restrictions on browser-based lab environments for students?

Refer to PWS Technical Exhibit #1 - Technical Requirements

We currently align all content to frameworks like NICE and DoD 8140. Are there any other frameworks to be considered?

The vendor solution should demonstrate how they intend to meet DoDEA's requirements as stated within the PWS.

In our RFI response, we noted that IMS Global alignment is on our roadmap. Can DoDEA confirm that a post-award pathway to IMS compliance is acceptable if interoperability is maintained in the interim?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Is there an expectation that the contractor’s platform will be available for penetration testing or security auditing by DoDEA or DoD during the contract period?

Refer to PWS Technical Exhibit #1 - Technical Requirements

Department of Defense Instruction (DoDI) 1322.26 also mentions the Experience API (xAPI) and a Learning Record Store (LRS). In addition to SCORM, is xAPI integration allowable to enable interoperable experience or performance tracking capabilities, learning analytics, or data integration with multiple applications or systems?

Yes.

Should formative and summative assessments include performance tasks, scenario-based questions, and/or project-based components beyond quizzes and exams?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Is DoDEA open to alternate methods of student assessment that demonstrate mastery, such as portfolios or capstone projects?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Should Train-the-Trainer programs include assessment tools to evaluate instructional delivery, such as rubric-based peer review or demonstration teaching sessions?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

What mechanisms does DoDEA have in place to evaluate teacher preparedness post-training? Will the contractor need to propose assessment tools?

Training provided should include knowledge checks and other assessment procedures to ensure teachers are attaining mastery of content.

Will the selected teachers have prior technical knowledge of cybersecurity, or should training assume a baseline of general digital literacy?

Teachers should be certified to teach within the computer science realm prior to attending vendor provided technical training.

87 What level of instructional coaching or just-in-time support is expected post-training delivery? On-going technical support is required per PWS 2.5.1.

Are there minimum credentials or experience requirements for the contractor’s instructors or facilitators delivering teacher training?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Will training be differentiated by user groups (e.g., experienced vs. new teachers), or should it be designed as a general curriculum?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Are course instructors (teachers) to be provided by the Contractor or will they be Government (DoDEA) employees? If Contractor-provided, can the Government specify the number of instructors expected per course, per school, or per student cohort?

DoDEA employees will provide student instruction. The contractor will only provide professional learning to designated DoDEA staff/instructors.

Our Cyber Range environment includes both individual and team-based lab experiences. Is DoDEA prioritizing collaborative scenarios that simulate real-world cyber team workflows (e.g., red/blue teaming)?

Student experience should utilize best practices aligned to industry experience in order to prepare students for careers within the Cybersecurity umbrella.

What is DoDEA's preferred format for the asynchronous webinars/modules (e.g., video length, interactivity, quiz components)?

Experiences should be approximately 60-90 minutes in length based upon complexity of topic covered. Beyond this the vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Section 2.3 outlines virtual professional learning (PL) sessions for various stakeholders. Can the Government clarify whether all PL sessions must be asynchronous, or if synchronous/live options are acceptable (or preferred)?

Experiences should be approximately 60-90 minutes in length based upon complexity of topic covered. Beyond this the vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

What is the average class size expected for virtual sessions? Are there expectations for breakout/group exercises?

All classes will likely be less than 10 participants each.

What is the process and timeline for incorporating DoDEA feedback into finalized training modules (beyond the 30-day dry run review in PWS 2.3.4)?

Development timelines will be determined post award.

For streamlined implementation, could DoDEA share its preferred SSO protocols and identity providers (e.g., SAML 2.0, Azure AD)?

Refer to PWS Technical Exhibit #1 - Technical Requirements

97 What level of integration is required with Schoology?

Schoology is the current DoDEA adopted LMS. While not restricted to Schoology for content delivery, it is an advantage to the government if resources can integrate with our existing systems for rostering and grading purposes.

Does DoDEA prefer self-hosting content within their own LMS or accessing via vendor-hosted solutions? What’s the expectation for uptime and redundancy?

see answer #97

Are there restrictions on using third-party tools embedded in Schoology, such as external grading tools or collaboration platforms?

Refer to question #97, PWS section 2.5 General Requirements, and PWS Technical Exhibit #1 - Technical Requirements

We typically offer flexible licensing models based on student volume and program scalability. Would DoDEA consider a volume-tiered per-student model with annual billing cycles? DoDEA anticipates a Firm-Fixed Price Contract for this requirement.

What are the bandwidth or connectivity considerations for DoDEA’s most remote virtual learners (e.g., Pacific region)?

Refer to PWS Technical Exhibit #1 - Technical Requirements

102 Which virtual learning platform will be used to deliver the training?

Student learning will be conducted through Schoology LMS and Adult learning will be delivered via DAU Cornerstone.

103 Will virtual simulations or Cyber-Range experiences require FedRAMP certification or waiver (PWS 1.1.7)? All proposed software and digital resources must meet FedRAMP Level 2 standards

Is technical support expected only for contractor platforms, or does it include troubleshooting LMS or school networks?

Technical support will be limited to vendor solution and its implementation.

105 Will the contractor be responsible for user registration, general helpdesk support, or LMS administration? Dependent upon vendor solution parameters.

PWS 2.2, Task 2, Hardware/Software/Consumables (p 2), indicates contractor shall provide all necessary hardware, software, and consumables required for the courseware to function properly as part of the courseware package. PWS Section 4 (p 6) indicates there is no GFI nor other resources provided by the Government. Is the contractor responsible to procure and provide PC workstations for all the indicated number of students for each course for each contract year? If so, are these PC workstations included as “student resources”?

Basic IT hardware access is provided by DoDEA. However, if specific hardware resources are needed for student lab usage, those items would need to be provided by the vendor as students will not be practicing on live infrastructure within our schools.

PWS Section 2, Supporting Tasks (p 2), states “They [tasks] are not all inclusive, so the Contractor is expected to develop the total solution to meet all the requirements in accordance with a performance-based approach”.

Does this imply a Front-End Analysis (FEA) needs to be conducted? If not, has a FEA been completed with results readily available to potential Contractors? Can the Govt please clarify and/or provide completed FEA results to potential offerors?

The vendor solution should demonstrate how they intend to best meet DoDEA's requirements as stated within the PWS.

Can you clarify what is meant by “Above-School Level SME Access (IAW PWS 2.1)”? This is a pricing requirement on Attachment 1 Pricing Template.

DoDEA heirarchy has content specific support personnel to assist with supporting instructors locally prior to escalating requests. As such, these personnel should have access to all appropriate content systems to help mitigate issues and reduce downtime at the local level.

Task 2. Hardware/Software/Consumables. Based on the language on page 2, 2.2 Task 2, it appears that the discussion of proposed Cyber-Ranges, simulation training and any other type of web-based learning application should be included in Task 1 Courseware? Please confirm.

This is correct.

Will the current platform in use for the cybersecurity pathway remain in use for students who are already engaged?

This award is to support students beginning SY25-26 and will replace all current resources.

111 Can you provide the DODEA New Blueprint for Continuous Improvement? This document has not yet been published.

In Base Year 1 it shows 5 schools for Computer Service and Support, 8 schools for Networking Fundamentals, and 6 schools for Intro to Cyber. Will these be 19 different schools or will any of the schools teach multiple courses? Our's fee structure is normally per school and not per instructor. For one fee, we support all Cisco Academy admin and instructors at a school. Same price for 3 courses as 1 course. We are finding it challenging to fill out the pricing sheet with our current pricing model.

See answer #16 and #129

I know this deals with PII and I assume our website is considered a third-party web site which is the site used for the coursework and tools. How is this document supposed to be submitted since it can't be saved? Which signatures are we required to provide? Our platform does have its own PII policy. Could this be substituted for this document?

Attachment #7 (DD2930a - Adp-PIA) should be able to be saved. The signature fill-in is for us to sign after it has been submitted by the vendor and reviewed by us. Please use this document.

If a vendor has fewer than 3 past performance references due to being a relatively newer company, will providing 1 or 2 result in an "Unknown/Neutral" rating, or if those one or two references indicate a high expectation that the vendor will successfully perform the required effort, can they lead to a "Good" or "Acceptable" rating on Factor 2 despite being fewer than the required 3-5 references?

All past performance references will be reviewed and assessed according to the solicitation.

Shall offerors submit the information required on Page 1 of Attachment 8 with proposals, or is the entirety of Attachment 8 to be submitted only by those (e.g., key POCs/Government Task Managers/Contract Administrators) completing the questionnaire portion of the attachment?

a. If any part of Attachment 8 is required to be submitted as part of an offeror’s proposal, shall they be submitted in Volume 1, Volume 3, or both Volumes?

Vendors should complete Page 1 of Attachment 8 and send it to their references. References will submit Attachment 8 directly to the government POC specified in the solicitation. Therefore, attachment 8 is not included in the vendor's submission volumes, but vendors can list their potential references in their past performance volume.

116 Should references send their completed reference forms directly to the government? Yes, as required by the solicitation. See answer to question #115.

Attachment 8, The Present and Past Performance Questionnaire, is referenced under Volume 1: Cover Letter and in Volume 3: Past Performance. Under which volume does this attachment go?

Past performance reference should be provided in volume 3 as required in the solicitation. See answer to question #115

We understand that we should request our client/government POC to submit the required PWS Attachment 8, Present and Past Performance Questionnaires, directly to DoDEA. Would the government be amenable to extending the due date to submit the required PWS Attachment 8 another week – to 8 May 2025? Due to the recent Easter holiday along with school spring break schedules, many government personnel (including our key POCs/Contract Administrators) have taken significant leave, and have not been as responsive as normal.

Yes, the quote due date is extended to May 9, 2025 5:00 PM EST. See amendment 0001.

Per the instructions contained within the PWS in Section 3.9, can the government please clarify which specific documents will need to be printed, upon request, 508 Compliance? Will the contractor need to submit these documents as part of our proposal response?

PWS section 3.9 requires the contractor to provide Optical Character Recognition upon request during contract performance, not with their quote submission.

Given our partnership with a qualified small business, will DoDEA require a formal subcontracting plan or mentor-protégé structure to meet compliance under the set-aside?

This RFQ is 100% Total Small Business Set-Aside, therefore a subcontracting plan not required.

Given the projected expansion in student enrollment and schools over the contract term, does DoDEA envision optional renewal periods beyond the 5-year base + 1-year option?

The contract includes a 1-year base period and 4 option years. The PWS has been updated accordingly. The anticipated contract term is 60 months total as stated in FAR clause 52.217-9.

122 Since this is an IDIQ contract, when is the anticipated first task order request? Immediately after the award or shortly thereafter.

Since this is an IDIQ type contract, does that mean that the awardee would provide a fully loaded budget on a per task order basis based on a specific SOW request?

After awarding the IDIQ contract, each task order will be fully funded, and the contractor must provide services as per the PWS. This is a Firm Fixed Price contract, so the agreed prices will remain unchanged for the contract's duration.

We are putting together a response for this RFP, we had a question for clarification. In this section it says it is limited to 20 pages for the technical approach, but in the previous section it says double sided pages, so we are assuming that gives us 40 pages if on Microsoft Word? Could you clarify for us.

Volume 2: Technical Approach may not exceed 20 pages in a digital format, including Microsoft Word. See solicitation 52.212-1 addendum section 4.0.

Is the level of effort (i.e., per student per year number) set in stone, or will there be possible variations/adjustments? If so, will the government allow for a price adjustment in the out-years as necessary?

The contractor determines the level of effort to meet the PWS requirements. The agreed-upon pricing at award must be adhered to throughout the contract duration.

Attachment 1, Pricing Sheet, contains the incorrect solicitation number: HE125425QE037. Will the government be releasing a corrected Attachment?

Attachment #1 Pricing Sheet is updated, see solicitation amendment 0002.

Can the government please validate the number of student resources, and confirm whether the number (i.e., quantity) listed in the Pricing Sheet (Attachment 1) should be updated to align with the number of students listed in the Table captured in Section 1.3.3 of the PWS? For example, the “Student Resources” listed in the Pricing Sheet to support the Introduction to Cybersecurity (INFO) lists a Quantity of “125”, while the Table only shows 110 students. If one or the other is not accurate, we respectfully request that the government make the appropriate updates to the PWS to ensure the appropriate consistency.

The PWS lists expected numbers, while the Pricing Sheet shows the maximum quantities the Government can order within specific periods. Both figures are correct and serve different purposes.

PWS Table 1.3.3 (p 1) indicates 110 students and 6 schools for first year (Base Year 1), with an estimate of 1 teacher per school. CLIN 0001AA indicates student resources quantity of 125 and CLIN 0001AC indicates teacher resources quantity of 7. Similar differences exist for CLIN families 0002 and 0003. Do the CLIN quantities include necessary spares? Can the Government please clarify the difference and accuracy between quantities in all CLINs verses the quantities identified in PWS Table 1.3.3?

See answer to question #127.

Our licensing approach includes annual access to courseware, credentials, and support. Is this bundled model acceptable for budgeting and procurement simplicity?

The vendor can adjust the pricing sheet to better align with their commercial practices.

Reference existing CLINs where possible for our own understanding. Clearly itemize any additions, ensuring costs are transparent and recognizable.

For offerors that are planning to leverage a 3rd party learning platform as a component of our solution, would the government be amenable to the offeror adding a separate Other Direct Cost (ODC) line item to the Pricing Sheet to account for the cost of the software/application; or is it the government’s expectation that we build in (or distribute) that cost across the existing CLIN structure in the Pricing Sheet (Attachment 1)?

See answer to question #129.

Does the government allow for other ODCs to support expenses for materials production, shipment, or transport – specifically related to course materials? Would it be possible to add this in as a line item to the Pricing Sheet?

See answer to question #129.

If bidders elect to use the Modified Pricing Sheet Option, per page 49 2.1.4 Volume 4 Pricing, are there any restrictions on pricing considerations that SHOULD not be included?

See answer to question #129.

If bidders elect to use the Modified Pricing Sheet Option, per page 49 2.1.4 Volume 4 Pricing, is it required that all Attachment 1 CLINS be included?

See answer to question #129.

Please advise if the exact cybersecurity pathway that is described in the PWS and budget template is a requirement for bidders to adhere to?

Quotes must adhere to the technical requirements outlined in the PWS. For pricing, see anwer to question #129

Attachment 1: Pricing sheet is mentioned in Volume 1: Cover Letter and Volume 4: Price. Under which volume does this attachment go?

The pricing sheet should be submitted as Volume 4: Price

Is there an incumbent (i.e., a system integrator, government consultant organization), other than Cisco (who is providing their IT platform), supporting this work currently? If so, what Level of Effort does the incumbent(s) have at this time?

There is no other incumbent. level of effort is determined by the contractor to meet the specific deliverables.

137 Who was the awardee of the previous contract? See answer to question #136.

As this initiative builds on DoDEA’s prior experience, can DoDEA share whether there is an incumbent solution or preferred vendor currently supporting cybersecurity education?

See answer to question #136.

139 What was the total value of the reward for the last award? See answer to question #136. The requirement and price is not comparable.

What was the performance period of the previous award and did the awardee complete the award period and the option years?

See answer to question #136. The requirement and price is not comparable.

Will DoDEA perform Section 508 compliance verification internally, or should the contractor submit VPAT (Voluntary Product Accessibility Template) documentation for each digital deliverable?

The vendor should submit VPAT documentation to ensure their entire quote is Section 508 compliant.

142 Are there specific testing requirements to ensure curriculum materials are Section 508 compliant (PWS 3.8)?

As required in PWS section 3.8, all quoted solutions must comply with Section 508. See the PWS for more information.

Are deliverables required to be Section 508 compliant from the outset, or is remediation acceptable after delivery?

From the outset, see PWS section 3.8.

Section 2.5.4.2 notes that physical materials must be shipped to Europe and the Pacific via commercial carrier and specifies delivery timeframes (30 days CONUS, 45 days OCONUS). Is the Contractor responsible for customs clearance, duties, and taxes when shipping to OCONUS locations such as Germany, Italy, Japan, or Korea? Can the Government provide a separate CLIN line for shipping costs?

A CLIN for shipping was not included as only digital materials were expected. If your solution involves physical hardware, include both CONUS and OCONUS shipping costs and their estimates.

Should material cost estimates account for overseas shipping logistics, customs, and delivery times to all DoDEA regions (Pacific, Europe, Americas)?

See answer to question #144.

PWS Table 1.3.3 (p 1) indicates 5 base years plus 1 option year, while the solicitation, HE125425QE052, indicates (in CLIN structure) 1 base year plus 4 option years. Can the Govt please reconcile the difference and provide updated documentation?

The correct structure is 1 Base year plus 4 Option Years. The PWS has been corrected. See amendement 0002.

We are prepared to contract under the government’s TOS Addendum structure. Can DoDEA confirm this will supersede any conflicting commercial terms without requiring additional negotiation?

Yes, see attachment #2 for more information.

148 What is the anticipated budget range for the current solicitation? This information is procurement-sensitive and cannot be disclosed