NFA Consolidated IDIQ PWS 021712_combined(EMI_NFA merged document)

Performance Work Statement Indefinite Delivery Indefinite Quantity (IDIQ)

Course Development/Revision Services and Products In Support of The Emergency Management Institute (EMI) and National Fire Academy (NFA) Training and Education Activities

February 20, 2012

I. Background

As an organizational component within the Department of Homeland Security, the Federal Emergency Management Agency (FEMA) has as its mission to “Support our citizens and first responders to ensure that as a nation we work together to build, sustain, and improve our capability to prepare for, protect against, respond to, recover from, and mitigate all hazards.”

As organizational components of FEMA at the National Emergency Training Center (NETC), the Emergency Management Institute (EMI) of the National Preparedness Directorate (NPD) trains emergency management officials across the nation and the National Fire Academy (NFA) of the U.S. Fire Administration (USFA) provides training and program support to the nation’s fire and emergency services departments and personnel.

EMI and NFA train the nation’s emergency services leaders, including fire service officers, emergency medical services officers, emergency managers, public officials, and others who respond to emergencies and disasters affecting all levels of government. In so doing, through resident, field, and online training to the emergency management and response communities nationwide, EMI and NFA seek to minimize the impact to lives and property brought on by such events by enabling response personnel to prevent foreseeable events, anticipate and mitigate the negative effects of incidents caused by all hazards, and to respond promptly and effectively to disasters once they have occurred. EMI also provides training for FEMA’s disaster workforce, both permanent and reserve, in support of all facets of this mission, as well as training for the emergency management community nationwide.

Resident courses are delivered at the National Emergency Training Center (NETC) in Emmitsburg, Maryland, and occasionally at FEMA’s Center for Domestic Preparedness in Anniston, Alabama, and FEMA’s Logistics Center in Frederick, Maryland.

Both EMI and NFA use rigorous course development processes that can often span many months. EMI uses a documented Curriculum Management System and the Guidebook is available upon request. NFA employs an organic Curriculum Management Committee-driven curriculum planning and management guide. Teams of subject matter experts and instructional design staff typically develop courses with course development firms. Project teams made up of a mix of EMI and NFA staff and contractors/subcontractors who are subject matter experts, and media production or instructional design experts, collaborate on designing, developing, pilot testing, evaluating, and revising the course materials.

EMI and NFA courses are subject to ongoing independent review by the American Council on Education for educational rigor and recognition for college-level academic credit.

Description of the Work

Emergency Management Institute

EMI curriculum development needs will support EMI’s role as the national focal point for the development and delivery of emergency management training to enhance the capabilities of Federal, State, tribal, territorial, and local government officials, volunteer organizations, and the private sector to minimize the impact of disasters and all-hazards events on the American public. EMI curricula are structured to meet the needs of this diverse audience with an emphasis on how the various elements work together in emergencies to save lives and protect property. EMI instruction focuses on the elements of emergency management: prepare, protect, respond, recover, and mitigate. , Using contracted developers, EMI develops courses and conducts resident, off-site resident, field, and on-line training programs in areas such as natural hazards (earthquakes, hurricanes, floods), technical hazards (hazardous materials, radiological protection, chemical stockpile emergency preparedness), professional development, leadership, instructional methodology, exercise design and evaluation, information technology, public information, integrated emergency management, Train-the-Trainer, and higher education. EMI continues to expand its reach through increased use of technology such as synchronous and asynchronous instruction.

National Fire Academy

NFA’s curriculum areas target leadership, management, prevention, and professional technical skills to enable its students to protect their jurisdictions from all hazard threats. Its courses are grouped around the following broad areas of national fire service training need: response, planning, prevention, and executive development. Within those areas, hundreds of courses are delivered annually on a very broad range of topics, such as arson investigation and mitigation, fire safe building design, public education and community risk reduction, hazardous materials characteristics and incident management, emergency medical services, responder health and wellness, incident management, and the Executive Fire Officer program. Courses sponsored by NFA may be delivered on- or off-campus, and many more courses are hosted by State and local department training organizations.

Furthermore, NFA desires to assume an innovative and leadership role in alternative delivery methods such as web-based (via NFA Online), mobile applications (e.g. smartphone and tablet computing), synchronous and asynchronous instruction (mediated or self-directed), and other emerging technologies.

II. Objective

The objective of this contract is to obtain contractors that can provide curriculum development and revision services and products supporting the training and education requirements of EMI and NFA.

Individual projects are controlled via government-issued task orders specific to the needs and requirements identified in curriculum development and revision.

III. Period of Performance

The ordering period shall be five consecutive calendar years from the date of contract award.

IV. Training and Education Development/Revision Services

Contractors shall have the capability to provide and deliver the following types of curriculum development and revision services to EMI and NFA.

A. Development Team Formation The contractor shall have the capability to identify, recruit, and provide to the development process--for any project assigned via government-issued task order-- appropriate subject matter experts with nationally recognized credentials in the field being addressed by the training or education development task order.

These subject matter experts shall have the ability to participate effectively in team decision-making regarding course materials design and development; write and develop high quality lesson plans, instructor presentation materials, and student materials; evaluate the effectiveness of developmental tests and pilot deliveries; and instruct in classrooms or other venues.

The government may provide a list of recommended subject matter experts; describe the minimum performance, credential and experiential requirements for subject matter experts; and have final authority to accept or reject subject matter experts from a government-issued development task order[footnoteRef:1]. [1: In those instances where post-secondary degreed academic credentials may be required, only subject matter experts who possess degrees from regionally accredited institutions shall be acceptable.]

B. Performance and Needs Analysis The contractor shall have the capability to perform a variety of performance and needs analyses addressing a variety of government training and education goals; including but not limited to assessing broad training or education needs within a general topic or national emergency response functional requirements; assessing performance gaps for audiences having specific planning, prevention and response tasks and responsibilities; assessing whether a known national problem or emergent issue is addressable by training or education; and assessing the merit and appropriateness of constituency-proposed training with educational suggestions and recommendations. Needs assessment methodologies to be used include, but are not limited to, facilitated consensus analysis by expert teams, review and analysis of literature and data, review of existing training and education materials and programs, and develop and analyze surveys and statistical assessments of need.

C. Course and Curriculum Design The contractor shall use Analyzing, Designing, Developing, Implementing, and Evaluation (ADDIE) for its Instructional Systems Design (ISD) model and provide the capability to develop high quality course and curriculum designs by successfully conducting development team meetings with national program and subject matter experts to perform the requisite analysis leading to finished course and/or curriculum designs.

Such a course or curriculum design shall include, but not be limited to, a definition of: (1) the proposed course target audience, (2) description and analysis of performance deficiencies to be addressed by training or education, (3) course goals and learning objectives, (4) student achievement evaluation methodology including testing and performance measures to be used in the course, answer keys, assessment rubrics and suggested responses (outcomes) for scenario-based activities, (5) course unit structure, (6) instructional methodology (such as presentation and activity sequences and formats) to be used in the course, and (7) course delivery considerations including student prerequisite knowledge and competencies, instructor requirements, and training environment requirements.

The contractor shall prepare formal NFA course design reports or formal EMI Plans of Instruction (POI) in the prescribed formats for the respective school. Currently approved report formats for the relevant school will be provided as needed when task orders are issued for individual course design and development projects. Timing of the reports shall be prescribed in the individual statements of work. Prescribed formats will be provided.

D. Course Development and Materials Production The contractor shall have the capability to perform full course materials production, to prepare high quality new and revised courses ready for delivery that have been developed consistent with approved course designs (the product of C, above), consistent with current development procedures and requirements of each school and containing state-of-the-art course components and materials. Current versions of any requirements from the respective schools will be provided as needed when task orders are issued for individual course design and development projects.. The contractor shall have the capability to produce each of the curriculum and course development product types listed below.

D.1. Classroom-based instructional materials and simulations-based exercises and activities The contractor shall have the capability to prepare all materials supporting traditional instructor-based classroom-delivery courses and programs.

Materials to be produced may include, but are not limited to, (1) instructor guides, student manuals, workbooks and other print materials fully written and formatted to the respective school’s standards; (2) all lecture presentation materials including Power Point® visuals, props and demonstration materials, produced to the respective school’s formats and standards; (3) fully designed student individual, small and large group activities with all necessary supporting materials, sample, completed activities, and complete with instructions and guidance for conducting the activities and for critiquing/evaluating student performance; (4) a refined timing and methodology balance in the course methodology structure to ensure effective flow and pace of the course consistent with the learning pace of the targeted training audience; (5) valid testing and measurement tools to ensure student mastery of the course objectives; and (6) answer keys. Instructional materials shall meet all current federal information technology requirements regarding such materials (e.g., Section 508 compliance). All specific standards and formats will be provided.

D.2. High interest mediated presentation and activity materials The contractor shall have the capability deliver high-interest and professional media and materials for the classroom or for internet-based training delivery when appropriate based on the instructional design strategies for a course under development or revision.

Materials to be delivered may include live action and graphic-based digital video, high-interest print materials such as complex info-graphics, illustrated graphic simulations, game boards and related training aids, and other materials. All delivered products and instructional materials shall be characterized by professional level design, writing and graphic production that engage the targeted training audiences. Instructional materials shall meet all current federal information technology requirements regarding such materials (e.g., Section 508 compliance and Shared Content Object Reference Model (SCORM) based formats)

D.3. Computer-based and web-based interactive training The contractor shall have the capability to deliver effective and high-interest computer-based and internet-based interactive instruction.

Instructional materials shall be of high interest to sustain the engagement of the target training audiences when delivered over the respective school’s internet training delivery systems.

Instructional materials to be delivered shall include internet-based training treatment plans, scripts, storyboards, pencil tests (where applicable), beta-test versions, and final release versions of training programs. Treatment approaches needed for effective training may range considerably in complexity from simple text-based materials with simple text-based questions and interactions, to highly complex real time simulation and performance modeling with student interactions that are graphic and dynamic rather than text-based questions.

Instructional material formats may vary by the intricacies of individual delivery system requirements and by respective school template requirements, which will be provided if applicable when task orders are issued for individual course design and development projects.

Instructional materials submitted in this category shall meet all current federal information technology requirements regarding such materials (e.g., Section 508 compliance and Shared Content Object Reference Model (SCORM) based formats).

D.4. Blended learning and mixed-format delivery design The contractor shall have the capability to design and deliver blended learning and mixed format training delivery products for appropriate training and education needs, as defined in the individual project course and government-issued task order

D.5. Job aids, self-study texts, and related performance tools The contractor shall have the capability to design and deliver electronic or print-based job aids, self-study texts and related print-based or digital performance guidance tools, and shall have the capability to author these materials effectively to the level and understanding of the target audience to maximize achieving the intended performance change.

These instructional materials shall be consistent in goal and performance level with the objectives defined in the specific project design and analysis performed, and shall be consistent in format and style with the product requirements of each respective school. Detailed print requirements will be provided as needed when task orders are issued for flexible delivery format/individual course/job aid/self study text design and development projects. Instructional materials shall correctly address all current federal information technology requirements regarding such materials (e.g., Section 508 compliance).

E. Conduct developmental testing, pilot testing, and product evaluation The contractor shall have the capability to conduct developmental and pilot testing, to evaluate the effectiveness and deficiencies of training development products, and to determine needed revisions. Testing shall be conducted incrementally and prescribed in the individual statement of work.

Work to be performed accomplishing these tasks includes (1) developing and delivering product and performance evaluation plans and evaluation tools, (2) conducting developmental and pilot tests of course materials, including, but not limited to, providing all instructional and evaluation staff and resources necessary to complete a thorough evaluation, (3) facilitating team determination of needed and optimal revisions to course materials to correct deficiencies or to improve the effectiveness of the training, and (4) performing item analysis and other formal technical evaluation of test items to identify needed test revisions. All instructional and evaluative staff shall be subject to written security procedures as outlined in the NETC security policy and in place at the award of a contract.

F. Conduct short and long term impact evaluation The contractor shall have the capability to design and perform short and long term impact evaluation studies, to ascertain whether given training courses and programs are having the impact on performance change in the field, among the students who attended training or by the organizations for which students received training. Specifics regarding short and long term evaluation shall be outline in the individual statements of work.

Work to be performed to accomplish these tasks includes, but is not limited to, (1) designing impact studies, including developing survey forms and sampling strategies; (2) conducting impact studies; and (3) analyzing the results to determine or estimate program impact and preparing appropriate impact and evaluation reports as requested. Studies and surveys designed and delivered shall be bound by the terms of the contract.

V. Standards

Section 508: All material developed for NETC under the provisions of this contract shall comply with Section 508 of the Rehabilitation Act of 1974, as amended. In order to meet Section 508 requirements, all videos shall be open or close captioned. The contractor shall be required to submit documentation certifying Section 508 compliance.

Copyright: All material developed for NETC under the provisions of this contract shall be compliant with United States copyright laws. The contractor will be required to submit documentation certifying compliance with applicable copyright laws.

Shareable Content Object Resource Model (SCORM): Any computer- or internet-based course developed under the provisions of this contract and intended for hosting on an NETC Learning Management System (LMS) shall be SCORM compliant. The version of SCORM required (1.2 or 2004) will be provided by the government after award of a contract. The contractor shall be required to submit documentation certifying SCORM compliance.

Other Requirements: Specific technical requirements for computer- or internet-based courses will be provided by the government as part of government issued-task orders. . These requirements include the use of a specific course templates, performance criteria, and specific developmental guidelines.

VI. Definition of Terms

A. Acronyms:

ACE-American Council on Education CMC- Curriculum Management Committee of the National Fire Academy CO - Contracting Officer COR - Contracting Officer’s Representative EM- Exercise Manual EMI - Emergency Management Institute FEMA- Federal Emergency Management Agency IG- Instructor Guide LMS - Learning Management System NFA - National Fire Academy, a division of USFA PM - Project Manager POI- Plan of Instruction POP- Period of Performance QA - Quality Assurance (See definition below.)

QASP- Quality Assurance Surveillance Plan – (See Section 6.3) QCP - Quality Control Plan (See definition below.)

SCORM- Shareable Content Object Reference Model SOW - Statement of Work SM- Student Manual SW- Student Workbook TO - Task Order, a written requirement for work to be done for specific course project(s)

USFA- United States Fire Administration, a directorate of FEMA

B. Definitions:

Contractor – includes all subsidiaries and affiliates, joint ventures involving the Contractor or any entity with which the Contractor may have merged, or any individual or entity that assisted or advised the Contractor in the preparation of a proposal under this solicitation.

Development team – includes, but is not limited to, program manager or training specialist, contracting officer’s representative, instructional systems specialist, administrative support personnel, contractor, subject matter expert and project facilitator.

Government Furnished Property (GFP) – all equipment, goods and land possessed by the Government and subsequently delivered or otherwise made available to the Contractor.

Interactive Training - learning experiences in which objectives are accomplished and assessed through guided student activities, as opposed to reliance on lecture as the primary mode of conveying the content. In such activities, each student must be interacting with the concept(s) being presented and actively involved in applying the material in some way, evaluating it against their own experience, putting it together with other students’ ideas or tailoring it to their own unique situation Instructor Guide – all content and detailed administrative direction necessary for an instructor qualified in the subject matter but independent of the development team to lead students in achieving the instructional objectives for one segment of a course. Instructor Guides shall include activities and assessments that involve students actively in the material and allow them and their instructor to gauge their progress against the relevant learning objectives. Complete directions and materials required to administer these activities and assessments shall be included in the Instructor Guides.

Plan of Instruction (POI) – a POI serves as a reference and “blueprint” for the development of a training course. The POI provides detailed information concerning objectives, methods, and rationale of the planned program and project time and cost estimates. A POI will include the rationale for the course, clearly defined performance objectives (both terminal and enabling), target audience, instructional strategies, instructor qualifications, course references, course content (unit-by-unit), and administrative requirements. (See EMI Curriculum Management System Guidebook.)

Shareable Content Object Reference Model (SCORM) - specifications that enable interoperability, accessibility, and reusability of web-based learning content.

Student Manual: The Student Manual is a learning resource document that consolidates most of the training materials a student will use in a course.

Additional Optional References

The following resources are available online to prospective contractors; these sites will provide vendors with additional helpful information on the nature and scope of the EMI and NFA curricula /courses to be developed under this contract.

The Emergency Management Institute (EMI) Home Page -http://training.fema.gov/

The Emergency Management Institute (EMI) Developer’s Resource Page – http://training.fema.gov/DevRes/

The National Fire Academy (NFA) Home Page -http://www.usfa.dhs.gov/nfa/