RFP Science Curriculum.doc

NIHOD2008072

SECTION B - SUPPLIES OR SERVICES AND PRICES/COSTS

B.1. BRIEF DESCRIPTION OF SUPPLIES OR SERVICES

Furnish all necessary qualified personnel, equipment, materials, expertise and supervision required to develop two (2) science curriculum supplements for the Office of Science Education, Office of the Director, National Institutes of Health, in accordance with the specifications herein. The period of performance shall be two years starting from date of award.

PROJECT

Shall be performed in accordance with Section C, Statement of Work

Qty Unit

Price

Total

Two science curriculum supplements

SECTION C - STATEMENT OF WORK

PURPOSE

The mission of the National Institutes of Health (NIH) is science in pursuit of fundamental knowledge about the nature and behavior of living systems and the application of that knowledge to extend healthy life and reduce the burdens of illness and disability. To fully realize this mission, it is imperative that the public understands and supports basic research and that young people pursue careers in the biomedical sciences.

This project seeks to develop two innovative curriculum supplements that will bring topics of NIH research - evolution in medicine and rare diseases - into grades 5-12 science classrooms in an appropriate manner. The supplements will provide teachers with inquiry-based instructional materials that meet National Science Education Standards, raise awareness of NIH research, and engage students in developing skills and knowledge that will serve them in future academic and career pursuits. Teachers and students alike express the need for instructional materials that make science concepts relevant to their daily lives. This project is part of the ongoing NIH Curriculum Supplement series.

BACKGROUND

The Office of Science Education (OSE) has a requirement for the development of two curriculum supplements. OSE is part of the Office of Science Policy within the Office of the Director of NIH. NIH is the medical and health research arm of the Department of Health and Human Services. OSE's mission is to plan, develop, and coordinate a comprehensive science education program that strengthens and enhances the efforts of NIH to attract young people to medical and health science careers and to improve science literacy in adults and children.

This curriculum supplements project is one of OSE's principal activities. The goal of this contract is to produce two science curriculum supplements that

· allow students to practice and improve their critical, creative, and ethical thinking skills by studying the role of evolution in medicine and the science of rare diseases;

· deepen students' understanding of medical research and its impact on society;

· foster an understanding of evolution and the study of rare diseases;

· provoke students’ interests in health topics and careers;

· provide teachers with accessible, rigorous, and effective lessons on evolution and rare diseases;

· are sensitive to needs of teachers with diverse student populations in classrooms across the nation; and

· are consistent with the goals of the National Science Education Standards and the Science Framework for the 2009 National Assessment of Educational Progress (NAEP) exam.

OSE is using a contract mechanism to develop the supplements because of limited staffing. The project has an extremely high probability of contributing to the objectives of NIH and is of very high priority.

The Evolution project links OSE’s educational expertise with the scientific expertise of 10 NIH Institutes and Centers (the National Institute of General Medical Sciences; the National Institute of Neurological Disorders and Stroke; the National Eye Institute; the National Heart, Lung, and Blood Institute; the National Institute of Allergy and Infectious Diseases; the National Institute on Drug Abuse; the National Institute of Dental and Craniofacial Research; the National Institute on Aging; the National Cancer Institute; and the National Center for Research Resources). OSE’s partner in the Rare Diseases project is the NIH Office of Rare Diseases. The period of the contract is 24 months, scheduled during calendar years 2008 to 2010.

GENERAL REQUIREMENTS

Offeror Requirements

OSE is seeking a nationally recognized curriculum development organization with experience in producing high-quality, field-tested life science curricula for grades 5-12 that are currently being used in schools nationwide. The offeror must have the appropriate combination of the following intellectual and technical expertise:

· life science curriculum developers, including K-12 science educators who have been successful in teaching a diverse range of students;

· technical writers who are knowledgeable about biomedical issues;

· specialists in state-of-the-art educational technologies;

· scientists with experience in biomedical practices, evolution, and the study of rare diseases;

· Web developers and/or multimedia specialists with proven experience working with IBM Domino/Notes and in designing Section 508–compliant Web pages; and

· an evaluator who is independent of the other team members.

Current teachers of high school biology and grades 5-7 science must be involved in developing, writing, and field testing the supplements. OSE will critically review the credentials of key staff and expects that they will remain for the entire contract period.

The offeror will interact with an NIH advisory group throughout the contract. Those interactions will include, but are not limited to, at least three face-to-face meetings within the first nine months of the award to discuss concept development and the first drafts of each supplement. Other meetings should be planned to discuss preliminary field-test results, final field-test results, and the final drafts. The interactions between the offeror and NIH are intended to ensure that the supplements contain up-to-date, accurate scientific information and provide creative learning activities applicable to all students nationwide. NIH should not be expected to commit intramural scientists or NIH grant recipients (scientists and institutions) to this project. Any collaboration between the offeror and an NIH grantee is strictly a matter between those two parties.

Product Requirements

General The offeror will develop two innovative curriculum supplements, one on evolution in medicine for high school general biology classes, and the other on the study of rare diseases for grades 5-7 science classes. The core of each supplement will be a sequential set of lessons that 1) easily fit into five, 45-minute class periods and 2) integrate into topics commonly studied in general high school biology (Evolution) or grades 5-7 science (Rare Diseases) classes nationwide. Laboratory and computer-based activities may be used when they will enhance students’ learning experience. However, all computer-based activities must have a paper-and-pencil alternative. The supplements must comply with the National Science Education Standards (www.nap.edu/readingroom/books/nses) and the Science Framework for the 2009 National Assessment of Educational Progress (NAEP) exam (www.nagb.org/pubs/pubs.html).

The supplements will enrich existing curricular materials, assist teachers in attaining their educational goals, and engage students in developing critical thinking, reading, mathematics, teamwork, and communication skills. Students will gain an understanding of specific biomedical practices by engaging in the supplements’ lessons. In the Evolution supplement, students will gain an understanding of evolution and its role in human health. In Rare Diseases, students will learn about the scientific method while they gain an understanding of the nature and impact of rare diseases and how scientific discovery benefits from their study.

NIH intends to print the materials and make them freely available for educational use. NIH will allow free access to all online materials developed under this contract. The materials will not be used by any organization or business for sale or profit.

Format

The supplements will be teacher’s guides, each containing the following:

1. Detailed instructions on conducting the classroom lessons that include suggestions on

a. group size and the length of time needed for each student activity and

b. encouraging student participation and facilitating discussions.

2. Masters of student worksheets (to be copied for students) and other paper-based resources to be used during the lessons.

3. A teacher’s background section containing the scientific content needed to teach the lessons.

4. A section detailing the pedagogical design of the lessons.

5. A section aligning the lessons to the National Science Education Standards and the Science Framework for the 2009 NAEP exam.

6. A section discussing how the lessons fit into common high school general biology (for the Evolution supplement) or grades 5-7 science (for Rare Diseases) curricula.

7. A list of relevant references and resources.

8. A glossary.

The supplements’ design should be eye-catching, interesting, and appealing to students and teachers. The format must be consistent with existing NIH curriculum supplements (see science.education.nih.gov/supplements) and comply with the OSE Style Guide (see science.education.nih.gov/supplements/styleguide). The offeror will use plain English in the scientific background materials for teachers. All language used in the student activities must be appropriate for reading at the students’ grade level.

All materials developed for the curriculum supplements must be in two formats, print- and Web-ready.

Print: The offeror will submit a formatted copy of the final curriculum supplements in InDesign or Quark Express format, including all linked images (as gray scale or CYMK, depending on how the image should print), ready for professional printing. To be usable in schools nationwide, the supplements must not require access to a computer or the Internet. Web-based activities within the supplements must have pencil-and-paper alternatives, which will be included in the print version.

Web-ready: The offeror will develop a Web site to house PDF and HTML versions of the supplements, including any multimedia components of the student lessons. The Web site and its components must operate in Apple’s Safari (version 3) and Microsoft’s Internet Explorer (version 6) Web browsers in Macintosh and Windows platforms.

IBM Domino/Notes is OSE’s primary Web server and the application used for internal collaborative tasks. All Web development work by the offeror must run under Domino 7.0 CF (or higher). The end deliverables should not require any additional hardware, software, or server applications. Databases constructed for student lessons must be designed using Lotus Notes 7.0 or higher. The deliverables must include all graphics and source files (original work and finished files). Unless otherwise directed, offerors have the freedom to use the tools they deem fit to develop the end deliverables, as long as the offerors identify the software used. The offeror should have the development tools, software, and environment(s) necessary to meet the requirements without additional costs to OSE.

Other Web-ready format specifications are:

1. All content regardless of format (HTML, PDF, DOC, PPT, SWF, AVI, JPG, etc.) on all Web pages must be in compliance with Section 508 of the Federal Rehabilitation Act of 1973, as amended (1998).

2. All Web pages must conform to current Department of Health and Human Services regulations for security and privacy.

3. Final Web pages must conform to the NIH Curriculum Supplement Series Web Style Guide (see science.education.nih.gov/supplements/styleguide).

4. In compliance with Section 508, the offeror will demonstrate that qualified personnel have done sufficient tests to verify the usability and accessibility of all Web pages.

5. All multimedia must be Web ready and operate in QuickTime (version 6) or Adobe Flash (version 9).

6. Original work should be in a format that can be easily modified and manipulated by OSE staff.

7. The design of Web-ready HTML pages in combination with graphics should take into account the possibility of future updates, enhancements, and modifications.

8. Web pages must be coded so that they are easily transferable from one server to the next without loss of functionality. The developer must verify functionality on a separate server before delivering the finished product. The developer must provide support for all developed code for 30 days after delivery

Section 508 Guidelines Must Be Followed

Regardless of format, all Web content or communications materials produced for publication on or delivery via HHS Web sites – including text, audio, and video – must conform to applicable Section 508 standards to allow federal employees and members of the public with disabilities to access information that is comparable to information provided to persons without disabilities. All contractors (including subcontractors*) or consultants responsible for preparing or posting content intended for use on an HHS-funded or HHS-managed Web site must comply with applicable Section 508 accessibility standards and where applicable those set forth in the referenced policy or standards documents below. Remediation of any materials that do not comply with the applicable provisions of 36 CFR Part 1194 as set forth in this RFP will be the responsibility of the contractor or consultant retained to produce the Web-suitable content or communications material.

508 Guidelines - 36 CFR Part 1194

12.0 Appendix B

12.1 Access Board Final Rule (36 CFR Part 1194)

12.1.1 Subpart B -- Technical Standards

§ 1194.21 Software applications and operating systems.

(a) – (l)

§ 1194.22 Web-based intranet and internet information and applications.

(a) – (p)

§ 1194.24 Video and multimedia products.

(a) – (f)

12.1.2 Subpart C -- Functional Performance Criteria

§ 1194.31 Functional performance criteria.

(a) – (f)

12.1.3 Subpart D -- Information, Documentation, and Support

§ 1194.41 Information, documentation, and support.

(a) – (b)

More information is online at: www.hhs.gov/od/Final_Section_508_Policy.html#121AccessBoardFinalRule36CFRPart1194 *Prime contractors may enter into subcontracts in the performance of a Federal contract, but the prime remains obligated to deliver what is called for under the contract.

The offeror must provide clear, concise written documentation for the Web site. This must include the following items when necessary for the implementation, maintenance and administration of the site:

1. System Administration Guidance

a. Instructions on how to maintain the system, included as remarks, comments, help text, etc. within the code,

b. Details on the location and placement of required files

c. System architecture description, including overall network architecture and software architecture

2. Requirement Specifications

a. High-level specifications document identifying every web page and database compontent, and a brief explanation of the purpose of each.

b. Detailed design specifications via prototype and accompanying text explanation

Construction

Each supplement will contain a series of lessons that can be completed in five 45-minute class periods. The lessons should be easily integrated into the topics commonly studied in general high school biology (for Evolution) and general grades 5 to 7 science classes (for Rare Diseases). The lessons and activities must be dynamic, engaging, and relevant to the students.

The offeror will design the supplement using a research-based, student-centered approach to instruction. The educational design philosophy of the supplement should be consistent with the National Science Education Standards and the Science Framework for the 2009 NAEP exam. The Standards apply to all students, regardless of age, gender, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science. In the final draft, the offeror must provide an alignment between the lessons and the National Science Education Standards.

A majority of each supplement will be aimed at science teachers. Extensive background information, classroom strategies, and other educational information will be included so that each teacher can successfully implement the student activities. The supplements must enable teachers to engage their students in the process of scientific inquiry. Whenever possible, the offeror will use real events to give the lessons credibility and stimulate student interest. The supplements will clearly indicate how the teacher will test and evaluate the students in meeting the learning objectives. This should be accomplished through embedded and cumulative assessments.

Science and Activities

The science topics featured in the supplements must be accurate and representative of the latest research practices. The activities will allow students to experience and practice scientific discovery and inquiry. They should illustrate the multiplicity of approaches to solving problems and empower each student to critically analyze data and scientific explanations of natural phenomena. Furthermore, students are expected to collaborate with one another to come to evidence-based conclusions.

Students should be given opportunities to understand basic research and the societal issues it raises. The supplements should emphasize how basic research contributes to our knowledge of diseases and leads to advances in health care. The lessons should model the processes and methods used by research scientists. The supplements should point out that solving scientific problems is a laborious process of assessing and reassessing data, making judgments, then assessing and reassessing findings and hypotheses in light of new information and advancing technology. The writing style, however, should connote the excitement of scientific inquiry.

The offeror must use multiple educational methodologies in the student lessons. Lessons may have a computer-based component, but only when the use of this technology will significantly enhance student learning. Students must be able to execute any computer-based activity immediately and without previous training. Take-home activities, laboratories, and extensions may also be presented to enhance the learning experience. Lab activities should use nonproprietary materials that are inexpensive and easily obtained or produced by science teachers. Additionally, the offeror should stipulate what presentation materials or media programs will be used (for example, video, magazine articles, and books) and that these materials can be obtained at a reasonable cost.

Final Product

The final curriculum supplements must reflect current knowledge of research and practices on science learning, attitudes, motivation, and instruction. Whenever possible, photographs should be of actual professionals (for example, scientists and technicians) and must represent a balance of gender and ethnicity. All photos and graphics are to be licensed for use in print and online. Whenever possible, the offeror is to use language and situations in the supplement that demonstrate an understanding of the cultural and linguistic needs of the diverse populations in the United States.

Evaluation

During the development process, the offeror must field test the Evolution supplement in general biology classes at various high schools and the Rare Diseases supplement in grades 5-7 at schools that collectively represent the intellectual, geographic, and cultural spectrum found across the nation. Test sites must include, but should not be limited to, a high school and a middle or upper-elementary (grade 5) school in the Washington, DC, metropolitan area. An individual(s) separate from the curriculum design team will design and oversee this evaluation. OSE expects that the individual field-test teachers will be compensated for participating in the study.

The field-test evaluation will show evidence that the supplements engaged students, increased their knowledge of science concepts, and enhanced their critical thinking skills. The evaluation must also show evidence that the supplements addressed student misconceptions. If an activity does not meet the above criteria, it must be redesigned so that it is effective in every field-test setting where it is faithfully implemented.

Upon completion of the supplements, the offeror will submit a report evaluating the curriculum supplement project. The report will guide future curriculum development efforts and will include the following items:

1. Executive summary

2. Background information concerning the project

3. Description of the evaluation

4. Results of the evaluation

5. Discussion of the results

6. Conclusions and recommendations

7. Appendices with all evaluation forms and other references

Acknowledgments

The offeror must state that the curriculum supplements were developed in consultation with science program personnel at these NIH Institutes and Centers:

· Evolution supplement: the National Institute of General Medical Sciences; the National Institute of Neurological Disorders and Stroke; the National Eye Institute; the National Heart, Lung, and Blood Institute; the National Institute of Allergy and Infectious Diseases; the National Institute on Drug Abuse; the National Institute of Dental and Craniofacial Research; the National Institute on Aging; the National Cancer Institute; and the National Center for Research Resources

· Rare Diseases supplement: the NIH Office of Rare Diseases

For the Evolution supplement, the Department of Health and Human Services logo, the NIH logo, the OSE logo, and the NIH IC partner logos must appear on all materials produced. For the Rare Diseases supplement, the Department of Health and Human Services logo, the NIH logo, the OSE logo, and the NIH Office of Rare Diseases logo must appear on all materials.

The up-front text should include a statement that the supplement was developed under contract with NIH and that the lessons were field tested at schools throughout the nation.

DETAILED REQUIREMENTS

The offeror will be expected to develop two curriculum supplements based on the criteria defined in this section.

I. Evolution Supplement

Collaborating NIH Institutes and Centers:

National Institute of General Medical Sciences

National Institute of Neurological Disorders and Stroke

National Eye Institute

National Heart, Lung, and Blood Institute

National Institute of Allergy and Infectious Diseases

National Institute on Drug Abuse

National Institute of Dental and Craniofacial Research

National Institute on Aging

National Cancer Institute

National Center for Research Resources

General Theme: Evolution in Medicine

Target Group: High school teachers of general biology classes

Purpose: This curriculum supplement will help students understand the basic concepts of evolution and its importance in life sciences research and medicine. The lessons within the supplement will allow students to hone their critical thinking, communication, and teamwork skills. The supplement will also highlight careers in the health sciences.

Specific Learning Objectives and Content: After engaging in the lessons within this supplement, students will understand the following concepts and gain the following skills:

Scientific Method

· students will be able to identify, develop, and distinguish among theory, hypothesis, and opinion

· students will understand how evidence and data are developed using the scientific method

· students will be able to articulate the key elements of the scientific method and process

· students will understand why the scientific process is important and why it is used

· students will recognize how the scientific method relates to evolution

Theory of Evolution

· students will recognize the scientific theory and concepts about the origins of - and relationships among - living things

· students will understand the role of evolution in biology, including how evolution is fundamental to biomedical research and medicine

· students will be able to describe the basic principles of evolution (e.g., descent with modification, competition, and cooperation)

Mechanisms of Evolution

· students will be able to describe the process of evolution, including concepts such as variation, selection, inheritance, divergence, conservation of traits, and adaptation

· students will understand the complexity of life and how organisms differ

· students will understand the relationship of genetic change and genetic variation to the process of evolution

· students will understand the relationship of genetic variation to health

Evolution in Health and Disease

· students will gain knowledge of the role of evolution in development

· students will understand the role of evolution in diseases, such as diabetes, cardiovascular disease, and sickle cell anemia

· students will understand the role of evolution in infectious diseases, including evolution of antibiotic and antiviral resistance

· students will understand the role of evolution in drug response (e.g., the genetics of the warfarin response and drug-metabolizing enzymes)

II. Rare Diseases Supplement

Collaborating NIH ICs: NIH Office of Rare Diseases

General Theme: The Nature of Science and the Study of Rare Diseases

Target Group: Science Teachers of Grades 5-7

Purpose: This curriculum supplement will introduce students in grades 5-7 to basic science concepts related to rare diseases in our society. Students will employ the process of scientific inquiry to develop an enhanced understanding of the nature and methods of science as it relates to rare diseases. Studying rare anomalies in living organisms, including humans, provides a window into normal biological functions. The lessons will also develop students’ critical-thinking skills, and highlight the role of science and medicine in society and the relationship between basic science and personal and public health.

Specific Learning Objectives and Content: After engaging in the lessons within this supplement, students will understand the following concepts and gain the following skills.

· Students will gain an understanding of the concept of rare diseases and how they are studied

· Students will understand the statistical definition of what is considered rare using real life data

· Students will experience how mathematics help researchers understand variation in a population, especially in regards to health issues

· Students will investigate how a rare anomaly can help scientists understand the normal functions of organisms

· Students will investigate what kinds of things constitute scientific evidence and how to use that knowledge to find appropriate resources for rare disease information.

· Students will understand the fundamentals of inheritance, and learn that this explains why some rare diseases are more prevalent in certain groups than others.

· Students will understand that environmental and inherited factors affect the function of an organism and may contribute to the occurrence of rare diseases

· Students will understand that many people with rare diseases can lead meaningful lives and that they should not stigmatize those that have inherited such disorders.

· Students will understand the connection between risk factors (e.g. exposure to disease causing agents) and disease incidence (i.e. cause and effect) and that behavioral modification can reduce those risks

· Students will be exposed to a variety of careers in the health sciences and the diversity of people in those occupations

ADDITIONAL RESOURCES

National Institutes of Health (NIH) Office of Science Education, science.education.nih.gov.

NIH, National Cancer Institute, Evidence-Based Guidelines on Web Design and Usability Issues, usability.gov/guidelines/index.html: This site is designed to provide over 50 of the top Web design and usability guidelines based on emerging research and supporting information in the field.

NIH, Office of the Director, NIH Generic OMB Clearance for Online Surveys, www.nih.gov/od/ocpl/resources/OMBClearance/BackgroundFAQ.htm.

NIH, Office of the Director, NIH Manual 2805, NIH Web Page Privacy Policy, www1.od.nih.gov/oma/manualchapters/management/2805/: This page establishes policies and procedures for ensuring the privacy and protection of personal information on NIH Web sites. The policy also applies to NIH Web sites developed or maintained by contract personnel.

National Research Council. 2000. How People Learn: Brain, Mind, Experience and School. Committee on Developments in the Science of Learning. John D. Bransford, Ann L. Brown, and Rodney R. Cocking (eds.). Commission on Behavioral and Social Sciences and Education. Washington, DC. National Academies Press. (Available at www.nap.edu/books/0309070368/html/index.html.)

Section 508 of the Federal Rehabilitation Act of 1973, as amended (1998): This section of the act requires that when federal agencies develop, procure, maintain, or use electronic and information technology, they must ensure that it is accessible to people with disabilities, unless doing so would impose an undue burden. Federal agencies that provide information to the public or to their employees through Web sites must ensure that such sites are available to all people with Internet or intranet access, including people with disabilities. See www.access-board.gov/eitaac/section-508-q&a.htm and www.usdoj.gov/crt/508/508home.html.

U.S. Government Plain Language Action and Information Network, www.plainlanguage.gov.

NIH INFORMATION SECURITY – SOLICITATION PROVISION

Information Security is applicable to this solicitation and the following information is provided to assist in proposal preparation.

IMPORTANT NOTE TO OFFERORS: The following information shall be addressed in a separate section of the Technical Proposal entitled, "INFORMATION SECURITY."

The Federal Information Security Management Act of 2002 (P.L. 107-347) (FISMA) requires each agency to develop, document, and implement an agency-wide information security program to safeguard information and information systems that support the operations and assets of the agency, including those provided or managed by another agency, contractor (including subcontractor), or other source. The National Institute of Standards and Technology (NIST) has issued a number of publications that provide guidance in the establishment of minimum security controls for management, operational and technical safeguards needed to protect the confidentiality, integrity and availability of a Federal information system and its information.

The Statement of Work (SOW) requires the successful offeror to (1) develop, (2) have the ability to access, or (3) host and/or maintain a Federal information system(s). Pursuant to Federal and HHS Information Security Program Policies the following requirements apply to this solicitation: Federal Information Security Management Act of 2002 (FISMA), Title III, E-Government Act of 2002, Pub. L. No. 107-347 (Dec. 17, 2002); csrc.nist.gov/policies/FISMA-final.pdf

(a) Information Type

[ X] Administrative, Management and Support Information:

(b) Security Categories and Levels

Confidentiality Level: [ x ] Low [ ] Moderate [ ] High

Integrity Level: [x ] Low [ ] Moderate [ ] High

Availability Level: [ x] Low [ ] Moderate [ ] High

Overall Level: [x ] Low [ ] Moderate [ ] High

(c) Position Sensitivity Designations

Prior to award, the Government will determine the position sensitivity designation for each contractor (including subcontractor) employee that the successful offeror proposes for work under the contract. For proposal preparation purposes, the following designations apply:

[x ] Level 1: Non Sensitive (Requires Suitability Determination with an NACI).

Contractor employees assigned to a Level 1 position are subject to a National Agency Check and Inquiry Investigation (NACI).

SEQ CHAPTER \h \r 1Information Technology Systems Security

Prospective Offeror Non-Disclosure Agreement

(For USE BY DHHS CUSTOMERS)

Type of Order: FORMCHECKBOX Task Order (TO) FORMCHECKBOX Delivery Order (DO)

TO/DO Tracking No.:

TO/DO

Title: (Organization’s name), intends to respond to the Government’s solicitation indicated above. The Government has determined that the solicitation requires prospective offerors to have access to sensitive information in order to prepare a proposal/offer.

I, (Offeror Official name and title), of (Organization’s name), on this day of 20 , on behalf of my organization hereby request access to the sensitive information described in (check one):

FORMCHECKBOX

TO Statement of Work, Section 10.1.d

FORMCHECKBOX

DO Security Attachment, Section 1.d

FORMCHECKBOX

Other:

I, the undersigned, understand that the Government has determined that any individual having access to the sensitive information described in the order must possess a valid and current Suitability Determination at the Level identified in the order as sited above.

I, the undersigned, do hereby affirm the following:

I have a valid and current Suitability Determination sufficient to access the sensitive information (copy of suitability determination attached.

I will be the corporate official solely responsible for appropriately safeguarding the sensitive information while in the possession of (Organization’s name);

The sensitive information will be used solely for the purpose of preparing an offer;

I will not release, publish, or disclose the sensitive information to unauthorized personnel; and

I will protect the sensitive information in accordance with provisions of the following laws and any other pertinent laws and regulations governing the confidentiality of sensitive information;

18 U.S.C. 641 (Criminal Code: Public Money, Property of Records)

18 U.S.C. 1905 (Criminal Code: Disclosure of Confidential Information)

Public Law 96-511 (Paperwork Reduction Act)

Signature of Prospective Offeror Official:

Name of Prospective Offeror Official:

Name of Prospective Offeror:

Date:

Signature of Witness:

Name of Witness:

Date:

Copies Retained by: Contractor Official & Contracting Officer

SECTION D - PACKAGING, MARKING AND SHIPPING

All deliverables required under this contract shall be packaged, marked and shipped in accordance with Government specifications. At a minimum, all deliverables shall be marked with the contract number and Contractor name. The Contractor shall guarantee that all required materials shall be delivered in immediate usable and acceptable condition.

SECTION E - INSPECTION AND ACCEPTANCE

a. The Contracting Officer or the duly authorized representative will perform inspection and acceptance of materials and services to be provided.

b. For the purpose of this SECTION, ( To be completed upon award) is the authorized representative of the Contracting Officer.

c. Inspection and acceptance will be performed at:

Office of Science Education

National Institutes of Health

6100 Executive Blvd, Suite 3E01

Bethesda, MD 20892-7520

d. This contract incorporates the following clause by reference, with the same force and effect as if it were given in full text. Upon request, the Contracting Officer will make its full text available.

FAR Clause 52.246-2, Inspection of Supplies - Fixed Price (August 1996).

FAR Clause 52.246-16, Responsibility for Supplies (April 1984).

FAR Clause 52.246-4, Inspection of Services - Fixed Price (August 1996)

SECTION F - DELIVERIES OR PERFORMANCE

F.1. PERIOD OF PERFORMANCE

The period of performance for this contract shall be from award dated through September 30, 2010.

F.2 DELVERIES/REPORT REQUIREMENTS

The contractor will provide the OSE with monthly reports on the progress of the curriculum supplement development. The tentative delivery schedule is as follows:

1. Report summarizing project kick-off meeting with NIH personnel

Due end of October 2008

2. Preliminary report on scientific content of supplements, including discussion of alignments to National Science Education Standards and typical course of study in a life science class at the targeted grade level.

Due end of March 2009

3. Outline of activities with discussion of pedagogical and technology-based approaches to learning

Due end of July 2009

4. Plan for field test of draft supplement including location of field test sites, criteria for selection, and field test school demographics.

Due end of August 2009

5. Annual Report

Due end September 2009 (may be submitted as the 12th monthly report)

6. First draft of curriculum supplements, including beta versions of web pages

Due end of December 2009

7. Report on field tests of supplement

Due end May 2010

8. Second draft with teacher materials and web documentation, graphics files and all other components included in the web pages

Due end June 2010

9. Final version of curriculum supplement, including complete web documentation, graphics files and all other components included in the web pages

Due end September 2010

10. Final Evaluation Reports.

Due end September 2010

Monthly progress reports due by the 10th of each month

Special Reports, as needed.

F.3. CLAUSES INCORPORATED BY REFERENCE, FAR 52.252-2 (FEBRUARY 1998)

This contract incorporates the following clause(s) by reference, with the same force and effect as if it were given in full text. Upon request, the Contracting Officer will make its full text available. The full text may also be accessed at www.acquisition.gov/comp/far/index.html 52.242-17, Government Delay of Work (April 1984)

52.242-15, Stop Work Order (August 1989)

SECTION G - CONTRACT ADMINISTRATION DATA

G.1. PROJECT OFFICER

The following Project Officer will represent the Government for the purpose of this contract:

( To be completed upon award) The Project Officer is responsible for: (1) monitoring the Contractor's technical progress, including the surveillance and assessment of performance and recommending to the Contracting Officer changes in requirements; (2) interpreting the statement of work and any other technical performance requirements; (3) performing technical evaluation as required; (4) performing technical inspections and acceptances required by this contract; and (5) assisting in the resolution of technical problems encountered during performance.

The Contracting Officer is the only person with authority to act as agent of the Government under this contract. Only the Contracting Officer has authority to: (1) direct or negotiate any changes in the statement of work; (2) modify or extend the period of performance; (3) change the delivery schedule; (4) authorize reimbursement to the Contractor for any costs incurred during the performance of this contract; or (5) otherwise change any terms and conditions of this contract.

[The Contracting Officer hereby delegates the Project Officer as the Contracting Officer's authorized representative responsible for signing software license agreements issued as a result of this contract.]

The Government may unilaterally change its Project Officer designation.

G.2. KEY PERSONNEL

The personnel specified in this contract are considered to be essential to the work to be performed hereunder. Prior to diverting any of the specified individuals to other programs, the Contractor shall notify the Contracting Officer reasonably in advance and shall submit justification (including proposed substitutions) in sufficient detail to permit evaluation of the impact on the program. No diversion shall be made by the Contractor without the written consent of the Contracting Officer; provided, that the Contracting Officer may ratify in writing such diversion and such ratification shall constitute the consent of the Contracting Officer required by this article. The contract may be amended from time to time during the course of the contract to either add or delete personnel, as appropriate.

The following individuals are considered to be essential to the work being performed hereunder:

Principal Investigator/Project Director

Co-Principal Investigator

Evaluator

Curriculum Developer

G.3. ADDITIONAL KEY PERSONNEL PROVISIONS

(a) During the initial ninety (90) days of performance, the Contractor shall make no substitutions of Key Personnel, unless the substitution is necessitated by illness, death or termination of employment. In the event of such an unforeseen occurrence, the Contractor shall notify the Contracting Officer and the Project Officer immediately (i.e., the same or next business day) in writing. The Contractor shall provide all information required below in paragraph (b) within five (5) business days after notifying the Contracting Officer and the Project Officer.

After the initial ninety (90) day period of the contract, the Contractor shall notify the Contracting Officer and the Project Officer, as soon as possible, of any future changes in Key Personnel. The Contractor shall submit the information required in paragraph (b) to the Contracting Officer and Project Officer within five (5) business days after notifying the Contracting Officer and the Project Officer and prior to making any substitutions.

(b) The Contractor shall provide to the Contracting Officer and Project Officer a written plan of action to recruit and replace the Key Personnel. The plan shall contain a detailed explanation of the circumstances necessitating the proposed substitution; methods, resources and strategies to recruit qualified personnel; an estimated time line to complete all phases of recruitment and orientation and to have the new Key Personnel on-site. This plan shall be reviewed and approved by the Contracting Officer and Project Officer before implementation. The Contractor shall provide a complete and current C.V. or resume for the proposed substitute and any additional information requested by the Contracting Officer or Project Officer. All proposed substitutes shall meet or exceed the requirements and qualifications of the position as outlined in the SOW. The Contracting Officer will notify the contractor within 15 days after receipt of all required information of the decision on the proposed substitution. The contract will be modified to reflect the change.

G.4. INVOICE SUBMISSION/REMITTANCE

The Contractor shall submit invoices on a monthly basis. Invoice instructions for NIH Firm-Fixed-Price Type Contracts, NIH (RC)-2 (Attachment ), are made part of this contract. The Contractor shall follow the attached instructions and submission procedures specified below to meet the requirements of a "proper invoice” pursuant to FAR Subpart 32.9, Prompt Payment.

1. Payment requests shall be submitted as follows:

a. One original to the following designated billing office:

National Institutes of Health

Office of Financial Management

Commercial Accounts

2115 East Jefferson Street, Room 4B-432, MSC 8500

Bethesda, MD 20892-8500

b. One copy to the Approving Official:

Project Officer

NIH Office Science Education

6100 Executive Blvd., Suite 3E01

Bethesda, MD 20892-7520

The Contractor shall submit an electronic copy of the payment request to the approving official/project officer in lieu of a paper copy. The payment request shall be transmitted as an attachment via E-mail to the address listed above in a format compatible with the computer systems at NIH [e.g., MS Word, MS Excel, or Adobe Portable Document Format (PDF)]. (Note: The original payment request must still be submitted in hard copy and mailed to the designated billing office to meet the requirements of a “proper invoice.”)

2. In addition to the requirements specified in FAR Subpart 32.9 for a proper invoice, the Contractor shall include the following information on all payment requests:

a.

Name of the Office of Acquisitions. The Office of Acquisitions for this contract will be OLAO Branch 3.

b.

Central Point of Distribution. For the purpose of this contract, the Central Point of Distribution is oaolao3@mail.nih.gov.

c.

Vendor Identification Number.

d.

DUNS number or DUNS+4 that identifies the Contractor’s name and address exactly as stated on the face page of the contract.

e.

Identification of whether payment is to be made using a two-way or three-way match. This contract requires a three-way match.

f.

Inquiries regarding payment shall be directed to the designated billing office, (301) 496-6088.

G SEQ CHAPTER \h \r 1.5

POST AWARD ADMINISTRATION AND MONITORING

Contractor work will be monitored by the project officer review of submitted documents included under Section F.2 Reporting/Delivery Requirements. The project officer will also actively solicit feedback from NIH scientific advisory groups who will be working with the contract staff during the concept development and field testing stages of the project.

G.6

PAYMENT TERMS

The Contractor shall be paid 1/10 of the total contract price for each accepted deliverable in Article F.2, items 1-10.

G.7. POST AWARD EVALUATION OF CONTRACTOR PERFORMANCE

a.

Contractor Performance Evaluations

Interim and final evaluations of Contractor performance will be prepared on this contract in accordance with FAR 42.15. The final performance evaluation will be prepared at the time of completion of work. In addition to the final evaluation, interim evaluation(s) shall be submitted at completion of this contract.

Interim and final evaluations will be provided to the Contractor as soon as practicable after completion of the evaluation. The Contractor will be permitted thirty days to review the document and to submit additional information or a rebutting statement. If agreement cannot be reached between the parties, the matter will be referred to an individual one level above the Contracting Officer, whose decision will be final.

Copies of the evaluations, Contractor responses, and review comments, if any, will be retained as part of the contract file, and may be used to support future award decisions.

b.

Electronic Access to Contractor Performance Evaluations

Contractors may access evaluations online for review and comment by completing the registration form at oamp.od.nih.gov/OD/CPS/cps.asp

The registration process requires the Contractor to identify an individual that will serve as a primary contact and who will be authorized access to the evaluation for review and comment. In addition, the Contractor will be required to identify an alternate contact who will be responsible for notifying the cognizant contracting official in the event the primary contact is unavailable to process the evaluation within the required 30-day time frame.

SECTION H - SPECIAL CONTRACT REQUIREMENTS

H.1. NEEDLE EXCHANGE

Pursuant to the current HHS annual appropriations act, the Contractor shall not use contract funds to carry out any program of distributing sterile needles or syringes for the hypodermic injection of any illegal drug.

(P.L. 110-161, Division G, Title V, Section 505)

H.2. REPORTING MATTERS INVOLVING FRAUD, WASTE AND ABUSE

Anyone who becomes aware of the existence or apparent existence of fraud, waste and abuse in NIH funded programs is encouraged to report such matters to the HHS Inspector General's Office in writing or on the Inspector General's Hotline. The toll free number is 1-800-HHS-TIPS (1-800-447-8477). All telephone calls will be handled confidentially. The e-mail address is Htips@os.dhhs.gov and the mailing address is:

Office of Inspector General Department of Health and Human Services

TIPS HOTLINE

P.O. Box 23489 Washington, D.C. 20026

H.3. DISSEMINATION OF CONTRACT INFORMATION

Unless otherwise provided in the contract, the Contractor shall not publish, permit to be published, distribute for public consumption, or utilize for any other purpose any information, oral or written, concerning the information gathered, the results of, or conclusions made pursuant to, performance under this contract, without prior written consent of the Contracting Officer and Project Officer, until such time as the Government may have released such information to the public.

H.4. DATA, DATA RIGHTS, PATENTS AND COPYRIGHTS

During the course of this contract, the contractor shall have access to Government data relevant to this project, as required. Any information, not previously published, received from the Government in connection with this contract, or furnished to the contractor from other sources in response to the Government's requirements under this contract, will be restricted to this project, may not be disclosed or used for any other purpose without prior written approval from the Contracting Officer. The Government retains all rights. These restrictions don’t apply to information which:

(a) Currently or subsequently enters the public domain;

(b) Has been released to any third party, without restriction; or

(c) Is obtained by the Contractor independent of the Government.

H.5. SUBCONTRACTING PROVISIONS

a.

Small Business Subcontracting Plan

(1) The Small Business Subcontracting Plan, dated _______ is attached hereto and made a part of this contract.

(2) The failure of any Contractor or subcontractor to comply in good faith with FAR Clause 52.219-8, entitled "Utilization of Small Business Concerns" incorporated in this contract and the attached Subcontracting Plan, will be a material breach of such contract or subcontract and subject to the remedies reserved to the Government under FAR Clause 52.219-16 entitled, "Liquidated Damages-Subcontracting Plan."

b.

Subcontracting Reports

The Contractor shall submit the following Subcontracting reports electronically via the “electric Subcontracting Reporting System (eSRS ) at www.esrs.gov

(1) Individual Subcontract Report (ISR)

Regardless of the effective date of this contract, the Report shall be submitted on the following dates for the entire life of this contract:

April 30th

October 30th

(2) Summary Subcontract Report (SSR)

Regardless of the effective date of this contract the Summary Subcontract Report shall be submitted annually on the following date for the entire life of this contract:

October 30th

For both the Individual and Summary Subcontract Reports, Foteni Tiffany/ Contracting Officer shall be included as a contact for notification purposes at the following e-mail address:

Foteni Tiffany, Contracting Officer, Office of Acquisitions, OLAO tiffanyf@od.nih.gov

H.6. PRESS RELEASES

a.

Pursuant to the current HHS annual appropriations act, the contractor shall clearly state, when issuing statements, press releases, requests…