CONTROLLED UNCLASSIFIED INFORMATION (CUI)

SOURCE SELECTION INFORMATION – SEE FAR 2.101 AND 3.104

DEPARTMENT OF WAR EDUCATION ACTIVITY (DoWEA)

PERFORMANCE WORK STATEMENT (PWS)

FOR

K-5 LITERACY: Core, Strategic & Assessment Resources

1.0 Introduction

1.1 Background

The Department of War Education Activity (DoWEA) is one of only two federally operated school systems.

DoWEA plans, directs, coordinates, and manages prekindergarten through grade 12 educational programs in 159 fully accredited schools that serve over 65,000 children of active-duty military and DoW civilian families. Our curriculum, resources and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems.

DoWEA is overseen by a director located at our headquarters in Alexandria, VA. Our schools are organized into three geographic areas: Americas, Europe, and Pacific. In the Americas, DoWEA operates 50 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoWEA operates 63 schools located in Germany, England, Netherlands, Belgium, Spain, Turkey, Bahrain, and Italy. In the Pacific, DoWEA operates 45 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoWEA also operates one fully accredited virtual high school with teaching hubs in the Americas, Europe, and Pacific.

DoWEA schools have many grade configurations. One hundred and one of our 158 brick-and-mortar schools have at least one of the grades PK-5, of which three schools only serve grade 5, one school only serves grades 4-5, and one school only serves grades PK-1. Schools range in size from 14-726 students with nine schools serving under 100 students.

Military-connected students experience high mobility rates across the nation and throughout the world. As a result, DoWEA makes a concerted effort to establish a worldwide systemic education network, mitigating the transitional barriers to military-connected students’ success.

DoWEA has procured K-5 literacy instructional resources since our inception after World War II and currently holds contracts for core instruction, strategic instruction, and literacy resources. The current contract is expiring, and, according to Federal regulations, must be recompeted.

The standards, curriculum, and assessment for these resources are aligned with DoWEA Learning Standards - Literacy (DLS-L) for grades K-5 and the Science of Reading and Science of Writing.

As a reminder, FAR Clause 52.212 4(q) requires the Contractor to comply with all applicable Federal, state, and local laws, executive orders, rules, and regulations applicable to its performance under this contract. DoWEA is a DoW field activity, providing education from pre-kindergarten through grade 12. Executive Order 14168, Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government, and Executive Order 14190, Ending Radical Indoctrination in K–12 Schooling, are particularly applicable to DoWEA contracts.

1.2 Scope

DoWEA requires commercial off-the-shelf (COTS), print and digital core instruction, strategic instruction and assessment resources for students, classroom teachers and above-school-level subject matter experts (SMEs) as well as related professional learning, correlations to standards, and technical support. In addition, DoWEA requires a literacy proficiency tool to measure student literacy skills and monitor student progress. Note:

The proficiency tool may include a writing component, but a writing component is not required.

DoWEA prefers to make one award but is open to making separate awards for the core literacy and strategic literacy components.

The strategic literacy resources shall (1) help build reading and writing skills of struggling/striving students whose literacy performance below grade-level and (2) support instruction for the foundational reading skills, reading comprehension, composition writing, and written expression. Note: The proposed strategic instruction resources may be included with the core resources or as separate products. The estimated number of students, teachers, and SMEs for the core and strategic programs is shown below:

Projected Student Enrollment* for the 2026-27 School Year (rounded up to the nearest 25 students)

Grade Students Grade Students Grade Students Grade Students

K 5,575 2 5,650 4 5,425 K-5 Total 33,200

1 5,650 3 5,600 5 5,300

* Actual enrollment and teacher numbers will vary slightly throughout the life of the contract, unless base closures, force reductions, or base consolidations occur.

Projected Student Enrollment for Strategic Instruction for the 2026-27 School Year

(estimated at 12% of total enrollment, rounded up to the nearest 5 students) Grade Students Grade Students Grade Students Grade Students

K 670 2 680 4 655 K-5 Total 4,000

1 680 3 675 5 640 Usually 5-15% of the total population requires services.

To be conservative, the 12% percent figure, rounded up, was used.

Projected Classroom Teachers for the 2026-27 School Year

(rounded to the nearest five teachers)

Grade Teachers Grade Teachers Grade Teachers Grade Teachers

K 340 2 350 4 255 K-5 Total 1,805

1 350 3 265 5 250

Projected Teachers for Special Populations for the 2026-27 School Year (rounded to the nearest five teachers)

Educators Total

Total number of Special

Population Educators

Strategic Literacy Instructors 145

595 Multilingual Learner Program Educators 150 Advanced Academic Programs 100

Learning Impair Mild/Moderate 200 The Special Populations educators will also require access to the digital resources.

Projected Above-School-Level SMEs for the 2026-27 School Year Above-School-Level SMEs 75

The above-school-level SMEs will only require access to the digital resources.

2.0 Requirement (Objectives)

2.1 K-5 Literacy Resources (Objective #1)

The objective is to provide print and digital student resources, print and/or digital teacher resources and related support for both the core and strategic literacy instructional resources. Provide a literacy proficiency tool to measure student literacy skills and monitor student progress. The following tasks help the Contractor understand the requirements to meet the objective but are not exhaustive. The Contractor must develop a complete solution using a performance-based approach:

Supporting Tasks for Requirement – Objective #1 – The Contractor shall:

2.1.1 Core Resources: Provide a systematic, explicit, research-based best practices solution that is aligned to the DLS-L for grades K-5 and that possesses the following features:

2.1.1.1 Literacy Foundations and Progressions

1) Science of Reading and Science of Writing-based instructional practices for literacy development and knowledge.

2) Scope & sequence reading, writing, language, speaking and listening, and reading foundational skills development within each grade level and across grade levels.

3) Developmentally appropriate, logical progression of reading foundational skills within each grade and across grade levels.

4) Developmentally appropriate, logical progression of reading within each grade and across grade levels.

5) Developmentally appropriate, logical writing progression within each grade and across grade levels.

6) Decodable texts with phonics and high-frequency words aligned to the program’s scope and sequence with instructional guides or routines for multiple readings.

2.1.1.2 Content and Rigor

1) Quality, authentic texts aligned to the standards with tasks and questions grounded in primary sources to build core knowledge and vocabulary.

2) Direct, explicit, systematic, evidence-based instruction of foundational skills.

3) Materials build core content knowledge across literature, history, civics, and science through reading, writing, speaking, listening, and language.

4) Materials progress from retelling to the "why" and "how" of information to analyzing the relationships between ideas.

5) Texts and tasks require students to demonstrate their knowledge of a unit's topic(s) through integrated literacy skills.

2.1.1.3 Assessment, Alignment, and Reporting

1) Print and digital assessment system for ongoing monitoring of student performance, progress, and proficiency.

2) Standards alignment correlation document (digital) showing how all proposed materials align to DLS-L and shall be updated to align to DoWEA standards for the life of the contract.

3) Digital reporting category scope and sequence aligned document provided post-award showing how proposed resources instruct and assess student progress, performance, and proficiency across the school year.

2.1.2 Teacher Resources: Provide teacher resources (print and digital) that possess the following features:

2.1.2.1 Foundational Resources

1) Standards alignment correlation showing how all proposed resources align to the DLS-L found at https://www.dodea.edu/curriculum/english-language-arts-ela/standards.

2) Standard-aligned scope and sequence with annotated standard progression by unit.

3) Teacher guides to help teachers plan and use resources with fidelity.

4) Resources for educators to continuously improve their knowledge of literacy and literacy instruction (embedded in the teacher guides and/or independently).

2.1.2.2 Classroom Environment

1) Resources, scaffolds, and extensions for students in special populations to read, write, speak, and/or listen to grade-level content to meet or exceed grade-level standards.

2) Aligned and mirrored print and digital instructional resources to support varied instructional approaches, provide multiple ways for students to demonstrate learning, and include opportunities for students to reflect on and monitor their learning and progress.

3) Ability for educators to assign content to individuals, small groups, or the whole class.

4) Core re-teaching resources to enable direct, explicit instruction with formative and summative assessments for ongoing assessment of student progress.

2.1.2.3 Assessment, Alignment, and Reporting

1) System of assessments with multiple formative and summative assessment options for reading, writing, language, speaking and listening, and reading foundational skills by standard that are machine and/or hand-scorable for teachers to collect, interpret, and act on data to ensure students’ progress toward the standards and includes follow-up guidance and aligned resources.

2) Tools that communicate individual student progress and achievement to students and their parents/sponsors and that provide individual and aggregate student progress and achievement data for school-level monitoring and above-school-level analysis.

3) System that processes, scores, and renders student, class, school, district, and system-level performance reports within 24 hours of assessment completion to allow for timely instructional response.

2.1.3 Student Resources: Provide print and digital student resources with the following features:

2.1.3.1 Hands-on print materials (to include texts) complemented by digital resources that engage students in tasks that support Literacy standards instruction.

2.1.3.2 Digital resources via a vendor-hosted platform that includes age-appropriate access and user-friendly navigation.

2.1.3.3 Digital resources with interactive activities that build deep comprehension using multi-sensory texts, graphic organizers, and real-world connections, while providing scaffolding and immediate feedback to readers.

2.1.3.4 Visual design with a clear, coherent, student-focused layout that promotes intentional student engagement with the content.

2.1.3.5 Digital materials are personalized for all students, using adaptive and other technological support.

Performance Standards (PS) and Acceptable Quality Levels (AQL) - Objective #1

PS: Provide all print and digital Core resources, as specified.

AQL (Standards): 100% alignment to standards.

AQL (Teacher Guide & Assessments): 98% completeness and usability. Teacher guides, scaffolds, and reporting tools are fully functional.

AQL (Platform & Security): 99% uptime, excluding scheduled maintenance. Zero tolerance for unauthorized data access or PII leaks on student dashboards.

2.2 Strategic Resources & Instruction (Objective #2)

The objective is to provide a strategic instruction solution with print and digital student resources and print and/or digital teacher resources. Their design shall include layered support to build reading and writing achievement levels of struggling/striving students who performs the expected grade-level performance. The following tasks help the Contractor understand the requirements to meet the objective but are not exhaustive. The Contractor must develop a complete solution using a performance-based approach:

Supporting Tasks for Requirement - Objective #2 – The Contractor shall:

2.2.1 Strategic Resources: Provide a systematic, explicit, research-based practices solution that is aligned to the DLS-L for grades K-5 and that possesses the following features:

2.2.1.1 Standards alignment correlation showing how all proposed resources align to the DLS-L found at https://www.dodea.edu/curriculum/english-language-arts-ela/standards

2.2.1.2 Cited, peer-reviewed, and research-based resources with evidence proving their reliability and validity.

2.2.1.3 Direct, explicit, systematic, evidence-based instruction to support students with acquiring and/or accelerating the requisite skills needed at grade level to increase their (1) reading foundational skills, (2) reading comprehension, (3) writing composition, and (4) written expression. Note: DoWEA educators will provide direct, explicit instruction, digital instruction is not acceptable.

2.2.1.4 Multiple assessments (print and/or digital) to monitor student progress (pre-assessment, diagnostic, formative, and summative).

2.2.1.5 Resources designed to be used with any grade combinations within K-5. Note: Although the proposed strategic resources can align with the core instruction and/or with the literacy proficiency tool, such alignment is preferred but not required.

2.2.1.6 Assessment system that processes, scores, and renders student, class, school, district, and system-level performance reports within 24 hours of assessment completion to allow for timely instructional interventions.

Performance Standards (PS) and Acceptable Quality Levels (AQL) - Objective #2

PS: Provide a validated, research-based print and digital intervention solution that delivers direct, explicit, and systematic instruction across K-5, aligns to DoWEA Learning Standards - Literacy (DLS-L), and includes a robust print/digital assessment suite.

AQL (Validity): 100% backed by cited, peer-reviewed, and published research proving reliability and validity in accelerating literacy.

AQL (Standards & Pedagogy): 100% alignment to across all four pillars (foundational skills, comprehension, composition, and written expression). Zero gaps in systematic instructional routines.

AQL (Assessments): 100% availability of all assessments (pre-assessment, diagnostic, formative, and summative). Diagnostic data generated and accessible within 24 hours of assessment completion/submission.

AQL (Usability Review): 100% of resources configurable for use in any grade combination within the K-5 band without requiring separate, non-contracted materials.

2.3 K-5 Literacy Proficiency Tool (Objective #3)

The objective is to provide a digital, classroom literacy assessment for proficiency and progress monitoring of student literacy skills. The following tasks help the Contractor understand the requirements to meet the objective but are not exhaustive. The Contractor must develop a complete solution using a performance-based approach:

Supporting Tasks for Requirement - Objective #3

2.3.1 Proficiency Tool: The Contractor shall provide a proficiency tool. Each of the approximately 33,900 K-5 students will take the assessment twice each year. The tool shall possess, at a minimum, the following features:

2.3.1.1 Is cited, peer-reviewed, and research-based with evidence of proven reliability and validity.

2.3.1.2 Measures foundational skills, fluency, vocabulary, comprehension. Note: A writing assessment is preferred but not required.

2.3.1.3 Is an adaptive assessment(s) administered digitally with administration components available for further teacher-led assessment of student deficits using the Contractor’s assessment resources. Note: Those remedial assessment resources may be print and/or digital.

2.3.1.4 Assesses systematically student reading comprehension growth over time.

2.3.1.5 Can communicate individual student progress and achievement to both students and their parents/sponsors and provide individual and aggregate student progress and achievement data for school-level monitoring and above-school-level analysis.

2.3.1.6 Can aggregate data at the classroom, school, district, and system levels.

2.3.1.7 Preferred but not required: Assesses and tracks student writing composition and expression growth systematically over time.

Performance Standards (PS) and Acceptable Quality Levels (AQL) - Objective #3

PS: Provide a validated, research-based, digital, adaptive classroom literacy assessment and progress monitoring tool that measures core literacy domains, tracks comprehension growth over time, and provides multi-level data aggregation (student to systemwide) and reporting.

AQL (Validity): 100% of assessment measures must have documented peer-reviewed reliability and validity data. 100% coverage of fluency, vocabulary, and reading comprehension (and writing composition/expression if proposed).

AQL (Adaptive Functionality & Diagnostic Remediation): Assessment engine adapts to student responses dynamically with 99.9% algorithmic accuracy. All identified student deficits auto-generate or directly link to teacher-led remedial assessment resources.

AQL (Reporting): 100% of student reports generate parent/sponsor-friendly progress summaries.

Reporting dashboards successfully aggregate data across student, class, school, district, and system levels with zero reporting failures.

2.4 Professional Learning (Objective #4)

The objective is to provide product training and professional learning to enable teachers to implement the literacy resources and tools with fidelity. The following tasks help the Contractor understand the requirements to meet the objective but are not exhaustive. The Contractor must develop a complete solution using a performance-based approach:

Supporting Tasks for Requirement - Objective #4

2.4.1 Product Training: Develop and facilitate regional, synchronous webinars and aligned asynchronous modules in accordance with the tables below, that prepare educators to understand the purpose and design of the product(s); navigate materials and assessments; implement essential instructional routines with the intended sequence, pacing, and dosage; distinguish fidelity expectations from appropriate adaptations; and use available supports to plan, deliver, and refine instruction. Provide synchronous and asynchronous modules per the tables below. Deliver synchronous webinars during normal business hours in each region (US, Europe, and Pacific).

2.4.2 School Administrator Overview: Provide a 60-minute asynchronous webinar, per product, with the goal of enabling school administrators to perform informed classroom observations and walkthroughs.

2.4.3 Ongoing Learning: Provide a total of 16 hours, per product, of interactive asynchronous modules or webinars on topics that will help teachers deliver instruction and improve student learning and achievement. Note: The Government in consultation with the Contractor, shall determine the exact topics post-award. Ongoing Learning may vary from 30-90 minutes in length.

2.4.4 General Requirements:

2.4.4.1 Process: Provide a dry run of each Professional Learning for the DoWEA staff at least 30 business days prior to the first presentation. Finalize the learning five business days after receipt of written feedback from DoWEA.

2.4.4.2 Digital Modules (if required): Ensure that any digital modules are SCORM®-compliant. For additional information, see PWS 3.10.

2.4.4.3 Recording and Archiving: Record all Professional Learning and archive them on DoWEA’s learning management system (LMS, Schoology).

2.4.5 Asynchronous Modules: product training and ongoing learning modules must provide participants with the exact same knowledge and skills of the materials as the initial synchronous training. These will be finalized based on written feedback from DoWEA.

Table 1: Core Instruction Product Training & Professional Learning Mode Year 1 Year 2 Year 3

Hours Hours Hours Initial Product Training Sync 36* 6 0

School Administrator Overview Async 1 0 0 Ongoing Learning Async 0 4 4

*12.0 hours of synchronous PL delivered three times once per DoWEA region.

Table 2: Strategic Instruction Product Training & Professional Learning Mode Year 1 Year 2 Year 3

Hours Hours Hours Initial Product Training Sync 18* 6 0

School Administrator Overview Async 1 0 0

*6 hours of synchronous PL delivered three times once per DoWEA region.

Table 3: Proficiency Tool Product Training & Professional Learning Mode Year 1 Year 2 Year 3

Hours Hours Hours Initial Product Training Sync 18* 3 0

School Administrator Overview Async 1 0 0

*6 hours of synchronous PL delivered three times once per DoWEA region.

Table 4: Above School Subject Matter Expert Product Training Mode Year 1 Year 2 Year 3

Hours Hours Hours Core Instruction Sync or Live 12/36* 4 2

Strategic Instruction Sync or Live 6/18* 4 2 Proficiency Tool Sync or Live 3/9* 4 2

* The 12 hours of synchronous professional learning will be delivered through two 6-hour facilitated sessions (once per DoWEA Region). This training will prepare above-school-level subject-matter experts to facilitate training for educators or school leaders as needed.

Performance Standards (PS) and Acceptable Quality Levels (AQL) - Objective #4

PS: Product training is accessible 99.9% of the time except for scheduled maintenance.

AQL: >90% of participants are satisfied with webinars/modules that provide an overview of the resources and website navigation.

PS: PL enables teachers to implement the curriculum with fidelity.

AQL: Student literacy improves based on assessment data and professional judgement.

PS: Conduct a dry run at least 15 business days before the first regional presentation. Finalize materials within five business days of COR feedback. Deliver webinars in each region.

AQL: All COR feedback incorporated with a maximum of two revisions. No more than one scheduled presentation is rescheduled due to Contractor issues.

PS: All webinars are recorded.

AQL: All webinars are posted and accessible in the LMS without error.

PS: Participants provide feedback via a DoWEA-created and administered evaluation.

AQL: At least 90% of participants rate the PL as satisfactory or better.

2.5 General Requirements (Objective #5)

The objective is to ensure requirements for technical support, single-sign-on, third-party digital resources, and meetings are met. The following tasks help the Contractor understand the requirements to meet the objective but are not exhaustive. The Contractor must develop a complete solution using a performance-based approach:

Supporting Tasks for Requirement - Objective #5 – The Contractor shall:

2.5.1 Age-Appropriate Navigation and Student Accommodations:

2.5.1.1 Provide a secure, browser-based digital literacy platform engineered specifically for students in grades K–5. The digital platform incorporates developmentally responsive user interface (UI) and user experience (UX) designs that minimize cognitive overhead for non-readers and early readers, while offering progressive complexity for upper elementary learners.

Performance Standards and Acceptable Quality Levels - Objective #4

PS: Provide a secure digital literacy platform architecture as specified above.

AQL: At least 99% operational uptime during instructional hours. Interactive latency standard

≤1.5s for ≥95% of transactions. Zero PII breaches.

2.5.1.2 Deliver age-differentiated navigation interfaces with a configuration that meets or exceeds the following features:

Grade Band Navigation Architecture Requirement Visual and Auditory Controls

Early Primary (Grades K–2)

Single-click execution paths, zero nested drop-down menus, and pictorial menu navigation with auto-narrated voiceovers upon mouseover or screen tap.

High-contrast visual cards, pictorial signifiers (e.g., oversized icons for "Read," "Listen," "Library"), and auto-saved session progress requiring no manual file handling.

Intermediate (Grades 3–5)

Progressive disclosure workflows, search and filter facets (by Lexile, genre, or topic), breadcrumb navigational trails, and persistent dashboard access.

Standardized search bars with predictive text, bookmarking tools, digital reading logs, and multi-step task toggles.

Performance Standards and Acceptable Quality Levels - Objective #4

PS: Provide age-appropriate navigation and accommodations as specified above.

AQL (Grades K-2): ≥98% error-free execution of single-click navigation and auto-narration.

Zero nested drop-down menus across primary student interfaces. Zero student progress loss via automated background session saving. ≥98% error-free execution of auto-narrated voiceovers.

AQL (Grades 3-5): ≥98% error-free execution of search facets, filters, and dynamic breadcrumbs.

Zero navigation traps/dead ends in progressive disclosure workflows. Zero student data loss across reading logs, active bookmarks, and multi-step tasks.

2.5.1.3 Provide a platform that complies with Section 508 of the Rehabilitation Act (36 CFR Part 1194) and conforms to WCAG 2.1 Level AA standards. Embed built-in accessibility tools directly into the student reading interface without requiring third-party browser extensions.

Meet or exceed the following features:

Accommodation Category Technical Specification Operational Target

Text-to-Speech Embedded multi-voice synthesizer with synchronized dual-color word and phrase tracking.

Adjustable playback speed (0.5x to 2.0x) and non-robotic synthetic speech available on all student-facing texts.

Visual Customization

User-toggleable font options specifically optimized for readers with visual & learning differences.

This must include, at a minimum, one free-use specialized typeface (such as OpenDyslexic or Lexend)

Settings persist across all logins, devices, and sessions without user re-configuration.

Accommodation Category Technical Specification Operational Target and a highly legible, standard sans-serif font (such as Verdana or Comic Sans).

Embedded Scaffolding

Point-of-use visual and spoken student dictionaries, translation support for multilingual learners, and closed-captioned media.

Accommodations operable via both keyboard navigation (tabbing/arrow keys) and touch interfaces.

Performance Standards and Acceptable Quality Levels - Objective #4

PS: Provide age-appropriate navigation and accommodations as specified.

AQL (Text-to-Speech): ≥98% error-free playback. Sync offset ≤±50ms. 100% text coverage.

AQL (Customization): 100% font option availability. 100% settings persistence across sessions and devices.

AQL (Scaffolding): Zero WCAG 2.1 AA blockers. 100% closed-caption coverage. 100% dual keyboard/touch operability.

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

Performance Standards and Acceptable Quality Levels - Objective #4

PS: Each technical support issue is resolved within one business day or provide a plan of action and timeline to the user.

AQL: Acknowledge receipt of request within two hours. Resolve 90 percent of requests in one business day. Resolve the remaining 10% in five business days.

2.5.3 Technical Requirements for Digital Instructional Resources: Ensure the following:

2.5.3.1 Provide digital resources designed to run in DoWEA learning management system (LMS, Schoology) and Google Classroom, both of which operate within our virtual learning environment (VLE). In addition, provide teacher and student access to the Contractor’s digital resources through a single sign-on platform that uses one username and password to access what is needed, specifically, via DoWEA’s identity, rostering, and management platform, e.g., ClassLink.

2.5.3.2 Deliver digital resources are either (1) integrated via our LMS to the digital resources hosted by the Contractor or (2) hosted externally by the Contractor but accessible via DoWEA’s LMS and Google Classroom to the digital assignments and assessments imported, hosted, and maintained in the LMS.

2.5.3.3 Ensure the course content meets the following specifications:

1) Conforms to IMS Learning Global Consortium (IMS) content packaging specifications.

2) Uses imported content, if required, conforming to IMS content packaging specifications.

3) Uses code that does not disable LMS features when digital resources are accessed.

4) Requires single—not multiple—authentications to access content via our LMS.

5) Incorporates, where applicable, assessments that are IMS Test and Question Interoperability

(QTI)-conformant.

6) Uses content-hosted externally that conforms to any of the existing versions of IMS

Learning Tools Interoperability (LTI), per www.imsglobal.org.

Performance Standards and Acceptable Quality Levels - Objective #5

PS (Technical Integration): Digital resources seamlessly integrate with DoWEA's VLE and authenticate strictly through the enterprise single sign-on platform using a single credential.

AQL: Zero instances where resources require multiple authentications or fail to launch via the established single sign-on platform.

PS (Interoperability): All delivered course content, assessments, and externally hosted resources strictly adhere to IMS Global Consortium specifications without disabling native LMS features.

AQL: Zero unapproved deviations from IMS standards. No native LMS features may be disabled or degraded by the Contractor's code.

2.5.4 Third-Party Programs, Software, and Applications: Ensure its own and its subcontractors’ (third-party) programs, software, and applications meet—at a minimum—the same technical requirements as the Contractor must meet, such as single sign on (SSO) and Federal Risk and Authorization Management Program (FedRAMP) Level 2, etc. On a case-by-case basis, DoWEA may honor requests to waive the FedRAMP Level 2 requirement.

Performance Standards and Acceptable Quality Levels - Objective #5

PS: Guarantee its own and its subcontractors’ (third-party) programs, software, and applications meet the same technical requirements as the Contractor.

AQL: Zero deviations. All software/applications shall be fully compliant prior to use, or possess an explicitly approved, documented DoWEA waiver.

2.5.5 Delivery of Digital Resources: Ensure the following:

2.5.5.1 Deliver digital materials with instructions detailing how the resources can be accessed by teachers, students, and above-school-level educators, using DoWEA’s LMS and/or DoWEA’s single-sign on rostering platform (ClassLink).

2.5.5.2 Allow DoWEA to download resources as needed. A teacher, e.g., may want to provide a printed worksheet for students or a student with an individual educational program (IEP) may require the textbook in print form. Note: All printed resources will be for internal use only.

Performance Standards and Acceptable Quality Levels - Objective #4

PS: Digital resources are delivered according to schedule with accurate access instructions.

AQL: Ongoing access 24/7/365, except for scheduled downtimes and one unscheduled downtime per year.

2.5.6 Delivery of Print Resources—The Contractor shall ship all print/physical materials according to the latest version of the DoWEA shipping guide, which may be found at the following URL:

https://webapps.dodea.edu/dodaac/DoDEA_Shipping_Guide.pdf. Unless specified otherwise in the shipping guide, ship materials to the Americas by commercial carrier or USPS and to Europe and the Pacific only by commercial carrier. Delivery orders use door-to-door addresses. Provide, upon shipment of materials, a digital shipment notification that includes the following:

o Contract number and delivery order number o Contract line item number (CLIN) indicating materials and quantities being shipped o Destination and date of shipment o Shipping carrier name and the tracking number of each shipment o Estimated date of arrival of shipment and, if applicable, shipping slip

Performance Standards and Acceptable Quality Levels - Objective #5

PS: Shipments adhere to the Shipping Guide’s instructions and are delivered after receipt of a delivery order to US sites in 30 business days and to overseas sites in 45 business days.

AQL: At least 95% of resources received on time and undamaged. The remaining 5% received ten business days after due date.

2.5.7 Meetings: Attend virtual meetings at no additional cost to the Government and provide the medium through which each meeting occurs, record each meeting’s minutes. Submit the draft minutes to the contracting officer’s representative (COR) within two business days of the event and finalize the minutes two business days after receiving written feedback from the COR. Note: Costs associated with attending any face-to-face meetings shall be handled/ paid for as stated in the contract.

2.5.7.1 Post-Award Conference: Participate in a video- or teleconference with the COR five business days after award IAW FAR Subpart 42.5.

2.5.7.2 IT Meeting: Convene a video- or teleconference with the Agency’s Information Technology staff ten business days after award, per Technical Exhibit #1.

2.5.7.3 Other Post-Award Meetings: Meet with the Contracting Officer (KO), COR, and/or other

Agency personnel, as appropriate, to review Contractor performance, as required by the Agency. The KO may discuss the Agency’s view of Contractor performance, and the Contractor shall apprise the Agency of any problems being experienced. The Contractor shall take appropriate action to resolve any outstanding issues DoWEA raises.

Performance Standards and Acceptable Quality Levels - Objective #5

PS: Hosts virtual meetings. Delivers draft & final meeting minutes in the timeframe stated above.

AQL: No more than one meeting per year is rescheduled due to Contractor issues.

3.0 Constraints

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

3.2 Privacy—The Contractor shall:

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

3.2.2 Contractor Personnel

Ensure personnel assigned to this contract take proper precautions to protect information from disclosure. Collect and/or store all agency-owned or agency-controlled PII in accordance with the relevant requirements of the Privacy Act, 5 U.S.C, which may be found at the following URL:

http://www.archives.gov/about/laws/privacy-act-1974.html.

All Contractor personnel that have access or may potentially have access to Agency data in any form shall be US citizens, including any third-party penetration (PEN)/security testers.

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

3.2.4 Privacy Verification: Provide the COR written verification of compliance with the Privacy requirements (listed above) 120 calendar days prior to the expiration of each year’s contract option period or annually, as required. Note: After reviewing the Contractor’s verification, DoWEA reserves the right to ask for additional verification data so the Agency can comply with DoW’s evolving privacy mandates.

3.3 Liaison and Alternate Liaison—The Contractor shall:

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

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

3.4 Holidays and Hours of Operation

3.4.1 The liaison or alternate liaison shall be available during the hours of 9AM to 3PM Eastern Standard

Time (EST), except for Federal holidays. The following list shows recognized Federal holidays: New Year’s Day, Martin Luther King Jr.’s Birthday, Presidents Day, Memorial Day, Juneteenth, Independence Day, Labor Day, Columbus Day, Veterans Day, Thanksgiving Day, and Christmas Day.

3.4.2 Although there are different time zones within Europe and the Pacific and different hours for specific schools, the normal business hours for the regions roughly correspond to the following: Americas, 0700-1500 EST; Europe, 1300-2100 EST; and Pacific, 2000-0400 EST.

3.5 Availability: The Contractor shall make all resources available for the life of the contract.

3.6 Copyright Dates

3.6.1 The Contractor shall provide the most recent copyright dated materials, but not earlier than 2025. The copyright preference applies only to student and teacher materials (e.g., the student textbook, teacher’s editions, etc.). The copyright preference does not apply to material included as part of the Contractor’s collection (that is, articles, leveled readers, big books, assessments, pictures, problems included in a textbook or supplemental to the teacher or student text) but which was created by others prior to 2025.

3.6.2 The Contractor shall keep content/courseware current and updated regularly throughout the period of performance, as demonstrated by maintenance of an updated content copyright not to exceed one school year from its current date. For example, an eBook published in January 2025 would be acceptable for the 2025-26 school year and also the 2026-27 school year. It would not, however, be considered current for the 2027-28 school year.

3.7 Nondiscrimination: The Contractor shall provide resources free of bias regarding race, color, religion, sex, national origin, or disability.

3.8 Section 508 Compliance—The Contractor shall:

3.8.1 Background: Section 508 of the Rehabilitation Act, as amended by the Workforce Investment Act of

1998 (P.L. 105-220) requires Federal agencies that develop, procure, maintain, or use information and communication technology (ICT) to ensure they are accessible to people with disabilities. Federal employees and members of the public who have disabilities must have access to and use of information/ data that is comparable to people without disabilities.

3.8.2 Requirement: Ensure that products, platforms, and services delivered as part of this work statement that are ICT or contain ICT conform to the Revised 508 Standards, 36 C.F.R. § 1194.1 & Apps. A, C & D which are located at the following URL: https://www.access-board.gov/guidelines-and-standards/communications-and-it/about-the-ict-refresh/final-rule/text-of-the-standards-and-guidelines.

3.8.3 ARS: See the attached ICT Accessibility Requirements Statement (ARS). All functional performance criteria apply when using an alternative design or technology that achieves substantially equivalent or greater accessibility and usability by individuals with disabilities, than would be provided by conformance to one or more of the requirements in Chapters 4-6 of the Revised 508 Standards or when Chapters 4-6 do not address one or more functions of ICT. Note the guidance in the table below:

Applicable Requirements Directions

Software Features and Components

Applies to all WCAG Level AA Success Criteria, 502 Interoperability with Assistive Technology, and 503 Applications.

Hardware Features and Components All requirements apply.

Support Services and Documentation All requirements apply.

Outputs/Deliverables Ensures that outputs/deliverables do not adversely affect accessibility features of the existing EIT technologies.

3.9 Optical Character Resolution (OCR): The Contractor shall provide, upon request, two digital OCR copies of print materials in one or more of the following five formats: Digital Accessible Information System/National Instructional Materials; Accessibility Standard (NIMAS) with cascading style sheet; HyperText Markup Language (HTML); Portable Document Format (PDF, unlocked, embedded fonts, single page); and Rich Text Format (RTF)/Word document.

3.10 Sharable Content Object Reference Model® (SCORM®) Compliance: Provide digital modules, if included among the proposed/required resources, that are SCORM®-compliant. Note: The Department of War Instruction (DoWI) 1322.26 mandates that modules comply with the latest possible version of SCORM®, per https://www.esd.whs.mil/Portals/54/Documents/DD/issuances/dodi/132226_dodi_2017.pdf?ver=2017- 10-05-073235-400.

3.11 Data & Data Rights: All data developed from any work awarded under this contract is and shall remain the property of the Government. The Contractor shall ensure that digital rights to all visual materials embedded in the resources will be given so that DoWEA—for our internal use only—may use resources without incurring copyright costs or infringing on copyright laws. All data developed from any work awarded under this contract is and shall remain the property of the Government.

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

4.0 Government-Furnished Resources

4.1 Government Furnished Property/Equipment (GFP/GFE): None.

4.2 Government Furnished Information/Materials (GFI/GFM): None.

5.0 Contract Data Deliverables

Milestone/Deliverable Format No. of Copies

PWS

Ref. Frequency/Delivery Date Submit

To

Core

Standards Alignment Correlation Document & Scope and Sequence

Digital 1 2.1.1.3

(2) & (3)

Provided within five business days of contract award. COR

Reporting Digital 1 2.1.2.3

(2) & (3)

Results accessible within 24 hours of assessment completion. COR

Strategic

Standards alignment correlation Digital 1 2.2.1.1 Provided within five business days of contract award. COR

Evidence Proving Reliability and Validity Digital 1 2.2.1.2

Provided with the proposal and, if additional information is necessary, at the post-award conference.

COR

Multiple assessments Reporting Digital 1 2.2.1.4 Results accessible within 24 hours of assessment completion COR

Proficiency Tool

Evidence Proving Reliability and Validity Digital 1 2.3.1.1 Accessible on the Contractor’s website. COR

Reporting Digital 1 2.3.1.3- 2.1.3.6

Results accessible within 24 hours of assessment completion COR

6.0 Definitions/Acronyms

DLS-L DoWEA Learning Standards - Literacy PA/PII Privacy Act/Personally Identifiable Information QASP Quality Assessment Surveillance Plan SCORM® Shareable Content Object Reference Model® SME Subject-matter expert

Contracting Officer (KO): Only individuals with the expressed authority to obligate (bind) the Government by means of entering, administering, and terminating contracts within the limits of the authority delegated via the KO’s warrant.

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

Contractor: Supplier or vendor contracted to provide specific supplies or services to the Government—may also be referred to as “the prime”.

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

Simple View of Reading (Gough & Tunmer): Reading Comprehension = Decoding (Phonics, Word Recognition) × Language Comprehension (Vocabulary, Background Knowledge).

Simple View of Writing (Berninger): Writing = Transcription (Spelling, Handwriting/Typing) + Executive Function (Planning, Translating, Reviewing) + Working Memory.

7.0 Performance Requirement Summary (PRS)

Objective Performance Standard AQL Method of Surveillance Inspector

Core Resources, Teacher Resources, Student Resources, PWS 2.11 – 2.1.3

Provide all print and digital Core resources, as specified.

Standards: 100% alignment to standards.

Teacher Guide & Assess-ments: 98% complete-ness and usability.

Teacher guides, scaffolds, and reporting tools must be fully functional.

Platform & Security:

9909% uptime excluding scheduled maintenance.

Zero tolerance for unauthorized data access or PII leaks on student dashboards.

Line-by-line review

Random sampling

System log monitoring and cyber-security audits

COR &

subject-matter experts (SMEs)

COR &

teachers

COR & IT

Strategic Resources & Instruction, PWS 2.2

Provide a validated, research-based print and digital solution that delivers direct, explicit, and systematic instruction across K-5, aligns to DoWEA Learning Standards - Literacy

Validity: 100% backed by cited, peer-reviewed, and published research proving reliability and validity in accelerating literacy.

Standards & Pedagogy:

100% alignment to across

Document

Crosswalk review with

SMEs

Objective Performance Standard AQL Method of Surveillance Inspector

(DLS-L), and includes a robust print/digital assessment suite.

all four pillars. Zero gaps in systematic instructional routines.

Assessments: 100% availability of all four assessment types Diagnostic data generated within 24 hours of assessment completion/ submission.

Usability Review: 100% of resources configurable for use in any grade combination within the K-5 band without requiring separate, non-contracted materials.

the standards

Testing for scoring accuracy, reporting lags, and output clarity.

Hands-on evaluation of instruct-tional plan-ning guides to verify pacing and grouping flexibility.

DoWEA

Assessment

COR,

SMES, &

teachers

Literacy Proficiency Tool, PWS 2.3

Provide a validated, research-based, digital, adaptive literacy assessment and progress monitoring tool that measures core literacy domains, tracks comprehension growth over time, and provides multi-level data aggregation and reporting.

Validity: 100% of assessment measures must have documented peer-reviewed reliability and validity data. 100% coverage of fluency, vocabulary, and reading comprehension (and writing composition/ expression if proposed).

Adaptive Functionality & Diagnostic Remediation:

Assessment engine adapts to student responses dynamically with 99.9% algorithmic accuracy. All identified student deficits auto-generate or directly link to teacher-led remedial assessment resources.

AQL (Reporting): 100% of student reports generate parent/sponsor-friendly progress summaries.

Reporting dashboards successfully aggregate data across student, class, school, district, and system

Validation

System test trials. Use simulated student profiles to verify adaptive logic and diagnostic resource mapping.

Dashboard & security checks

IT

levels with zero reporting failures.

Product Training

Product training is accessible 99.9% of the time except during scheduled maintenance.

> 90% of participants are satisfied with webinars/ modules that provide an overview of the resources and website navigation.

Normal usage

COR &

teachers

Professional Learning

PL enables teachers to implement curriculum with fidelity.

Conduct a dry run at least 15 business days before the first regional presentation. Finalize materials within five business days of COR feedback. Deliver webinars in each region.

All webinars are recorded.

Participants provide feedback via a DoWEA-created and administered evaluation.

Student literacy improves based on assessment data and professional judgement.

All COR feedback incorporated with a maximum of two revisions. No more than one scheduled presentation is rescheduled due to Contractor issues.

All webinars are posted and accessible in the LMS without error.

At least 90% of participants rate the PL as satisfactory or better.

Periodic inspection

Each presentation webinar evaluation

COR

Digital Literacy Platform, PWS 2.5.1.1

Provide a secure digital literacy platform architecture as specified above

At least 99% operational uptime during instructional hours. Interactive latency standard ≤1.5s for ≥95% of transactions. Zero PII breaches.

Periodic inspection COR &IT

Navigation Interfaces, PWS 2.5.1.2

Provide age-appropriate navigation and accommodations as specified above

Grades K-2: ≥98% error-free execution of single-click navigation and auto-narration. Zero nested drop-down menus across primary student interfaces.

Zero student progress loss via automated background session saving.