Performance Work Statement Draft.pdf

Attachment A 1/26/2024

Performance Work Statement Using Standards-in-Action Resources and Professional Development 2.0

U.S. Department of Education

Office of Career, Technical, and Adult Education Division of Adult Education and Literacy

A. Background

Standards-based education (SBE) is rooted in teaching to challenging academic standards— written descriptions of what students are expected to know and be able to do. Through these standards, content expectations are evident to all: 1) educators understand how they must organize their curriculum, instruction, assessment, and reporting, and 2) students understand the expectations and can be assured of what they will learn. By teaching through standards, all students can acquire the knowledge and skills deemed essential for postsecondary education and training, employment and self-sufficiency, and citizenship. The Office of Career, Technical, and Adult Education (OCTAE) has long supported the implementation of challenging academic content standards for adult education. In fact, OCTAE has been funding national leadership activities1 to promote standards-based adult education, since 2004.

Initially, OCTAE’s activities focused on raising states’ awareness and understanding of what SBE involved and laid the groundwork to put standards into effect. What followed next were a series of professional development (PD) initiatives that focused on supporting states’ efforts to implement their state-adopted content standards in classrooms:2 o In 2013, OCTAE’s Implementing College- and Career-Ready Standards in Adult Education initiative began. That contract action identified a set of college and career readiness (CCR) standards for adult students.3 It also initiated the Standards-in-Action (SIA) innovations (resources and PD).4 The first innovations produced were two series of Foundational- and Advanced-Level Trainings that supported adult educators’ implementation of state-adopted standards for English language arts (ELA)/literacy and mathematics.

1 Section 242(a) of the Workforce Innovation and Opportunity Act (WIOA) allows the Secretary of the Department of Education to establish and carry out a program of national leadership activities to enhance the quality and outcomes of adult education and literacy activities and programs nationwide.

2 Section 102(b)(2)(D)(ii)(I) of WIOA requires the State's unified plan to include, if applicable, a description of how the State will align content standards for adult education with State-adopted challenging academic content standards, as adopted under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965. Section 223(a)(2)(I)(i) of WIOA permits States to use funds made available under section 222(a)(2) to identify curriculum frameworks and align rigorous content standards that specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and English language acquisition.

3 The CCR Standards for Adult Education (English language arts/literacy and mathematics) are located at:

https://lincs.ed.gov/professional-development/resource-collections/profile-521.

4 The SIA Resources and PD page is located on LINCS at: https://lincs.ed.gov/state-resources/federal-initiatives/sia.

o In 2016, Preparing Adult English Language Learners for State-Adopted Academic Standards began and identified a set of English language proficiency (ELP) standards for adult students5 and produced three online learning courses to help adult educators begin using the ELP standards.6 The ELP Standards for Adult Education and the online PD courses are designed to help support English learners’ academic language development and engagement in content-area instructional activities.

o In 2018, a second SIA initiative Implementing State-Adopted Challenging Content Standards began and focused on the development of resources and PD activities related to aligned curriculum, English learner (EL) instruction, and observing effective teaching and learning practices in classrooms.

OCTAE is funding a new firm-fixed price task order, Using SIA Resources and PD that supports the Department of Education Strategic Plan Goals to promote equity and improve academic and career development by providing accessible PD to help adult educators implement their state-adopted content standards. Using SIA Resources and PD activities will help ensure all adult students can gain the critical skills and knowledge expected by colleges, career and technical education training programs, and employers. It will also assist states in meeting the WIOA requirement that adult education services shall lead to entry into postsecondary education and training or employment.

B. Purpose and Objectives

The purpose of this task order is to continue meeting the needs of adult educators through technical assistance and training to 1) implement and sustain standards in the classroom and improve learner outcomes; and 2) help to ensure all adult learners can obtain the knowledge and skills necessary for post-secondary education and training and economic self-sufficiency. This task order will leverage work from previous national leadership activities to support the scaling and strengthening of SIA training and technical assistance resources and PD.

To achieve the purpose and objectives of this task order, the contractor shall meet the following objectives:

1. Manage the contract to ensure accountability and successful outcomes.

2. Establish and manage a group of SIA trainers to support project activities.

5 The ELP Standards for Adult Education are located at: https://lincs.ed.gov/professional-development/resource-collections/profile-964.

6 The three e-training units/modules are self-paced PD activities designed for individual- participants or groups of colleagues that introduce the ELP Standards for Adult Education and demonstrate how to identify the relevant standards and design standards-based instructional tasks for ELs. The three self-paced online PD modules are located at: https://lincs.ed.gov/state-resources/federal-initiatives/elp-standards.

3. Refine the SIA Mathematics Classroom Observation Training by replacing older materials with new materials.

4. Develop materials required to complete the SIA EL Classroom Observation Training.

5. Train the SIA trainers on the SIA Mathematics Classroom Observation Training.

6. Train the SIA trainers on the SIA EL Classroom Observation Training.

7. Train the SIA trainers on the ELA/literacy Classroom Observation Training.

8. Update the SIA Foundational-Level PD Units for ELA/Literacy, based on SIA lessons learned.

9. Update the SIA Foundational-Level PD Units for Mathematics, based on SIA lessons learned.

10. Train the SIA trainers on the SIA Foundational-Level PD Units for ELA/literacy.

11. Train the SIA trainers on the SIA Foundational-Level PD Units for Mathematics.

12. Create a guide to assist new implementers of SIA resources and PD.

13. Offer the SIA ELA/Literacy Classroom Observation Training to teach instructional leaders how to observe effective teaching/learning practices and to identify the training needs of instructors.

14. Offer the SIA EL Classroom Observation Training to teach instructional leaders how to observe effective teaching/learning practices and identify the training needs of instructors.

15. Offer the SIA Math Classroom Observation Training to teach instructional leaders how to observe effective teaching and learning practices and identify the training needs of instructors.

16. Offer the SIA ELA/Literacy Classroom Observation Training to teach instructional leaders how to observe effective teaching and learning practices and identify the training needs of instructors.

17. Publicize SIA PD offerings to raise awareness, recruit participants, and increase participation.

To provide the highest quality of services for State and local adult education providers, this task order requires knowledge, skills, and experience in the following areas:

Title II Adult Education and Family Literacy Act (AEFLA) Management of similarly-focused federal contracts Adult education core academic standards for English language arts/literacy, English language acquisition, and mathematics Implementing and sustaining standards in the adult education classroom and improving learner outcomes Standards-based adult education curriculum and instruction Design, development, and implementation of training and technical assistance resources and

PD for adult educators Transition to postsecondary education and training and preparation for the workforce Diversity, equity, inclusion, and accessibility in adult education

C. Legislative Authority

This activity is authorized under the WIOA, AEFLA, Title II of Public Law 113-128; Section 242, National Leadership Activities. Section 242 allows the Secretary of the Department of Education to establish and carry out a program of national leadership activities to enhance the quality and outcomes of adult education and literacy activities and programs nationwide.

D. Period of Performance

The period of performance shall be one fourteen (14) month base year and one ten (10) month option year.

E. Scope of Work

The contractor is required to provide the services described in Section F. Tasks of this Performance Work Statement (PWS). All tasks are to be interpreted with reference to the information provided in Section B. Purpose and Objectives, above. The contractor shall coordinate with the Contracting Officer’s Representative (COR) and other key OCTAE staff, especially during development phases of tasks and activities. The COR shall review all draft deliverables and maintain the right to approve all final deliverables.

F. Tasks

Task 1 Manage the Contract to Ensure Accountability and Successful

Outcomes

The contractor shall manage this task in an efficient manner that fosters communications with the COR and Department staff. The contractor shall have sound project management processes and personnel. The contractor shall organize, facilitate, and participate in meetings with Department personnel to ensure coordination in the accomplishment of the tasks. Through regular communication and reporting, the contractor shall ensure that the Department understands the status of the contractor’s progress, provide the status of deliverables, and address challenges that arise.

The contractor shall be responsible for the following project management duties:

Subtask 1.1 Participate in Post-Award Meeting

The contractor shall participate in a virtual post-award meeting with the COR, staff from the Department’s Office of Contracts and Acquisition Management (CAM) including the Contract Specialist (CS) and Contracting Officer (CO) plus other Department staff. The post-award meeting shall occur within seven (7) business days of the contract’s award. The purpose of this meeting is to:

Review contract requirements, tasks, and key deliverables, Provide the contractor with any additional information relevant to successful completion of the contract, and

Address contractor questions and concerns.

The COR and contractor shall work together to identify a day and time for the meeting, in combination with the calendars of the CO and CS and relevant Department and contractor staff.

The contractor should allow up to 90 minutes for the post-award meeting. At least three (3) business days before the meeting, the contractor shall submit agenda items and questions to the COR. The COR will email the agenda to meeting participants.

Within six (6) business days of the meeting, the contractor shall submit a meeting summary to the COR. It should be organized by agenda topics and no more than three pages in length. At the same time, the contractor shall submit to the COR a revised Schedule of Deliverables showing calendar dates (rather than number of days/weeks), as well as a redacted final Technical Proposal.

Subtask 1.2 Conduct Triweekly Status Meetings

Every three weeks, the contractor shall conduct a virtual conference call with the COR to discuss the status of contract tasks and activities. Status meetings shall be conducted using a virtual meeting platform with video and screen sharing capabilities. The meetings shall include the project director and other contractor staff as needed. The contractor should allow 60 minutes for each meeting.

No later than one week following the post-award meeting, the contractor and COR shall decide on a permanent day of the week and time for the triweekly meetings to occur. The contractor shall then email Outlook meeting invitations to the COR and project director, extending through the entirety of the contract’s period of performance.

No later than six (6) business days before a meeting occurs, the contractor shall submit to the COR a draft meeting agenda.

Within five (5) business days following a triweekly status meeting, the contractor shall submit to the COR a written meeting summary organized by agenda items. The summary shall be no more than two pages in length. Organized by task, it should cover main points discussed, key decisions made, unresolved items, and next steps.

Subtask 1.3 Establish and Manage a Group of SIA Trainers

The contractor shall establish and manage a group of SIA trainers to support project activities.

The SIA trainers must possess the knowledge, skills and abilities required to facilitate the full range of SIA trainings. The SIA trainers must have experience providing SIA PD activities and supporting SIA state- and program-level participants. Subtask 1.3 also requires the SIA trainers to be subject matter experts in either mathematics, ELA/literacy, or English language acquisition.

The contractor shall secure each trainer’s commitment to serve through the duration of the contract, as required.

No later than eight (8) weeks after the contract award, the contractor shall submit to the COR the list of nominated SIA trainers, their resumes (or curriculum vitae), and letters of commitment.

Within seven (7) business days of receipt, the COR will provide to the contractor feedback to finalize the SIA trainers.

Subtask 1.5 Produce Performance Reports

The contractor shall prepare two performance reports to account for the tasks and activities that occurred during each period of performance. The contractor shall submit the draft report(s) to the COR no later than four weeks prior to the end of each project period of performance.

Each performance report shall be no longer than 15 pages in length, excluding appendices. It should describe products and services developed and delivered during each of the periods of performance. The contractor shall report measurable qualitative and quantitative outcomes, obstacles encountered/resolved, lessons learned, and recommendations for future improvements.

The COR will provide the contractor written feedback on the report within five business days of receipt. As required, the contractor shall revise the report and submit the final report within six

(6) business days of receiving the COR’s feedback.

Task 1 Deliverables

1. Post-award meeting summary, redacted proposal, revised schedule of deliverables

2. Triweekly status meeting agendas (throughout base year and option year)

3. Triweekly status meeting summaries (throughout base year and option year)

4. List of SIA trainers, their relevant qualifications, and letters of commitment

5. (2) Draft performance report(s)

6. (2) Final performance report(s)

Task 2 Update the SIA Math Classroom Observation Training Materials

The SIA Math Classroom Observation Training teaches instructional leaders how to observe effective classroom practices and identify teachers’ professional development needs. The observation trainings deepen educators’ understanding of the intent and meaning of their state-adopted content standards through evidence-based, teacher-friendly tools. The training addresses three basic questions:

1. How well are lessons aligned with the demands of the content standards?

2. How can lessons—including instructional practices—promote higher and deeper levels of student learning and engagement?

3. Based on observation feedback, what professional development is needed to strengthen standards-based instruction?

The SIA Math Classroom Observation Training materials are made up of:

Annotated PowerPoint presentations An observation instrument Two SIA Math classroom videos Two Video Resource Packages, which include descriptive annotations of the videos, lesson plans and the sequencing of planned activities7

Subtask 2.1 Establish Task 2 Production Schedule

The contractor shall establish a Production Schedule to coordinate the staging of work and submission of Task 2 deliverables. The Production Schedule should include, for example, deliverable dates for all versions of the training materials and implementation of the trainers’ trainings, as well as plans for updating the SIA Federal Initiatives page(s) with the final approved 508 versions of all public materials. The Production Schedule shall also include dates for the Department to review deliverables and provide feedback to the contractor. The contractor’s Production Schedule shall attend to work/deliverables associated with Subtasks 2.2, 2 .3, 2.4, 2.5 and 2.6.

The production schedule should identify how the contractor intends to leverage and utilize the Literacy Information and Communication System (LINCS) to meet the purpose and objectives outlined in Section B of this PWS. LINCS is an OCTAE national leadership initiative to expand

7 The exiting SIA Classroom Observation Training materials are located at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/observing.

evidence-based practice in the field of adult education. For all training and TA activities involving LINCS, the contractor shall review and adhere to The Federal Initiatives Toolkit (FIT).

FIT is designed to provide guidance to OCTAE national leadership activities about how to engage with LINCS. This may include leveraging LINCS for activities including, but not limited to creating a Federal Initiatives page, adding resources to the Resource Collection, hosting activities through the LINCS Community, guidance for developing online courses/modules, preparing project trainers to join the LINCS trainer cadre, and transitioning in-person or virtual facilitated training.

Within four (4) weeks of the contract award, the contractor shall submit to the COR a draft Task 2 Production Schedule. Within one (1) week of receipt, the COR will provide to the contractor feedback on the deliverable. Within five (5) business days of receiving the COR’s feedback, the contractor shall revise the schedule, as needed, and submit the final schedule for the COR’s approval. All remaining Task 2 deliverables shall be submitted according to the approved Production Schedule.

Subtask 2.2 Update the SIA Math Classroom Observation Training Materials

The contractor shall use the existing SIA materials to update the SIA Math Classroom Observation Training by 1) removing the shorter of the two SIA Math Classroom Videos and its Video Resource Package; 2) adding the new Beginning-Level SIA Math Classroom Video;8 3) creating a new Video Resource Package for the new Beginning-Level SIA Math Classroom Video; and 4) revising the annotated PowerPoint slides as needed.9

The contractor shall produce no more than three drafts of the new Video Resource Package and slide presentation(s). The approved second draft materials shall be used to conduct the SIA Math trainers’ training (Subtask 2.4). Following the SIA Math trainers’ training, the contractor shall revise and update the materials, as necessary, for the COR’s final approval. The contractor shall be responsible for posting all approved final 508-formatted materials on LINCS.

The contractor shall complete the second draft of the updated SIA Math Classroom Observation Training materials within six (6) months of the contract.

Subtask 2.3 Train the SIA Trainers on the SIA Mathematics Classroom Training and the SIA ELA/Literacy Classroom Observation Training

The contractor shall conduct two virtual trainings to train the SIA trainers on the SIA Mathematics Classroom Observation Training materials and the SIA ELA/Literacy Classroom

8 The beginning-level SIA Math Classroom Video to use for this task is located at https://www.youtube.com/watch?v=ivcygUq8Gr4&list=PLImUeO1ttx1bWXGyeUTArqrWM13lHczJQ&index=2.

9 The SIA Mathematics Classroom Observation Training materials are located at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/observing#obs2

Observation Training. The contractor shall use the approved second draft enhanced mathematics materials (Subtask 2.2) and the existing 508-compliant SIA ELA/Literacy Classroom Observation Training materials, which are posted on LINCS.

The SIA math trainers will attend the Mathematics Classroom Observation Training.

The ELA/literacy trainers will attend the ELA/Literacy Classroom Observation Training.

The SIA trainers shall participate in these trainings primarily as learners. However, the contractor shall ensure that the training agendas also address the trainers’ future roles and responsibilities as SIA Math and ELA/Literacy national trainers and team coaches. The trainings’ objectives and agendas should resemble those that will structure the trainings that the Department will offer to adult educators. The contractor shall ensure that, by the end of the trainings, the SIA Math and SIA ELA/Literacy trainers are prepared to facilitate the classroom observation trainings and support participants.

Four (4) weeks prior to each training of trainers, the contractor shall submit to the COR the draft agenda for each training (two total). Within eight (8) business days of each training, the contractor shall send to the SIA Math trainers the appropriate agenda and any advance training materials they will need to review.

Subtask 2.4 Finalize the Mathematics Classroom Observation Training Materials

During a Triweekly Status Meeting, following the SIA Math trainers’ training, the topic “Finalizing the Math Classroom Observation Training” shall be discussed. Prior to the status meeting the contractor shall develop a summary of proposed revisions and submit them along with the meeting agenda. The meeting summary shall document decisions made around finalizing the math materials. Based on the outcomes of the Triweekly Status Meeting, the contractor shall proceed to finalize the math materials.

The contractor shall submit to the COR the final 508-formatted Math Classroom Observation materials within four (4) weeks of the status meeting summary’s approval. The contractor shall submit the related DAEL 508 test reports with the 508-formatted training materials. The contractor shall submit the materials via a Zip file with the contents listed on the cover email.

When naming the files, the contractor shall use all lower-case lettering. The contractor shall also submit to the COR any new images and ALT text associated with the updated SIA Math materials.

Subtask 2.5 Update the LINCS Resource Profile for the SIA Mathematics Classroom Observation Training10

Within three (3) weeks following the submission of the 508-formatted math materials, DAEL 508 reports, imagery, and ALT Text, the contractor shall submit to the COR an updated LINCS Resource Profile. Within six (6) business days, the COR will provide to the contractor feedback on the LINCS Resource Profile. Within one (1) week of receiving the COR’s feedback, the contractor shall submit the final profile. The contractors shall review and adhere to the guidance in the FIT pertaining to the development of a LINCS Resource Profile.

Subtask 2.6 Update Project’s Federal Initiatives Page on LINCS

Within (1) week of submitting all 508 compliant materials, the contractor shall update the SIA Observing in Classrooms page11 in the SIA Resources and PD portion12 of the Federal Initiatives page on LINCS.13 The contractor shall review and adhere to the guidance in the FIT pertaining to the creation of a Federal Initiatives page.

Task 2 Deliverables

1. Final Production Schedule

2. Second draft SIA math materials

3. Agendas for the SIA Math trainers’ trainings

4. Final 508-formatted updated materials for the SIA Mathematics Classroom Observation

Training, DAEL 508 reports, new images/ALT Text

5. Updated LINCS Resource Profile for the SIA Mathematics Classroom Observation Training

6. Updated Observing in Classrooms page in the SIA Resources and PD section, Federal

Initiatives, on LINCS

Task 3 Complete the Package of the SIA EL Classroom Observation Training Materials

The SIA EL Classroom Observation Training teaches instructional leaders how to observe effective classroom practices and identify teachers’ professional development needs. The observation training deepens educators’ understanding of the intent and meaning of their state-

10This is the current LINCS Resource Profile for the training Standards-in-Action 2.0 Observing in Mathematics Classrooms:

https://lincs.ed.gov/professional-development/resource-collections/profile-9226.

11 The SIA Classroom Observation Training materials are located at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/observing#obs2.

12 SIA Resources and PD are located at: https://lincs.ed.gov/state-resources/federal-initiatives/sia.

13 The LINCS Federal Initiatives page is located at https://lincs.ed.gov/state-resources/federal-initiatives.

adopted content standards through evidence-based, teacher-friendly tools. The training addresses three basic questions:

How well are lessons aligned with the demands of the content standards?

How can lessons—including instructional practices—promote higher and deeper levels of student learning and more relevance to adult learners?

Based on observation feedback, what professional development is needed to strengthen standards-based instruction?

The complete package of SIA EL Classroom Observation Training materials shall comprise:

Annotated PowerPoint presentations An observation instrument.

Two SIA El classroom videos Annotated PowerPoint presentations Two SIA Video Resource Packages

Subtask 3.1 Establish Task 3 Production Schedule

The contractor shall establish a Production Schedule to coordinate the staging of work and submission of Task 3 deliverables. The Production Schedule should include deliverable dates for all versions of the training materials and implementation of the trainers’ training, as well as plans for updating the SIA Federal Initiatives page(s) with the final approved 508 versions of all public materials. The Production Schedule shall also include dates for the Department to review deliverables and provide feedback to the contractor. The schedule shall address all work/deliverables associated with Subtasks 3.2, 3.3, 3.4, and 3.5.

The production schedule should identify how the contractor intends to leverage and utilize LINCS to meet the purpose and objectives outlined in Section B of this PWS. For all training and TA activities involving LINCS, the contractor shall review and adhere to the FIT.

Within six (6) weeks of the contract award, the contractor shall submit to the COR the draft Production Schedule. Within one (1) week of receipt, the COR will provide to the contractor feedback on the deliverable. Within five (5) business days of receiving the COR’s feedback, the contractor shall revise the schedule, as needed, and submit the final schedule for the COR’s approval. All remaining Task 3 deliverables shall be submitted according to the approved Production Schedule.

Subtask 3.2 Produce Video Resource Packages and Annotated PowerPoint Presentation

The contractor shall develop two SIA EL Video Resource Packages and the annotated PowerPoint presentation slides for the SIA EL Classroom Observation Training.

When developing the new Video Resource Packages and PowerPoint slides, the contractor shall refer to the existing SIA EL observation training materials.14 The contractor shall produce no more than three drafts of the two new Video Resource Packages and the PowerPoint presentation slides. The approved second draft materials shall be used to conduct the SIA EL trainers’ training (Subtask 3.4). Following the SIA EL trainers’ training, the contractor shall revise the materials, as necessary, for the COR’s final approval. The contractor shall be responsible for posting all approved final 508-formatted materials on LINCS.

The contractor shall complete the second draft SIA EL Classroom Observation Training materials within seven (7) months of the contract.

Subtask 3.3 Train the SIA Trainers

The contractor shall conduct a virtual training of SIA EL trainers on the EL Classroom Observation Training. The contractor shall use the approved second draft new SIA EL materials (Subtask 3.2) and the existing 508-formatted SIA ELA/Literacy Classroom Observation Training materials posted on LINCS.

The SIA EL trainers shall participate in these trainings primarily as learners. However, the contractor shall ensure that the training agenda also addresses the trainers’ future roles and responsibilities as SIA EL trainers and team coaches. The training objectives and agenda should resemble those that will structure the training that the Department offers to adult educators. The contractor shall ensure that, by the end of the trainings, the SIA EL trainers are prepared to facilitate the SIA EL classroom observation training and support participants.

Within four (4) weeks of the training, the contractor shall submit to the COR the draft meeting agendas. Within eight (8) business days of the training, the contractor shall send to the SIA EL trainers the agenda and any advance training materials they will need to review.

Subtask 3.4 Finalize the EL Classroom Observation Training Materials

During a Triweekly Status Meeting, as soon as possible following the SIA trainers’ training, the topic “Finalizing the SIA EL Classroom Observation Training” shall be discussed. Prior to the meeting, the contractor shall develop a summary of proposed revisions to the training materials and submit it along with the meeting agenda. The meeting summary shall document decisions made around finalizing the materials. Based on the outcomes of the Triweekly Status Meeting, the contractor shall proceed to finalize the SIA EL materials.

Within four (4) weeks of the status meeting summary’s approval, the contractor shall submit to the COR the final 508-formatted training materials and the relevant DAEL 508 reports. The contractor shall submit the final SIA EL materials via a Zip file with its contents listed on the cover email. When naming the files, the contractor shall use lower-case lettering. The contractor shall also submit to the COR any new images and ALT text associated with the materials.

Subtask 3.5 Create the LINCS Resource Profile

Within three (3) weeks following the submission of the 508-formatted materials, DAEL 508 reports, imagery and ALT text, the contractor shall submit to the COR a draft LINCS Resource Profile. Within seven (7) business days, the COR will provide to the contractor feedback on the draft. Within seven (7) business days of receiving the COR’s feedback, the contractor shall submit the final profile. If the profile includes imagery, the contractor shall also submit the images and ALT text. The contractor shall review and adhere to guidelines in the FIT regarding the development of a LINCS Resource Profile.

Subtask 3.6 Update Project’s Federal Initiatives Page on LINCS

Within (1) week of submitting all 508 compliant materials, the contractor shall update the SIA Observing in Classrooms page in the Federal Initiatives section on LINCS. The contractor shall review and adhere to the guidelines in the FIT pertaining to the creation of a Federal Initiatives page.

Task 3 Deliverables

1. Final Production Schedule

2. Second draft materials for EL Classroom Observation Training

3. Agenda for the SIA EL trainers’ training

4. Final 508-formatted updated materials for the SIA EL Classroom Observation Training, DAEL 508 reports, and new images/ALT Text

5. Final LINCS Resource Profile for the SIA EL Classroom Observation Training

6. Updated Observing in Classrooms page in the SIA Resources and PD section, Federal

Initiatives, on LINCS

Task 4 Update the SIA Foundational-Level PD Units for ELA/Literacy and Math

The SIA Foundational-Level PD Units in ELA/Literacy and mathematics15 were the first SIA trainings that OCTAE offered in 2016 to states and local providers. Since then, OCTAE’s approach to organizing and delivering SIA trainings has progressed. Valuable lessons have been learned about how best to offer SIA trainings in ways that teachers can digest the content and change their classroom practices immediately. As a result of OCTAE’s experience with these trainings, OCTAE has identified the need to update the SIA Foundational-Level PD Units. The purpose of the SIA Foundational-Level Units PD shall remain unchanged; that is, to provide

15 The original SIA ELA/Literacy (2016) Foundational Units are located at: https://lincs.ed.gov/state‐resources/federal‐ initiatives/college‐career‐readiness/ela. The original SIA Mathematics (2016) Foundational Units are located at:

https://lincs.ed.gov/state‐resources/federal‐initiatives/college‐career‐readiness/math.

adult education practitioners with practical knowledge about the key shifts in instruction required to align adult education with CCR standards.16

Task 4 requires the contractor to update all eight (8) of the SIA Foundational-Level PD Units, four in mathematics and four in ELA/literacy. To accomplish this the contractor shall use text-based, standards-aligned instructional lessons/activities to show the real-life application of the key shifts in classrooms. By design, each set of updated PD Units shall form a coherent whole.

Subtask 4.1 Finalize the Task 4 Production Plan

The contractor shall finalize the plan for updating the SIA Foundational-Level PD Units for ELA/Literacy and Mathematics, based on the final Task 4 Technical Proposal. The plan should describe but is not limited to the following:

Materials and activities the contractor will revise, update, and/or create for each of the trainings.

The purpose and organization of each activity.

Flow and sequence of activities.

Roles and responsibilities for SIA trainers and team coaches before and during the trainings.

Roles and responsibilities of participants.

The contractor’s use of a virtual training format/platform.

Plans for updating the SIA Federal Initiatives page(s) with the final approved 508 versions of all public materials.

Within two (2) months of the contract award, the contractor shall submit to the COR a draft final Production Plan. Within two (2) weeks of receipt, the COR shall provide to the contractor feedback on the plan. Within two (2) weeks of receiving the COR’s feedback, the contractor shall submit the final plan.

Subtask 4.2 Establish Task 4 Production Schedule

The contractor shall establish a Production Schedule to coordinate the staging of work and submission of Task 4 deliverables. The Production Schedule should include deliverable dates for all versions of the training materials and implementation of the trainers’ trainings. The schedule shall also include dates for OCTAE to review deliverables and provide feedback.

16 The key instructional shifts for ELA/Literacy and Mathematics are described in detail in the CCR Standards for Adult Education technical assistance report (Sections 4 and 5). The report is located at:

https://lincs.ed.gov/publications/pdf/CCRStandardsAdultEd.pdf.

The production schedule should identify how the contractor intends to leverage and utilize LINCS to meet the purpose and objectives outlined in Section B of this PWS. For all training and TA activities involving LINCS, the contractor shall review and adhere to FIT.

Within two months of the contract award, the contractor shall submit to the COR the draft Production Schedule. Within one week of receipt, the COR will provide to the contractor feedback on the deliverable. Within 5 business days of receiving the COR’s feedback, the contractor shall revise the schedule, as needed, and resubmit it for the COR’s approval. All remaining Task 4 deliverables shall be submitted according to the final approved Production Schedule.

Subtask 4.3 Update the Foundational-Level PD Units for ELA/Literacy

The contractor shall revise and update the SIA Foundational-Level PD Units/Training for ELA/Literacy. Like the original PD, the new PD units shall introduce to adult educators the three key shifts in instruction prompted by CCR standards for ELA/literacy.17 The contractor shall produce the new materials according to the final approved Task 4 Production Plan and Schedule.

The contractor shall produce no more than three drafts of the ELA/Literacy Foundational-Level Training materials. The approved second draft materials shall be used to conduct the SIA trainers’ training (Subtask 4.5). Following the trainers’ training, the contractor shall revise the materials, as necessary. The contractor shall be responsible for posting all approved final 508-formatted materials on LINCS.

Within seven (7) months of the contract award, the contractor shall complete the second draft SIA Foundational-Level Training materials for ELA/literacy.

Subtask 4.4 Update the SIA Foundational-Level PD Units for Mathematics

The contractor shall revise and update the SIA Foundational-Level PD Units/Training for Mathematics. Like the original PD, the new PD shall purposefully introduce to adult educators the three key shifts in instruction prompted by CCR standards for mathematics.18 The contractor shall produce the new materials according to the final approved Task 4 Production Plan and Schedule.

17 The three key instructional shifts required to align with CCR standards for ELA/Literacy are: 1) Complexity: Regular practice with complex text and its academic language; 2) Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational; and 3) Knowledge: Building knowledge through content-rich nonfiction.

18 The three key instructional shifts required to align with CCR standards for mathematics are: 1) Focus: Focusing strongly where the standards focus; 2) Coherence: Designing learning around coherent progressions level to level; and 3) Rigor: Pursuing conceptual understanding, procedural skill and fluency, and application—all with equal intensity.

Subtask 4.4 requires the contractor to produce no more than three drafts of the training materials that comprise the SIA Foundational-Level Training for Mathematics. The approved second draft materials shall be used to conduct the SIA trainers’ training (Subtask 4.5). Following the SIA trainers’ training, the contractor shall revise the materials, as necessary, for final approval. The contractor shall be responsible for posting all approved final 508-formatted materials on LINCS.

Within eight (8) months of the contract award, the contractor shall complete the second draft SIA Foundational-Level Training materials for mathematics.

Subtask 4.5 Train SIA Trainers on the Updated Foundational-Level PD Units for ELA/Literacy and Mathematics

The contractor shall train the SIA trainers on the approved second drafts of the updated SIA Foundational-Level PD Units for ELA/Literacy and Mathematics. By the end of the SIA trainers’ trainings, the trainers should be prepared to facilitate the foundational-level trainings and support participants. The trainings shall occur by the 9th month of the contract.

The SIA Math and EL trainers shall attend the Foundational-Level Training for Mathematics.

The SIA ELA/Literacy and EL trainers shall attend the Foundational-Level Training for ELA/Literacy.

The SIA trainers shall participate in these trainings primarily as learners. However, the contractor shall ensure the trainings also address the trainers’ future roles/responsibilities as national/state trainers and team coaches. The trainings’ objectives and agendas should resemble those that would structure the national/state trainings. The contractor shall also provide time on the agenda for participants to comment, pose questions and suggest improvements.

Four (4) weeks prior to each training, the contractor shall submit to the COR the draft agendas (two). Within eight (8) business days of each training, the contractor shall send to the appropriate SIA trainers the appropriate agenda and any advance training materials they need to review.

Subtask 4.6 Finalize the SIA Foundational-Level Training Materials for ELA/Literacy and Mathematics

Within one (1) week of the conclusion of each training, the contractor shall submit to the COR a summary of the trainers’ comments and any proposed revisions to the materials (two summaries). Each summary shall be no more than three pages in length. Within one (1) week of receipt, the COR will provide to the contractor feedback on the two deliverables. In consultation with the COR, the contractor shall decide what revisions are needed. The contractor shall then proceed to finalize the second draft ELA/Literacy and Mathematics materials, as necessary.

Within eight (8) weeks of the COR’s approval of the summary, produced in Subtask 4.5, the contractor shall submit to the COR the final 508-formatted training materials and relevant DAEL

508 reports.19 The contractor shall submit the final ELA/Literacy materials in a Zip file via one email and the final Math materials in a Zip file via another email. The contractor shall list the contents of each Zip file in the cover emails. When naming the files, the contractor should use all lower-case lettering. The contractor shall also submit to the COR any new images and the associated ALT text.

The contractor shall submit to the COR the final 508-compliant Foundational-Level Training materials for ELA/Literacy and Mathematics by the 11th month of the contract.

Subtask 4.7 Create Two LINCS Resource Profiles

Within two (2) weeks of submitting the 508-formatted materials, DAEL 508 reports, and images/ALT text, the contractor shall submit to the COR a draft LINCS Resource Profile for each training. Within seven (7) business days, the COR will provide to the contractor feedback on the two drafts. Within seven (7) business days of receiving the COR’s feedback, the contractor shall submit the two final profiles. If the LINCS Resource Profiles include imagery, the contractor shall also submit the images and ALT text. The contractor shall review and adhere to guidelines in the FIT pertaining to the creation of a LINCS Resources Profile.

Subtask 4.8 Update Project’s Federal Initiatives Page on LINCS

Within (1) week of submitting all 508 compliant materials, the contractor shall update the Fulfilling the Instructional Shifts page in the SIA Resources and PD section, Federal Initiatives, on LINCS. The contractor shall review and adhere to the FIT guidelines pertaining to the creation of a Federal Initiatives page.

Task 4 Deliverables

1. Final Production Plan

2. Final Production Schedule

3. Draft PD units for SIA ELA/literacy

4. Draft PD units for SIA mathematics

5. Final agendas for the SIA ELA/literacy and SIA mathematics trainings for trainers

6. Two final summaries of the trainers’ comments and the contractor’s suggested revisions

7. Final 508-formatted training materials for SIA ELA/literacy plus DAEL 508 reports and new images/ALT text

8. Final 508-formatted training materials for SIA mathematics plus DAEL 508 reports and new images/ALT text

9. Final LINCS Resource Profile for the SIA ELA/literacy Foundational-Level Training

10. Final LINCS Resource Profile for the SIA Mathematics Foundational-Level Training

11. Updated SIA Fulfilling the Instructional Shifts page in the SIA Resources and PD section, Federal Initiatives, on LINCS

19 As needed, the COR will provide to the contractor the necessary DAEL 508-reporting forms and instructions.

Task 5 Create an Implementation Guide for SIA Trainings

The contractor shall create an SIA Implementation Guide to help new implementers put the SIA trainings into effect. The audience for the Guide includes LINCS Technical Assistance Center (TAC) staff, state- and program-level leadership, and Department leadership and CORs. The Guide shall address all eight SIA trainings; they include two (2) foundational-level trainings,20 three (3) classroom observation trainings,21 two (2) state-based curriculum review trainings,22 and the Cultivating a Language and Content Focus for English Learners training.23

To design the Guide, the contractor shall consider (but is not limited to) the following elements:

Delivery methods/options24 Scheduling of trainings (days/weeks/times) Configuration of SIA trainers/coaches to participant (groupings) Roles and responsibilities of SIA trainers (lead trainers and trainer coaches/group facilitators) SIA Trainers’ preparation Contractor staff requirements Participant requirements Registration materials/methods Distribution of participant materials Training agendas Participants’ and trainers’ homework Utilization of SIA sustainability resources25 Technology use/requirements (e.g., Zoom, Padlet, Jamboard, etc.)

The contractor shall ensure the final Guide is Section 508 compliant.

Subtask 5.1 Outline the SIA Implementation Guide

20 The existing SIA Foundational-Level Trainings are posted on LINCS at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/instructional-shifts.

21 The existing SIA Classroom Observation Training materials are posted on LINCS at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/observing.

22 The SIA State-Based Curriculum Review Trainings’ materials are posted on LINCS at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/curriculum-reviews.

23 The materials associated with the SIIA training Cultivating a Content and language Focus for English Learners are posted on LINCS at: https://lincs.ed.gov/state-resources/federal-initiatives/sia/boosting-el.

24 Note: the SIA trainings are designed as virtual trainings; however, they can also be offered in face-to-face settings.

25 The SIA sustainability resources present a strategic framework, based on significant research, to improve the odds of generating sustained organizational support for a standards-based effort. Two resources—the sustainability handbook and two checklists—can assist state and local programs develop step-by-step standards implementation plans.

The contractor shall create an outline that describes the scope and sequence of topics in the Guide, organized by the four categories of SIA Resources and PD on LINCS.26 The outline shall address all eight (8) SIA Trainings plus the SIA sustainability resources. The outline should be based on the final Task 5 Technical Proposal.

By the end of the first month of the contract’s second period of performance, the contractor shall submit to the COR a draft outline. Within one (1) week of receipt, the COR will provide to the contractor feedback on the draft outline. Within two (2) weeks of receiving the feedback, the contractor shall submit the final outline for the COR’s approval.

Subtask 5.2 Create the SIA Implementation Guide

By the fourth month of the contract’s second period of performance, the contractor shall submit a first draft guide. Within two (2) weeks of receipt, the COR will provide to the contractor feedback on the first draft.

Within four (4) weeks of receiving the COR’s feedback, the contractor shall submit to the COR a formatted second draft guide; it shall include the contractor’s proposed imagery, cover design, and table of contents. Within two (2) weeks of receipt, the COR will provide to the contractor feedback on the formatted SIA Implementation Guide.

Subtask 5.3 Finalize the SIA Implementation Guide

Within four (4) weeks of receiving the COR’s feedback on the second draft, the contractor shall submit the final 508-formatted guide for the COR’s approval and posting on LINCS. In addition to the final 508-formatted guide, the contractor shall also submit the relevant DAEL 508 report(s) any new images and ALT text.27

Subtask 5.4 Create the LINCS Resource Profile

Two (2) weeks after submitting the 508-formatted guide, DAEL 508 report, images and ALT Text, the contractor shall submit to the COR a draft LINCS Resource Profile for the SIA Implementation Guide. Within seven (7) business days of receipt, the COR will provide to the contractor feedback on the draft profile. Within two (2) weeks of receiving the COR’s feedback, the contractor shall submit the final profile. If the profile includes imagery, the contractor shall also submit the images and the ALT text. The contractor shall review and adhere to guidelines in the FIT pertaining to the creation of a LINCS Resources Profile.

26 The SIA Resources and PD is located near the top of the LINCS Federal Initiatives landing page at: https://lincs.ed.gov/state-resources/federal-initiatives. The section devoted to SIA Resources and PD is organized by four categories: 1) Fulfilling the Instructional Shifts; 2) Observing in Classrooms; 3) Conducting Curriculum Reviews; and 4) Boosting EL Instruction.

27 As needed, the COR will provide to the contractor the necessary DAEL 508-reporting forms and instructions.

Subtask 5.5 Update Project’s Federal Initiatives Page on LINCS

Within (1) week of submitting all 508 compliant materials, the contractor shall update the SIA Federal Initiatives page on LINCS to include the SIA Implementation Guide. The contractor shall review and adhere to the FIT guidelines pertaining to the creation of a Federal Initiatives page.

Task 5 Deliverables

1. Final outline of the SIA Implementation Guide

2. First draft SIA Implementation Guide

3. Final 508 formatted SIA Implementation Guide plus the DAEL 508 report and images and

ALT Text

4. Final LINCS Resource Profile

5. Updated SIA Federal Initiatives Page(s) on LINCS

Task 6 Conduct the SIA Classroom Observation Trainings for

ELA/Literacy and Mathematics

The contractor shall conduct the SIA Classroom Observation Trainings for ELA/Literacy and Mathematics within five (5) months of the contract’s second…