HEVAS6-14-R-0015_Amendment_0001.pdf

AMENDMENT OF SOLICITATION/MODIFICATION OF CONTRACT

Except as provided herein, all terms and conditions of the document referenced in Item 9A or 10A, as heretofore changed, remains unchanged and in full force and effect.

15A. NAME AND TITLE OF SIGNER (Type or print)

30-105-04EXCEPTION TO SF 30

APPROVED BY OIRM 11-84

STANDARD FORM 30 (Rev. 10-83) Prescribed by GSA

FAR (48 CFR) 53.243

The purpose of this amendment is:

1. to post the Government's responses to vendors' questions

2. post an amended Statement of Work 3, add Attachement 4

4. change the NAICS code

1. CONTRACT ID CODE PAGE OF PAGES

J 1 19

16A. NAME AND TITLE OF CONTRACTING OFFICER (Type or print)

16C. DATE SIGNED

BY 17-Jun-2014

16B. UNITED STATES OF AMERICA15C. DATE SIGNED15B. CONTRACTOR/OFFEROR

(Signature of Contracting Officer)(Signature of person authorized to sign)

8. NAME AND ADDRESS OF CONTRACTOR (No., Street, County, State and Zip Code) X HEVAS6-14-R-0015

X 9B. DATED (SEE ITEM 11)

03-Jun-2014

10B. DATED (SEE ITEM 13)

9A. AMENDMENT OF SOLICITATION NO.

11. THIS ITEM ONLY APPLIES TO AMENDMENTS OF SOLICITATIONS

X The above numbered solicitation is amended as set forth in Item 14. The hour and date specified for receipt of Offer is extended, X is not extended.

Offer must acknowledge receipt of this amendment prior to the hour and date specified in the solicitation or as amended by one of the following methods:

(a) By completing Items 8 and 15, and returning copies of the amendment; (b) By acknowledging receipt of this amendment on each copy of the offer submitted;

or (c) By separate letter or telegram which includes a reference to the solicitation and amendment numbers. FAILURE OF YOUR ACKNOWLEDGMENT TO BE RECEIVED AT THE PLACE DESIGNATED FOR THE RECEIPT OF OFFERS PRIOR TO THE HOUR AND DATE SPECIFIED MAY RESULT IN

REJECTION OF YOUR OFFER. If by virtue of this amendment you desire to change an offer already submitted, such change may be made by telegram or letter, provided each telegram or letter makes reference to the solicitation and this amendment, and is received prior to the opening hour and date specified.

12. ACCOUNTING AND APPROPRIATION DATA (If required)

13. THIS ITEM APPLIES ONLY TO MODIFICATIONS OF CONTRACTS/ORDERS.

IT MODIFIES THE CONTRACT/ORDER NO. AS DESCRIBED IN ITEM 14.

A. THIS CHANGE ORDER IS ISSUED PURSUANT TO: (Specify authority) THE CHANGES SET FORTH IN ITEM 14 ARE MADE IN THE

CONTRACT ORDER NO. IN ITEM 10A.

B. THE ABOVE NUMBERED CONTRACT/ORDER IS MODIFIED TO REFLECT THE ADMINISTRATIVE CHANGES (such as changes in paying office, appropriation date, etc.) SET FORTH IN ITEM 14, PURSUANT TO THE AUTHORITY OF FAR 43.103(B).

C. THIS SUPPLEMENTAL AGREEMENT IS ENTERED INTO PURSUANT TO AUTHORITY OF:

D. OTHER (Specify type of modification and authority)

E. IMPORTANT: Contractor is not, is required to sign this document and return copies to the issuing office.

14. DESCRIPTION OF AMENDMENT/MODIFICATION (Organized by UCF section headings, including solicitation/contract subject matter where feasible.)

10A. MOD. OF CONTRACT/ORDER NO.

2. AMENDMENT/MODIFICATION NO. 5. PROJECT NO.(If applicable)

6. ISSUED BY

3. EFFECTIVE DATE

17-Jun-2014

CODE

DDESS AREA SERVICE CENTER

ATTN: PROCUREMENT DIVISION

700 WESTPARK DRIVE

PEACHTREE CITY GA 30269-1498

HEVAS6 7. ADMINISTERED BY (If other than item 6)

4. REQUISITION/PURCHASE REQ. NO.

CODE

See Item 6

FACILITY CODECODE

EMAIL:TEL:

HEVAS6-14-R-0015

SECTION SF 30 BLOCK 14 CONTINUATION PAGE

SUMMARY OF CHANGES

SECTION SF 1449 - CONTINUATION SHEET

The following have been added by full text:

ATTACHMENT 4

Grade DoDEA Science Standards Correlations to DoDEA Grade Level Standards and Indicator

K

KSe – Exploring Matter The student will demonstrate an understanding of the properties of the materials. (Physical Science)

KSe.2: Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which the objects are made.

K

KSb – Characteristics of Organisms The student will demonstrate an understanding of what organisms need to life. (Life Science)

KSb.1: Recognize what organisms need to stay alive (including water, water, food, and shelter).

1Sd – Earth Materials understanding of the properties of Earth materials. (Earth Science)

1Sd.1: Recognize the composition of Earth (including rocks, sand, soil, and water).

1Sd.2: Classify rocks and sand by their physical appearance.

1Sd.3: Compare soil samples by sorting them according to properties (including color, texture, and the capacity to nourish growing plants).

1Sd.4: Recognize the observable properties of water (including the fact that it takes the shape of its container, flows downhill, and fee wet).

1Sd.5: Illustrate the locations of water on Earth by using drawings maps, or models.

1Sd – Earth Materials The student will positions and motions of objects. (Physical

1Sd.6: Exemplify Earth materials that are used for building structures or for growing plants

1 Sc - Exploring Motion: The student will positions and motions of objects. (Physical

1Sc.1: Classify objects by observable properties (including size, color, shape, magnetic attraction, heaviness, texture, and the ability to float in water).

1Sc.2: Compare the properties of different types of materials (including wood, plastic, metal, cloth, and paper) from which obje are made.

1Sc.3: Illustrate the fact that sound is produced by vibrating object 1Sc.4: Illustrate ways in which objects can move in terms of direction and speed (including straight forward, back and forth, fas or slow, zigzag, and circular)..

2Sb – Animals understanding of the needs and characteristics of animals as they interact in their own distinct environments. (Life Science)

2Sb.1: Recall the basic needs of animals (including air, water, food and shelter) for energy, growth, and protection.

2Sb.2: Classify animals (including mammals, birds, amphibians, reptiles, fish, and insects) according to their physical characteristic 2Sb.3: Explain how distinct environments throughout the world support the life of different types of animals.

2Sb.4: Summarize the interdependence between animals and plant as sources of food and shelter.

2Sb.5: Illustrate the various life cycles of animals (including birth and the stages of development).

2Sd – Properties and Changes in Matter: The student will demonstrate an understanding of the properties of matter and the changes that matter undergoes. (Physical Science)

2Sd.1: Recall the properties of solids and liquids.

2Sd.2: Exemplify matter that changes from a solid to a liquid and from a liquid to a solid.

2Sd.3: Explain how matter can be changed in ways such as heating or cooling, cutting or tearing, bending or stretching.

2Sd.4: Recognize that different materials can be mixed together an then separated again.

2Sc – Weather:

understanding of daily and seasonal weather conditions. (Earth Science)

2Sc.1: Explain the effects of moving air as it interacts with objects 2Sc.2: Recall weather terminology (including temperature, wind direction, wind speed, and precipitation as rain, snow, sleet, and hail).

2Sc.3: Illustrate the weather conditions of different seasons.

2Sc.4: Carry out procedures to measure and record daily weather conditions (including temperature, precipitation amounts, wind speed as measured on the Beaufort scale, and wind direction as measured with a windsock or wind vane).

2Sc.5: Use pictorial weather symbols to record observable sky conditions.

2Sc.6: Identify safety precautions that one should take during seve weather conditions.

3Se – Motion & Sound:

understanding of how motion and sound are affected by a push or pull on an object and the vibration of an object.

(Physical Science)

3Se.5: Recall that vibrating objects produce sound and that vibrations can be transferred from one material to another.

3Se.6: Compare the pitch and volume of different sounds.

3Se.7: Recognize ways to change the volume of sounds.

3Se.8: Explain how the vibration of an object affects pitch.

3Sc – Earth’s Materials & Changes:

understanding of Earth’s composition and the changes that occur to the features of Earth’s surface. (Earth Science)

3Sc.2: Identify common minerals on the basis of their properties b using a minerals identification key.

3Sc.6: Illustrate Earth’s land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using model pictures, diagrams, and maps.

3Sc.7: Exemplify Earth materials that are used as fuel, as a resourc for building materials, and as a medium for growing plants.

3Sc.8: Illustrate changes in Earth’s surface that are due to slow processes (including weathering, erosion, and deposition) and changes that are due to rapid processes (including landslides, volcanic eruptions, floods, and earthquakes).

3Sd – Heat & Changes in Matter:

understanding of the changes in matter that are caused by heat.

3Sd.3: Explain how heat moves easily from one object to another through direct contact in some materials (called conductors) and no so easily through other materials (called insulators).

3Sd.4: Identify sources of heat and exemplify ways that heat can b produced (including rubbing, burning, and using electricity).

3Sc – Earth’s Materials & Changes understanding of Earth’s composition and the changes that occur to the features of Earth’s surface. (Earth Science)

3Sc.1: Classify rocks (including sedimentary, igneous, and metamorphic) and soils (including humus, clay, sand, and silt) on t basis of their properties.

3Sc.2: Identify common minerals on the basis of their properties b using a minerals identification key.

3Sa.1: Classify objects by two of their properties (attributes).

3Sd.1: Classify different forms of matter (including solids, liquids and gases) according to their observable and measurable properties

3 or 4

3Sb - Habitats and Adaptations understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)

3Sb.1: Illustrate the life cycles of seed plants and various animals and summarize how they grow and are adapted to conditions withi their habitats.

3Sb.2: Explain how physical and behavioral adaptations allow organisms to survive (including hibernation, defense, locomotion, movement, food obtainment, and camouflage for animals and seed dispersal, color, and response to light for plants).

3Sb.3: Recall the characteristics of an organism’s habitat that allow the organism to survive there.

3Sb.4: Explain how changes in the habitats of plants and animals affect their survival.

3 or 4

4Sb – Organisms and Their Environments:

understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments.

(Life Science)

4Sb.1: Classify organisms into major groups (including plants or animals, flowering or non-flowering plants, and vertebrates [fish, amphibians, reptiles, birds, and mammals] or invertebrates) according to their physical characteristics.

4Sb.5: Explain how an organism’s patterns of behavior are related its environment (including the kinds and the number of other organisms present, the availability of food and other resources, and the physical characteristics of the environment).

4Sb.6: Explain how organisms cause changes in their environment

5Sb – Ecosystems: Terrestrial and Aquatic understanding of relationships among biotic and abiotic factors within terrestrial and aquatic ecosystems. (Life Science)

5Sb.2: Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors.

5Sb.3: Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands).

5Sb.4: Identify the roles of organisms as they interact and depend one another through food chains and food webs in an ecosystem, considering producers and consumers (herbivores, carnivores, and omnivores), decomposers (microorganisms, termites, worms, and fungi), predators and prey, and parasites and hosts.

5Sb.5: Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems.

5Sd – Properties of Matter understanding of properties of matter.

5Sd.1: Recall that matter is made up of particles too small to be seen.

5Sd.2: Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).

5Sd.3: Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.

5Sd.4: Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures.

5Sd.5: Explain how the solute and the solvent in a solution determine the concentration.

5Sd.6: Explain how temperature change, particle size, and stirring affect the rate of dissolving.

5Sd.7: Illustrate the fact that when some substances are mixed together, they chemically combine to form a new substance that cannot easily be separated.

5Sd.8: Explain how the mixing and dissolving of foreign substanc is related to the pollution of the water, air, and soil.

4Se – Properties of Light and Electricity understanding of the properties of light and electricity. (Physical Science)

4Se.5: Explain how electricity, as a form of energy, can be transformed into other forms of energy (including light, heat, and sound).

4Se.6: Summarize the functions of the Indicators of complete circuits (including wire, switch, battery, and light bulb).

4Se.7: Illustrate the path of electric current in series and parallel circuits.

4Se.8: Classify materials as either conductors or insulators of electricity.

4Se – Properties of Light and Electricity:

understanding of the properties of light and electricity. (Physical Science)

4Se.1: Summarize the basic properties of light (including brightne and colors).

4Se.2: Illustrate the fact that light, as a form of energy, is made up many different colors.

4Se.3: Summarize how light travels and explain what happens whe it strikes an object (including reflection, refraction, and absorption 4Se.4: Compare how light behaves when it strikes transparent, translucent, and opaque materials.

4Sc – Astronomy:

understanding of the properties, movements, and locations of objects in the solar system.

(Earth Science)

4Sc.1: Recall that Earth is one of many planets in the solar system that orbit the Sun.

4Sc.2: Compare the properties (including the type of surface and atmosphere) and the location of Earth to the Sun, which is a star, a the Moon.

4Sc.3: Explain how the Sun affects Earth.

4Sc.4: Explain how the tilt of Earth’s axis and the revolution aroun the Sun results in the seasons of the year.

4Sd – Weather:

understanding of weather patterns and phenomena. (Earth Science)

4Sd.3: Compare daily and seasonal changes in weather conditions (including wind speed and direction, precipitation, and temperature and patterns.

4Sd.4: Summarize the conditions and effects of severe weather phenomena (including thunderstorms, hurricanes, and tornadoes) and related safety concerns.

4Sd.5: Carry out the procedures for data collecting and measuring weather conditions (including wind speed and direction, precipitation, and temperature) by using appropriate tools and instruments.

5Sd – Properties of Matter: The student will demonstrate an understanding of properties of matter.

5Sd.4: Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures.

5Sb – Ecosystems: Terrestrial and Aquatic-understanding of relationships among biotic

5Sb.2: Summarize the composition of an ecosystem, considering both biotic factors (including populations to the level of microorganisms and communities) and abiotic factors.

5Sb.3: Compare the characteristics of different ecosystems (including estuaries/salt marshes, oceans, lakes and ponds, forests, and grasslands).

5Sb.5: Explain how limiting factors (including food, water, space, and shelter) affect populations in ecosystems.

5Sc – Landforms and Oceans: The student will demonstrate an understanding of features, processes, and changes in Earth’s land and oceans. (Earth Science)

5Sc.6: Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth.

5Sb – Ecosystems: Terrestrial and Aquatic-understanding of relationships among biotic

5Sb.1: Recall the cell as the smallest unit of life and identify its major structures (including cell membrane, cytoplasm, nucleus, an vacuole).

5Sc – Landforms and Oceans:

understanding of features, processes, and changes in Earth’s land and oceans. (Earth

5Sc.1: Explain how natural processes (including weathering, erosion, deposition, landslides, volcanic eruptions, earthquakes, an floods) affect Earth’s oceans and land in constructive and destructi ways.

5Sc.2: Illustrate the geologic landforms of the ocean floor (includi the continental shelf and slope, the mid-ocean ridge, rift zone, trench, and the ocean basin).

5Sc.3: Compare continental and oceanic landforms.

5Sc.4: Explain how waves, currents, tides, and storms affect the geologic features of the ocean shore zone (including beaches, barri islands, estuaries, and inlets).

5Sc.5: Compare the movement of water by waves, currents, and tides.

5Sc.6: Explain how human activity (including conservation efforts and pollution) has affected the land and the oceans of Earth.

5Sd – Properties of Matter: The student will demonstrate an understanding of properties of matter.

5Sd.1: Recall that matter is made up of particles too small to be seen.

5Sd.2: Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).

5Sd.3: Summarize the characteristics of a mixture, recognizing a solution as a kind of mixture.

5Sd.4: Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures.

5Sd.5: Explain how the solute and the solvent in a solution determine the concentration.

5Sd.6: Explain how temperature change, particle size, and stirring affect the rate of dissolving.

5Se – Forces & Motion:

understanding of the nature of force and motion. (Physical Science)

5Se.1: Illustrate the affects of force (including magnetism, gravity and friction) on motion.

5Se.2: Summarize the motion of an object in terms of position, direction, and speed.

5Se.3: Explain how unbalanced forces affect the rate and direction of motion in objects.

5Se.4: Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication).

5Se.5: Use a graph to illustrate the motion of an object.

5Se.6: Explain how a change of force or a change in mass affects t motion of an object.

3 or 5

Se – Motion & Forces understanding of the nature of force and motion. (Physical Science)

5Se.1: Illustrate the effects of force (including magnetism, gravity and friction) on motion.

5Se.2: Summarize the motion of an object in terms of position, direction, and speed.

5Se.3: Explain how unbalanced forces affect the rate and direction of motion in objects.

5Se.4: Explain ways to change the effect that friction has on the motion of objects (including changing the texture of the surfaces, changing the amount of surface area involved, and adding lubrication).

5Se.5: Use a graph to illustrate the motion of an object.

5Se.6: Explain how a change of force or a change in mass affects t motion of an object.

3, 4 or

3Sb: The student will demonstrate an understanding of the structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. (Life Science)

4Sb – Organisms and their Environments:

The student will demonstrate an understanding of the characteristics and patterns of behavior that allow organisms to survive in their own distinct environments.

(Life Science)

-Recall the major organs of the human body and their function within their particular body system.

-Summarize the relationships of the major body systems (including the circulatory, respiratory, digestive, excretory, nervous, muscula and skeletal systems).

-Explain the effects of disease on the major organs and body systems.

GOV'T RESPONSES TO QUESTIONS

Questions and the Government’s Responses

1. Are you looking for off-the-shelf materials or custom-created supplementary curricula?;

and, Are you seeking to procure already created off-the shelf materials or custom-created supplementary curricula?

Government’s Response: This solicitation is using FAR Part 12 (Acquisition of Commercial Items) and Part 15 (Contracting by Negotiations)

2. Re the NAICS Code – the solicitation lists NAICS code 334112 while the NAICS code identified on FedBizOpps is 611710. Can you clarify the code for us? Can you confirm the appropriate NAICS for this Solicitation? The Solicitation refers to 33412, while FBO lists 611710?

Government’s Response: the NAICS code for this solicitation has been amended to 511130 (Elementary and Secondary School Textbooks and Other Material) with a standard size of 500

3. Is there a requirement at each grade level (K-5) to suggest STEM Kits for each of the specific Indicators that are a subset of the grade level Science Standard outlined in the DoDEA Science Standards? Please clarify.

http://www.dodea.edu/Curriculum/Science/standards.cfm

Government’s Response: Please see Attachment 4, “STEM Materials for Alignment with Standards”. The Solicitation has been amended to include this attachment.

4. Is there a certain priority, at each grade level (K-5), for us to focus a STEM kit for the engineering design challenges? For example, at the K level is there a priority among the 5 major Science Standard standards, (i.e, KSa, KSb, KSc, KSd, KSe) and is it desirable for us to suggest a STEM Kit consistent with that priority?

Government’s Response: Please see Attachment 4, “STEM Materials for Alignment with Standards”. The Solicitation has been amended to include this attachment.

5. Is there a requirement that each Kit can only be used once, or may we suggest, to avoid excessive shipment and freight charges, a STEM Kit designed with adequate supplies for a teacher to use twice before needing replenishment? Will you factor the cost savings into your evaluation?

Government’s Response: Please see Attachment 1, SOW, paragraph 3.1

6. Please clarify that shipping STEM Kits to the school in Cuba goes via the address listed on page 32?

7. If our STEM Kit is comprehensive and includes teacher support materials, are we required to breakout that category, or may we describe this in our overall price proposal?

Government’s Response: Please see FAR Clause 52.212-1 Addendum, paragraph (b) (6)

(A) 1 through 4.

8. Do you require a Base Year and five option years price projection in our proposal for each location listed on pages 31-38, or just the cost of the STEM Kits?

Government’s Response: Offerors shall submit pricing spreadsheets as required in FAR Clause 52.212-1 Addendum, paragraph (b) (6) (A) which is valid for the anticipated 5 year period of performance. Also, please see FAR Clause 52.212-1 Addendum, paragraph (b) (6) (C).

9. Please clarify the Table on Page 39, Para. 4.5. Is this the total number of STEM Kits for each school, or the total number of STEM Kits that will be proportionally dispersed among the 18 schools that the government anticipates selecting for the base year?

Government’s Response: The chart represents the total number of STEM Kits which will be proportionally dispersed among the 18 schools

10. If teacher resource materials are included in STEM Kits, are the totals listed in the Teacher Resource Materials column depicted in the Table on page 39, Para., 4.5, additional resource requirements?

Government’s Response: Please see Attachment 1, SOW, paragraph 3.2.

11. Are we required to use USPS or may we use FEDEX Ground for shipment?

Government’s Response: The contractor shall determine the method of delivery.

Paragraph 6.4.1 of the SOW has been amended to reflect this.

12. How much advance notice do you anticipate forecasting future year projections?

Government’s Response: Please see FAR Clause 52.212-2, paragraph (a) (3) (i) and section 4.6 and 6.4 of the SOW. Furthermore, the chart in section 7.0 of the SOW has been amended to reflect the correct references of the SOW.

13. May we conduct a 45 minute webinar as part of our proposal that demonstrates the effectiveness and capabilities of STEM Kits and online teacher resources to the Technical Evaluation Board?

Government’s Response: Please see FAR Clause 52.212-1 Addendum, paragraph (b) (4).

The Government has not included oral presentations in the source selection process.

14. On page 7 of the RFQ you mention that the “Government will create a sample order consisting of 1 STEM Kit per grade and 2 Replacement Kits per grade to develop a baseline for price comparison between the offers. When should we expect this sample order?

Government’s Response: Please see FAR Clause 52.212-1 Addendum, paragraph (b) (6) (B); the Government will create a sample order using the pricing provided for “evaluation purposes”.

15. Will the delivery of the kits be in cycles throughout the next few years?

Government’s Response: Please see FAR Clause 52.212-2, paragraph (a) (3) (i) and section 4.6 and 6.4 of the SOW.

16. Will Teacher Professional development trainings be purchased as a part of this proposal?

Government’s Response: Please see Attachment 1, SOW, paragraph 3.2.

17. Is there a template or form for the technical portion?

Government’s Response: Please see FAR Clause 52.212-1 Addendum, paragraph (b) (4) (ii).

18. The proposal is checked as falling under “small business” and along with that there is a great deal of direction under what constitutes a small business etc. What implications does this have for a company that is a non-profit organization, not technically a small business? Is this something that we should address within our bid/proposal or is this simply the categorization for the funding?

Government’s Response: Please contact the Small Business Administration with such inquires.

19. 5.1.5.1; Engineering design challenges will have assessment rubrics that require students to participate in the technological design and engineering design process. Please clarify by making the distinction between technological design and engineering design

20. Assessments; is the expectation for assessments to assess engineering design; content area knowledge; both?

Government’s Response: Both

21. Page 15, (f) (1) and (2); Is it required that any components of a kit that may be manufactured outside of the United States needs to be listed here?

Government’s Response: Yes.

22. Can you offer further clarity on the delivery of materials following the award date (Page

44, Section 7.0)? It states delivery 60 days after "receipt of order". What is the total anticipated time the contractor will have to deliver, considering a 10 day, post-award conference, approvals, etc.?

Government’s Response: Please see DFARS Clause 252.216-7006 (Ordering).

The following have been modified:

ATTACHMENT 1

Statement of Work (SOW)

Science, Technology, Engineering, Mathematics (STEM)

K-5 Materials Buy

1.0 INTRODUCTION

1.1 The Domestic Dependent and Elementary and Secondary Schools (DDESS) serves the educational needs of the dependents of military and civilian employees by providing PK-12 instruction to approximately 16,000 students in seven states, Cuba, and Puerto Rico. The number of students varies based on the deployment of military troops worldwide. DDESS’s student achievement scores on standardized assessments compare favorably to high-performing US public schools.

2.0 BACKGROUND

2.1 DoDEA provides students STEM (science, technology, engineering, mathematics) knowledge and skills based on current STEM education research and best practices. STEM integration focuses on the fundamental concepts and principles of STEM disciplines with an emphasis on engineering design process that require students to investigate brainstorm, plan, build and test, revise, and present a solution to the defined problem.

2.2 Hands on engineering design challenges that incorporates the engineering design process are an integral component of these STEM materials. In addition, technology relevant to instruction is used to facilitate learning.

2.3 Job-embedded teacher professional development focusing on the engineering design process is critical for the effective use of the adopted STEM materials.

3.0 DEFINITION

3.1 STEM Kits will consist of all materials required to conduct one engineering design challenge one time for a class of 30 for one specific grade.

3.2 Teacher Support Materials Kit will consist of tools to differentiate instruction and efficiently manage all aspects of the engineering challenge for all students utilizing the grade specific STEM Kit.

Furthermore, these kits will include access to all Professional Development materials available.

3.3 Replacement Kits will consist of all consumable materials needed to make a STEM Kit whole again after being used one time.

3.4 Individual Elements are all items (reusable or consumable) which make up one entire STEM Kit.

4.0 SCOPE

4.1 DDESS requires STEM materials to supplement existing curriculum for grades K through 5.

4.2 All DDESS elementary schools require a well-defined, developmentally appropriate engineering design process to create a STEM focus in their schools. DDESS requires resource materials utilizing engineering design challenges to address STEM.

4.3 The STEM resource materials shall be research-based, standards-driven, project-based and classroom-tested units that integrate engineering and technology concepts and skills for K-5 elementary science and mathematics topics. The materials shall be developed around hands-on engineering design challenges.

In these engineering design challenges, students shall be presented with a problem or situation that requires them to design something to solve the problem or fix the situation using the engineering design process.

The challenge shall incorporate STEM careers and allow students the opportunity to work in teams, to apply their knowledge of science and mathematics standards, to apply problem-solving skills in real world scenarios and to apply creativity to design, create, and improve possible solutions.

The STEM resources enhance the content being taught in the classroom and are not the source of teaching the content.

The STEM resources include a student content textbook but not to be considered a science curriculum.

The STEM resources should not be using the scientific inquiry model or use the scientific method to solve the engineering design challenges.

The STEM resources shall be interdisciplinary and incorporate language arts and social studies standards through literacy.

4.4 The Government expects to award one contract for STEM toolkits containing student literature books, teacher resource materials and supplies related to the engineering design challenges, including student and teacher resource materials for the STEM cycle (estimated to be five years).

4.5 For the initial delivery order, the Government anticipates purchasing STEM Kits for approximately 18 schools broken down as such:

Grade Projected Number of Kits Teacher Resource Materials

Kindergarten 30 36

1st Grade 30 36

2nd Grade 30 36

3rd Grade 30 36

4th Grade 25 36

5th Grade 25 36

4.6 After the initial orders, the Government anticipates purchasing Replacement Kits for the initial 8,000 students, Kits and/or Replacement Kits for the remaining students, or individual consumable items from the Kits as funding becomes available.

5.0 REQUIREMENTS

5.1 STEM engineering design challenges — The engineering design challenge materials will:

5.1.1 Be based on developmentally appropriate, research-based best practices for learning concepts and skills needed in the 21st century.

5.1.2 be a minimum of 1 engineering design challenge per grade level.

5.1.3 Incorporate the following elements of effective instruction that:

Supplement DoDEA’s science curriculum using stand-alone resource units.

Incorporate the engineering design process. The engineering design process shall use a minimum of five (5) steps developmentally appropriate for elementary students.

The minimum five step processes must include at least a form of investigate, brainstorm, plan, build, and test, revise, and present.

Use simple technological designs to develop a solution or a product.

Introduce the lesson through a literacy connection which will provide the foundation for the engineering design challenge that requires the student to solve the problem using the engineering design process.

Be interactive, hands-on and extend over a period of multiple class periods.

Make clear connections to STEM careers and various types of engineering.

Integrate multiple content areas such as literature, mathematics, science and social studies which align to the DoDEA content standards K-5.

The STEM resources should support and enhance the content being taught in the classroom and not be the source of teaching the content.

The STEM resources should not include a student content textbook or be considered a science curriculum.

The STEM resources should not be use the scientific inquiry model or use the scientific method to solve the engineering design challenges.

Student or teacher textbooks with lists of materials for purchase are not acceptable.

Incorporate strategies for differentiation which include differentiation hints for adapting the engineering design challenge for English Language Learners and Exceptional students. The materials shall explicitly provide options for teachers to differentiation the engineering design challenge by adapting it to make it simpler or harder according to the student needs.

Have appropriate refill kits for consumables and/or non-consumable materials in the kits.

Incorporate instructional strategies that are research-based.

Incorporate diversity, cultural awareness and gender equity.

5.1.4 Incorporate the key principles for effective differentiation of instruction that include:

Creating a culturally responsive and safe learning environment that organizes the classroom to support various ways of working.

Using ongoing assessment of readiness, interest, and learning profile to identify every student's learning needs and monitor their progress.

Designing respectful learning activities that incorporate student variation and provide appropriate challenge while addressing common learning goals.

Using various instructional strategies that include flexible grouping so students experience learning in a wide range of contexts.

Incorporate strategies for differentiation which include differentiation hints for adapting the engineering design challenge for English Language Learners and Exceptional students. The materials shall explicitly provide options for teachers to differentiate the Engineering design challenge by adapting it to make it simpler or harder according to the student needs.

5.1.5 Engineering design challenges are presented around real-life situations that (1) allow students to apply content from STEM disciplines, (2) incorporate why students need to become 'highly qualified' in science and mathematics content, (3) express interdisciplinary connections through the engineering design process and the practice of engineering concepts, (4) engage in project and inquiry-based learning to advance in STEM studies, and (5) provide opportunities to learn about careers in STEM.

5.1.5.1 Engineering design challenges will have assessment rubrics that require students to participate in the technological design and engineering design processes.

5.1.5.2 Engineering design challenges align with and promote good engineering design process practices that:

o Identify a need or problem to be solved.

o Gather and analyze information.

o Brainstorm potential solutions.

o Document the design throughout the entire design process.

o Select a solution to the need or problem.

o Select the materials to develop a solution.

o Create the solution.

o Evaluate and test how well the solution meets the goal.

o Provide opportunities for revision and reflection.

o Communicate the solution through a variety of methods and media.

o Explain how an investigation’s solution can be applied to different situations.

5.1.5.3 The Engineering design challenges are (1) designed with clear learning outcomes in mind, (2) sequenced into the flow of science instruction, (3) designed to integrate learning of science content with learning about mathematics, social studies, literature and engineering (4) are used for ongoing student reflection and discussion. The challenges provide opportunities for students to interact directly with the material world (or with data drawn from the material world), using the tools, data collection techniques, technology, models, and theories of science.

5.1.5.4 Incorporate formative and summative assessments which facilitate conceptual understanding. The assessments are aligned to DoDEA Content Standards (found at http://www.dodea.edu/Curriculum/Science/standards.cfm) and will measure mastery of the standard being addressed in the investigation.

5.1.5.5 Have a copyright date of no earlier than 2011.

o The copyright preference applies only to student and teacher print materials.

Materials will be available throughout the duration of the contract and their copyright dates will remain unchanged for the entire contract period.

5.1.6 All materials will be free of racial, color, national origin, age, disabling conditions, sexual, religious, and ethnic bias, and will present a balanced coverage of multi-cultural contributions, where appropriate.

5.1.7 Accuracy warranty: The submitted instructional materials for adoption, in the publisher’s judgment, are factually and scientifically accurate. For any identified errors, the COR may contact the sales representative for investigation. Regarding proven errors, the publisher will, at its own expense, annually provide electronic errata sheets that detail corrections for the adopted materials.

5.1.8 Evidence of valid and reliable research and evaluation studies that were conducted to determine the efficacy of lessons and units related to the students’ attitudes towards STEM, knowledge of science and general engineering and technology concepts shall be included in the proposal.

5.2 STEM Kits will:

5.2.1 Provide student literature books to be used as springboards for the engineering design challenges in hardcover, softcover or digital version (either CD or online). A student textbook is not appropriate to use as the springboard to the engineering design challenges.

5.2.2 Encourage students to think about their own performance and experiences (metacognition).

5.2.3 Provide a digital Optical Character Resolution (OCR) format, or PDF format, that is compatible with common OCR devices to convert written text into audio format.

5.2.4 Incorporate the use of simple inexpensive materials to complete the engineering design challenges.

5.2.5 Provide materials which support all lessons in the unit to complete the engineering design challenges. All materials and supplies to complete the engineering design challenge and/or lessons that will support a maximum of 30 students per classroom set are included.

Minimal nominal value items can supplement the materials found in the kits.

5.3 Teacher Support materials will include:

5.3.1 Teacher guides in print and/or digital versions (such as CD/DVD, online, or eBook).

5.3.2 Units identify the integration of technology, design and the engineering design processes, and facilitate the synthesis of the conceptual understanding of STEM.

5.3.3 List of materials and instructions for all lessons within the unit that will include but not be limited to the following:

List of all materials in the kits and all materials that may be substituted in each lesson of the engineering design challenge.

List all minimal nominal value items needed to supplement the materials found in the kits.

5.3.4 Research-based instructional and assessment strategies that utilize the adopted materials and include a variety of assessments (formative criteria, performance and process-based assessments). Information shall include recommendations for how to use the assessment tools to evaluate student work and completion of the engineering design process.

5.3.5 Unit plans shall be scaffold through multiple lessons leading up to the engineering design challenge which use the steps of the engineering design process where students design, create, and improve a solution to the engineering problem. Lessons shall include but are not limited to objectives, vocabulary, detailed materials and preparation sections, instructions for the activity and student handouts and worksheets. These lesson plans shall lead the teacher through each step of the engineering design process with guiding questions and student expectations.

5.3.6 Unit assessment and rubrics shall provide information on how to use the assessment tools to evaluate student learning as well as sample rubrics providing students with guidelines and expectations.

5.3.7 Provide print and online resources for teachers to understand how to implement and use the materials, how to build the products or arrive at a solution and how to understand and incorporate the engineering design process.

5.4 Professional Development will provide a digital and/or online format which will:

5.4.1 Provides professional development in a digital format such as:

Webinars which are vendor facilitated and/or self-directed learning.

Online modules which are vendor facilitated and/or self-directed learning.

Videos of teacher implementation using classroom situations including student action.

5.4.2 Provide an overview of the use of the adopted STEM resource materials covering effective:

Instruction and assessment for lessons within the unit.

Strategies to differentiate instruction.

Ways to provide formative and summative assessments.

Use of technology resources to enhance instruction and assessment.

Ways to use the adopted materials to adjust the learning environment.

5.4.3 Be reviewed and approved by DoDEA prior to finalization and dissemination. The COR will provide written feedback regarding the required revisions. Upon completion of the revisions, the COR will evaluate the digital modules and provide either written acceptance of the products or written feedback for additional revisions.

5.5 Documentation—The Contractor will:

5.5.1 Standards Alignment: Create digital/PDF documents that align the student lessons and related materials to the DoDEA Science Content Standards, which can be found at:

http://www.dodea.edu/Curriculum/Science/standards.cfm

6.0 DELIVERABLES—The Contractor shall:

6.1 Post-Award Conference: Participate in a post-award tele- or videoconference, which will occur no later than ten days after contract award to review the contract and coordinating details for the deliverables as well as the conversion of all student materials into OCR or PDF format.

6.2 Documentation

6.2.1 Align program materials to the DoDEA Science Content Standards.

6.2.2 Provide a one-page classroom observation guide.

6.3 Professional Development

6.3.1 Present the digital format and web access to the COR.

6.3.2 Revise the digital format and web access after receiving written feedback from the COR.

6.3.3 Deliver the final (revised) digital format to the COR.

6.4 Delivery

6.4.1 Instructional Materials: The contractor will determine the method of delivery to sites in the Puerto Rico and Cuba. Shipments to sites in the US shall be done by the most advantageous method/service available.

7.0 PERFORMANCE AND DELIVERY SCHEDULE

The Contractor shall furnish all supplies and services to be performed and all items to be delivered in accordance with the following delivery schedule:

Item Ref. Timeline

Item Ref. Timeline

Post-Award Conference (PAC) 6.1 10 days after award

Documentation o Standards Alignment o Classroom Observation Guide

6.2 30 days after PAC

Professional Development o Review format o Final format

6.3

60 days after PAC 30 days after receipt of feedback

Delivery of Materials 6.4 60 days after receipt of order

(End of Summary of Changes)