PWS - LIS - Draft.pdf

DRAFT – 10 JULY 2023

Defense Human Resources Activity (DHRA)

Defense Language and National Security Education Office (DLNSEO)

Performance Work Statement DLNSEO Language Instruction Services

1.0 INTRODUCTION

The Defense Language and National Security Education Office (DLSNEO) requires contracted services of language, regional expertise, and culture (LREC) instruction to Active Component, National Guard, Reserve Component, and/or Department of Defense (DoD) civilians (hereafter referred to as “DoD personnel”) in response to DoD training needs. The training will be held at U.S. accredited institutions of higher education (IHEs). A database of all accredited U.S. IHEs is provided by the U.S. Department of Education at https://ope.ed.gov/dapip/#/home.

2.0 BACKGROUND

2.1 DLNSEO leads the nation in recruiting, training, sustaining, and enhancing language and culture capabilities to ensure national security and defense readiness by:

a) Building a highly-qualified pool of U.S. citizens with foreign language and international expertise committed to public service through programs and policies.

b) Leading the Department’s strategic policy planning regarding foreign language, culture, and regional expertise for Department of Defense personnel.

c) Providing programmatic oversight of high-value national security and Defense training and education initiatives; and

d) Ensuring national and Departmental governance through the National Security Education Board and the Defense Language Steering Committee, as well as other organizational and professional bodies.

2.2 DLNSEO manages several language training initiatives, one of which is the Language Training Center (LTC) Program. The LTC Program was established in 2011 under Section 529 of the National Defense Authorization Act of 2010 to accelerate the development of foundational or higher-level expertise in strategic languages and regional studies for DoD personnel by leveraging U.S. IHEs to meet the existing and demonstrated training needs of DoD units, offices or agencies.

2.3 Over the past five years, the LTC program has provided grants to10 higher education institutions that delivered over 1,400 language, regional studies, and culture courses to more than 10,000 Department of Defense employees, including Active Duty military, National Guard, Reserve, and civilian personnel. Over 2,500 DoD personnel completed intensive language training, consisting of 120 or more hours of instruction resulting in increased language proficiency. Additionally, the number of languages taught has increased, demonstrating the capacity of the LTCs to utilize local resources in meeting DoD training needs. Each center has an institutional capacity to provide customized training to meet the specific needs of various DoD entities. Each of the LTCs provide:

a) Training to DoD personnel that yields measurable language skills in reading, listening, and speaking;

b) Training to DoD personnel in critical and strategic languages that are tailored to meet operational readiness requirements, and

c) Alternative training of delivery systems and approaches to meet language and regional area studies requirements of DoD personnel, whether pre-, during, or post-deployment.

In the past, training provided by the LTCs included but is not limited to the following:

a) Instruction in Arabic, Chinese, English for Speakers of Other Languages (ESOL), French, German, Indonesian, Italian, Japanese, Korean, Kurdish, Pashto, Persian (Dari & Farsi), Polish, Portuguese, Romanian, Russian, Slovak, Somali, Spanish, Tagalog, Thai, Ukrainian, Urdu, and occasionally other requested languages.

b) Intensive language courses for DoD personnel who have achieved intermediate to advanced level proficiency in the target language and want to sustain or increase their language proficiency.

c) Iso-immersion courses that offer advanced level students the opportunity to communicate with native speakers in a simulated learning environment.

d) Short duration pre-deployment training for National Guard and Reserve Components to provide language and cultural awareness training

e) Video teleconference courses for units, offices, or agencies that are able to offer DoD personnel release time for participation but are unable to fund travel and per diem expenditures.

f) Asynchronous online courses that allow DoD personnel to complete work while maintaining their typical work schedule.

g) Basic acquisition training to provide language and culture training to DoD personnel who begin with no prior knowledge of the proposed language.

IHEs experienced with the LTC pedagogical approach, and that developed models to provide critical foreign language instruction to DoD military and civilian personnel can be found at https://www.dodltc.org/. LTCs at these IHEs have a broad range of staff including instructors, language subject matter experts (SME), language training supervisors, and project managers Language instructors possess undergraduate degrees or higher (or equivalent), are experienced in teaching adults using proficiency-oriented methods and materials aimed at all ILR skill levels, and have four years or more of experience in teaching the target language to adult learners in an intensive, proficiency-oriented environment.

2.4 The LTC Program awards IHE grants for the purpose of exploring the instructional model and building a curricular foundation. As stated earlier, the LTC Program is the partnership between higher education institutions and DoD units, organizations, or agencies.

This PWS allows DLNSEO to provide DoD components the opportunity to further expand and offer additional features that are not presently offered through the LTC Program.

3.0 SCOPE

DLNSEO seeks to identify a Vendor that can establish agreements with accredited IHEs to provide quality language and culture instruction that can provide sustainment or enhancement training, if desired count toward a degree requirement, or provide continuing education units if so desired. Therefore, the Vendor shall have negotiated agreements in place with IHEs that have the ability to provide training in the following functional languages: Arabic (incl Levantine dialect), French, Indonesian, Korean, Japanese, Mandarin Chinese, Persian (Dari, Farsi, Tajik), Portuguese, Russian, Spanish, Tagalog, Ukrainian, and Vietnamese.

The Vendor shall also possess the ability to establish new agreements if additional languages are required that are not presently offered by the IHEs in their portfolio. The specific work to be performed under this agreement will be initiated through the issuance of individual task orders in accordance with the solicitation and the ordering guide established under the base contract.

Individual task orders will include definitive task requirements, nature and scope of work, deliverables, and special requirements.

Instruction may include regional and cultural components, or teacher training. Language instruction services shall be provided beyond those available at the grant-funded LTCs.

Instruction shall be offered virtually, at the IHE, or at a Government facility, as defined by DoD organization or agency within each task order. LTC Program instruction within this contract can only be provided by IHEs as described under Section 529 of the National Defense Authorization Act of 2010.

The majority of the students trained under each task order will be serving in language-dependent assignments. Instruction shall include development of the speaking, listening, reading, and (as an ancillary ability) writing skills required to interact effectively with foreign nationals and members of a host country’s military. All work within this contract is at the classification level of UNCLASSIFIED.

Instruction will occur using a variety of methodologies:

Platform-based instruction is provided within a physical facility where instructor and students are present with one another.

Distance-based instruction is provided over the internet were instructor and students are not physically present with one another, and utilize the assistance of a learning management system (i.e., Blackboard, Canvas, Moodle). Instruction can occur synchronously (with instructor and students interacting live and at the same time) or asynchronously (with instructor and students not interacting live).

Iso-immersion instruction within the context of this requirement is to be provided domestically within the United States, and is intended to simulate living and learning in an environment where the language and culture are native to the area.

4.0 REQUIREMENTS: The Vendor Shall:

4.1. Manage an administrative process that competes and issues task orders to IHEs based on requests from DoD organizations or agencies.

4.1.1 Program Management shall include providing a comprehensive contract and task order management process to include the following:

4.1.1.1 Provide management for the overall contract and its employees and their assigned activities, to include all required reports listed in the base PWS as well as any subsequent task order deliverables.

4.1.1.2 Maintain a set of IHEs in the United States sufficient to perform task order requirements.

4.1.1.3 Conduct comprehensive oversight of all task orders, financial management, and IHE performance.

4.1.1.4 Provide a comprehensive status update via monthly conference call meetings to address the requirement at the overall contract level, and comparative review of the task orders noting both successes and challenges.

4.1.2 Manage each task orders to include:

4.1.2.1 Issue request-for-proposals to IHEs for each task order requirement.

4.1.2.2 Review proposals received from IHEs, provide a plan to the DLNSEO COR for final approval, and issue the award to fulfill the task order.

4.1.2.3 Provide logistical coordination to ensure that students and instructional staff have all access to the Government facility, at the location specified in the task order. The contractor shall ensure that all necessary training material has been disseminated to the students to ensure they are prepared for their instruction.

4.2 Provide instruction through IHEs for each task order that meets the following criteria:

4.2.1 Provide language and culture instruction at various levels of language proficiency using the U.S. Government Interagency Language Roundtable (ILR) scale. The proficiency levels cited are defined in the U.S. Government Interagency Language Roundtable (ILR) skill level description at http://ww.govtilr.org. While ILR levels are expressed based on the specific communication modalities (reading, writing, listening, speaking), they are often discussed generically as one level. In the following sub-points, the ILR skill level descriptors for speaking are used to suggest the instructional goals of this requirement. The proficiency level for courses delivered through this contract will be identified at the task order level. The Vendor will not be required to conduct formal language proficiency assessments (i.e., a Defense Language Proficiency Test or an Oral Proficiency Interview), but should reflect that students provided instruction will receive assessments from their DoD components based on the following.

4.2.1.1 Provide instruction up to ILR level 1, which includes level 0, 0+ and 1. Level 0 is identified as No Proficiency. Students at this level are unable to function in the spoken language.

Production is limited to occasional isolated words. Individuals at this level have essentially no communicative ability. Level 0+ is identified as Memorized Proficiency. Students are able to satisfy immediate needs using rehearsed utterances; shows little real autonomy of expression, flexibility or spontaneity; can ask questions or make statements with reasonable accuracy only with memorized utterances or formulae. Students’ attempts at creating speech are usually unsuccessful. Level 1 is identified as Elementary Proficiency. Students are able to satisfy minimum courtesy requirements and maintain very simple face-to-face conversations on familiar topics. Vocabulary is inaccurate, and its range is very narrow. By repeating, such students can make themselves understood to native speakers who are in regular contact with foreigners.

4.2.1.2 Provide instruction between ILR level 1 and ILR level 2, which includes level 1+ and level 2. Level 1+ is identified as Elementary Proficiency, Plus. Students can initiate and maintain predictable face-to-face conversations and satisfy limited social demands. They may have little understanding of the social conventions of conversation. Speech largely consists of a series of short, discrete utterances. Communication ability may extend beyond immediate survival needs.

Accuracy in basic grammatical relations is evident, although not consistent. Level 2 is identified as Limited Working Proficiency. Students are able to satisfy routine social demands and limited work requirements. They can handle routine work-related interactions that are limited in scope.

They can handle with confidence, but not with facility, most normal, high-frequency social conversational situations including extensive, but casual conversations about current events, as well as work, family, and autobiographical information.

4.2.1.3 Provide instruction between ILR level 2 and ILR level 3, which includes level 2+ and level 3. Level 2+ is identified as Limited Working Proficiency, Plus. Students are able to satisfy most work requirements with language usage that is often, but not always, acceptable and effective. They show considerable ability to communicate effectively on topics relating to particular interests and special fields of competence. They also often show a high degree of fluency and ease of speech, yet when under tension or pressure, the ability to use the language effectively may deteriorate. Comprehension of normal native speech is typically nearly complete. Level 3 is identified as General Professional Proficiency. Students are often able to use the language to satisfy professional needs in a wide range of sophisticated and demanding tasks.

They may exhibit some hesitancy, uncertainty, effort or errors which limit the range of language-use tasks that can be reliably performed. Typically there is particular strength in fluency and one or more, but not all, of the following: breadth of lexicon, including low- and medium-frequency items, especially socio-linguistic/cultural references and nuances of close synonyms; structural precision, with sophisticated features that are readily, accurately and appropriately controlled.

4.2.2 Provide language instruction in Arabic, French, Indonesian, Japanese, Korean, Levantine Arabic, Mandarin Chinese, Persian (Dari, Farsi, Tajik), Portuguese, Russian, Spanish, Tagalog, Ukrainian, and Vietnamese.

4.2.3 Provide 90 or 120 hours of intensive target language instruction per course with a focus on language acquisition, sustainment, and/or maintenance. Courses may include international affairs, military technical vocabulary, along with regional and cultural components depending on DoD needs.

4.2.4 Provide courses either for up to 5 students or for up to 10 students.

4.2.4 Provide instructional courses that that either award college credit hours or continuing education units (CEUs), and provide instruction that does not award college credit hours or CEUs.

4.2.4.1 For courses that award college credits or CEUs, courses of 120 hours shall offer up to 12 CEUs based on guidance from the International Association for Continuing Education and Training (IACET) for calculating CEUs, or up to eight (8) college credit hours based on guidance from the Carnegie Foundation for calculation of college credits. Courses of 90 hours shall offer up to nine (9) CEUs or up to six (6) college credit hours.

4.2.4.2 If additional hours are added to a course requiring credits or CEUs, each increment of 10 hours would equal one (1) CEU, or each increment of 15 hours would equal one college credit.

Shorter periods of additional hours would not increase the number of CEUs or college credits.

4.2.5 Provide instruction virtually, at the IHE’s facility (e.g. university campus), or at a Government facility (e.g. military installation) which is contingent to the DoD organization or agency utilizing the instruction. Government furnished equipment (GFE), including government furnished facilities, and government furnished information (GFI) will be identified at the task order level. The Vendor shall ensure that IHEs have complied with all of the necessary requirements outlined at the task order level to ensure that the instructors have the necessary access to any Government facility that may identified as a training location.

4.3 Utilize the following instruction method:

4.3.1. Deliver instruction that will assist DoD employees in meeting the mission needs of the units, offices, or agencies, which will utilize the training.

4.3.2 Address the basic elements of proficiency-based instruction and communication-oriented principles of second language acquisition. Instruction must be culturally-based, learner-centered, employing authentic speech and materials, and support the development of speaking, listening, reading and/or writing skills as articulated in each task order.

4.3.3 Provide instruction that is flexible and creative to meet the unique instructional needs of a diverse student population. At all levels of proficiency, from beginner to advanced, level- and topic-appropriate lessons, materials and activities shall be utilized to generate as much uninhibited, spontaneous manipulation of the language as possible and to advance the students’ proficiency in all three measured skills (reading, listening, and speaking). The primary skill students must improve on is speaking proficiency however, students study skills of non-participatory listening and reading comprehension to permit attainment of level objectives on tests of these discrete skills through deliberate and frequent exposure to a range and variety of authentic target-language materials, accompanied by tasks and activities. Syllabi for the LTC task orders will include, but not be limited to, an overview of the goals and methodology, a description of the instructional plan per day (for short courses) or week (for longer course), the products students are expected to provide the instructors, methods for informal formative assessment, and expected student performance levels for each final grade. The Vendor should also provide a plan for conducting summative assessments and evaluations for each course.

4.3.4 Provide instruction that exposes students to a wide range of level-appropriate, topic-relevant authentic foreign-language texts, both spoken and written. Mission specific topics to guide the training will be provided at the task order level.

4.3.5 Provide instruction that incorporates the use of diverse instructional technologies such as electronic flash cards, online applications (apps), games, computer programs, voice and video recorders.

4.3.6 Provide instruction that engages the students’ higher order thinking skills (analyze, evaluate, create) by employing task-based and project-based instruction as identified at the task order level.

4.3.7 Integrate culture into language instruction in all phases of training. Language and culture are intricately intertwined and difficult to separate, therefore, language skills are to be developed in a context that includes the value systems, behavioral patterns, institutions, geography, and political, economic, and social systems of the areas where the target language is spoken.

4.3.8 For the purposes of this contract, intensive training is defined as follows: The student is studying full-time, four to eight hours per day, with no other duties during the period of his/her training.

4.3.9 Utilize best practices in curriculum development, which documents a holistic view of instruction based on the techniques and methodologies described above in sections 4.2 and 4.3.

Each curricular development model includes a perspective on language pedagogy and second language acquisition theory based on the language being taught, an assessment scale on which instruction is based from which to build goals or backwards design, and may include models of tasks and types of instructional examples.

4.4 Provide instruction through classroom, online, or in a language iso-immersion environment based on task order requirements.

4.4.1 Provide classroom instruction in accordance with the requirements identified at the task order level.

4.4.2 Online instruction will be provided through a system that an IHE has in place already.

This instruction is to be provided synchronously or asynchronously as defined at the task level.

4.4.3 Language iso-immersion environments are provided domestically by the IHEs.

4.5 Provide teacher training to Department of Defense language instructors based on the methodologies described in 4.2 and 4.3 above.

4.5.1 Provide 40 hours of instruction within one week at an IHE or a government facility for up to 10 teacher trainees.

4.5.2 Teacher training shall provide a minimum of 4 CEUs. If required, teacher training shall provide a minimum of three (3) college credits instead of CEUs.

4.5.4 Instruction will focus on curriculum development, course/syllabi development, and teaching methodologies to promote higher proficiency level outcomes.

4.5.4.1 Provided a comprehensive review of course development and delivery based on best-practices utilized within the LTC model to include developing curricular goals and objectives, task-based instruction, and communicative approaches to second language acquisition all articulated through hands-on and group activities creating course syllabi and associated learning objects.

4.6 Provide additional effort beyond the requirements described above.

4.6.1 Provide additional hours of instruction to be added to a 40 hour teach training course, 90 hour language course, or 120 hour language coures.

4.7 Provide the following documentation per task order:

4.7.1 Provide a plan summarizing how the IHE will fulfill the requirements as detailed in the task order including draft syllabi. For in-person instruction, provide accommodation recommendations, and a description of area amenities.

4.7.2 Develop a measurement for the students’ current performance, routine classroom testing, means for determining the probability of students achieving course goals in the training time scheduled, and recommended actions to be taken by the instructors and/or students to enhance the probability.

4.7.3 Close-out each task order with a final report to DLNSEO and the Government component including an evaluation of the course provided and student outcomes.

4.8 Provide overarching contract documentation:

4.8.1 Provide quarterly technical and financial reports that summarizes all contract related activities to include an evaluation of all contract related activities to date. These reports are to be delivered monthly in advance of quarterly in-person meeting with DLNSEO staff or conference calls for all other months.

4.8.2 Provide final technical and financial report on all contract related activities. This report will include, but not be limited to, a comprehensive list of students supported over the past year, available pre- and post-language assessment scores, and program information.

4.9 Provide Transition of Contract Services. The Vendor shall provide a plan for transition-out services to ensure maximum effectiveness and minimum disruption to vital Government business. In the case of transition-out services, this plan shall address how the Vendor will work with and interact with the successor and Government personnel to ensure that there will be no service degradation during the transition period. An updated transition-out report will be due within two weeks of the final option period of the contract. The vendor shall assist in providing non-proprietary transition-out services between the time a new award is announced and the vendor’s contract ends.

4.10 Participate in a Post Award Conference. This meeting shall provide an introduction between the Vendor personnel and Government personnel who will be involved with the contract. The meeting shall provide the opportunity to discuss technical, management and security issues, and travel authorization and reporting procedures. The Post Award Conference will aid both the Government and Vendor in achieving a clear and mutual understanding of all requirements, and identify and resolve any potential issues. The Vendor shall be prepared to discuss any items requiring clarification and gather information as necessary to support each deliverable.

4.11 Key Personnel - The program manager is identified as key personnel, and shall have at least 10 years of experience in program management, have no less than a bachelor’s degree in a relevant field, and be familiar with DoD LREC requirements. The Contractor shall ensure there is no degradation of services to the Government as a result of personnel turnover, and shall provide written notification to the Government of any impending personnel changes 30 days prior to departure, and notify the COR of the plan to transition the services to the new employee to ensure there is no loss of services.

5.0 DELIVERABLES

Provide the following deliverables to the Contracting Officer’s Representative:

Deliverable PWS Paragraph

Delivery Date

Task Order Plan 4.7.1 For review by COR 10 working days before task order begins

Task Order Final Report 4.7.4 Provide five business days after task order ends

Quarterly Reports 4.8.1 Provide five business days before quarterly meeting with DLNSEO

Final Report 4.8.2 First draft - two months before end of contract

Final draft – five business days before the last day of contract

Final Transition Plan 4.9 Within two weeks of the start and end of the contract

6.0 VENDOR MANPOWER REPORTING

6.1 The Vendor shall report ALL Vendor labor hours (including subcontractor labor hours) required for performance of services provided under this contract for DLNSEO via a secure data collection site. The Vendor is required to completely fill in all required data fields using the following web address: https://www.ecmra.mil/. Reporting inputs will be for the labor executed during the period of performance during each Government fiscal year (FY), which runs October 1 through September 30. While inputs may be reported any time during the FY, all data shall be reported no later than October 31 of each calendar year. Vendors my direct questions to the help desk at: https://www.ecmra.mil/.

7.0 TRAVEL

7.1 Vendor personnel may be required to travel in support of tasks listed in this PWS. Travel to multiple locations may be required under any given task orders. Vendor costs for Government authorized travel are included in this contract. All travel shall be in accordance with FAR 31.205-46 and applicable travel regulations (Joint, Federal or Standardized). Vendor payment claims shall include applicable documentation to support actual costs incurred (e.g. airfare and hotel/lodging receipts) as well as any receipts valued at or above $75.00. Failure to provide appropriate documentation may result in loss of reimbursement of travel expenses.

7.2 Travel will include the kick-off meeting and quarterly in-person meetings with DLNSEO staff in Alexandria, VA.

8.0. SECURITY REQUIREMENTS

8.1 All Vendor personnel shall obtain/maintain a favorable FBI National Criminal History Check (fingerprint check) and two forms of identity proofed identification (I-9 document). The Vendor shall ensure security background vetting is conducted for instructors performing services on this contract. As a reminder, all work conducted within this contract is at the level of

UNCLASSIFIED.

8.2 Vendor shall establish appropriate administrative, technical, and physical safeguards to protect any and all nonpublic Government data to ensure the confidentiality, integrity, and availability of Government date.

8.3 Immediately report the discovery of any Privacy breach first to the DLNSEO COR and then to the contracting officer.

8.4 Task orders whose performance is outside the Vendor's premises at U.S. Government installations may require access to the internet and local area networks. All other equipment (such as laptops) necessary to execute contract responsibilities not provided by the Government will be the responsibility of the Vendor and will be clearly stated in the task order request. If necessary, the Government will provide access to the local area networks and to the internet after successful completion of the required background investigation (National Agency Check). Such investigation will require the Vendor's employee to submit additional personal information.

8.5 Comply with:

DoD Instruction (DoDI) 8500.1, Cybersecurity The Privacy Act (5 U.S.C. 552a) DoD 5400.11-R, and DoD Directive 5400.11, DoD Privacy Program DoD 6025.18-R, DoD Health Information Privacy Regulation DoD 5200.2-R, Personnel Security Program HSPD-12, Homeland Security Presidential Directive.

9.0 PLACE OF PERFORMANCE

9.1 The oversight of the contract shall be conducted on the Vendor's premises.

9.2 Specific training location will be identified at the task order level, and can be anticipated to occur at IHE facilities within the United States, or at government provided facilities within the United States.

9.3 Training facilities at IHEs shall include, no less than the following features:

9.3.1 Classroom soundproofing, proper lighting, desks/tables and chairs, blackboards or the equivalent, ventilation and air conditioning/heating.

9.3.2 Current up-to-date technological facilities adequate to support training activities to satisfy the requirements of the task order. This includes audio, video, computers (if required at the task order level), internet, and reliable WIFI available to instructional staff and students.

10.0 GOVERNMENT FURNISHED ITEMS

10.1 The Government will provide mission specific information, including a student roster per course and incoming proficiency scores if available, to assist the Offeror in providing tailored language and cultural training at the Task Order Level.

10.2 If the training will be conducted at a Government Facility, the Government will provide the necessary training space to conduct the training, the contractor will be required to provide all training materials that are identified at the task order level.

10.3 Government students supported by this contract will provide their own travel, room and board expenses unless otherwise described by the Offeror. Specifically, the government understands that some iso-immersion programs may include room and board in the tuition due to the nature of the program. The Offeror should explicitly state if this is the case.

12.0 QUALITY CONTROL

The Vendor shall implement and maintain a Quality Control Plan (QCP) to ensure work performed conforms to the scope of work and meets the requirements under this PWS. The QCP shall, at a minimum provide a method for performing inspections; identifying, correcting and preventing problems/defective service; addressing customer complaints, and improving the quality of services over the life of the contract.

13.0 QUALITY ASSURANCE

13.1. The Government reserves the right to perform inspections and surveillance to evaluate the Vendor’s compliance to the contract terms and performance of the requirements in the PWS. The Government will make every effort to ensure that the surveillance methods described below are conducted in an objective, fair, and consistent manner.

13.1.1. Periodic Surveillance. This action occurs when the COR or other Government official observes a deficiency. Examples include evidence from accidents, incidents, or delays.

Regardless of where in the line-of-duty the COR observes contractual procedures not being followed, he/she has an obligation to document and report the deficiency to the Contracting Officer.

13.1.2. Customer Complaint Surveillance. This action is instituted when the COR receives a complaint from a stakeholder regarding Vendor service. The COR will obtain the complaint in writing and then conduct an investigation to determine its validity. If the complaint is deemed valid, the COR will immediately notify the contracting Officer for action. The COR will notify both the Contract Manager and the complainant of the Government’s response to their complaint.

13.2. Contract Discrepancy Report (CDR). In the event of unsatisfactory Vendor performance, the COR or CO will issue a CDR that will explain the circumstances and findings concerning the incomplete or unsatisfactory service. The Vendor shall acknowledge receipt of the CDR and respond in writing as to how he/she shall correct the unacceptable performance and avoid a recurrence. The Government will review the Vendor's corrective action response to determine acceptability and will use any completed CDR as part of an overall evaluation of Vendor performance when determining present or future contractual actions.

14.0 APPLICABLE DOCUMENTS

Document Web link DoDI 8500.1, Cybersecurity http://www.esd.whs.mil/Portals/54/Documents/DD/issuances/d odi/850001_2014.pdf

Interagency Language Roundtable Definitions for Proficiency Levels (Listening, Speaking, Reading, Writing) http://www.govtilr.org/

15.0 PERFORMANCE REQUIREMENT SUMMARY (PRS)

15.1 Purpose. The PRS lists performance objectives for the required services the Government will surveil. The absence of any contract requirement from the PRS shall not detract from its enforceability nor limit the rights or remedies of the Government under any other provision of the contract including the clauses entitled “Inspection of Services” or “Inspection” or “Default” in Section E and Section I of the contract.

15.2 Components. The PWS states the performance objective (required service), and threshold (performance standard, accept and reject points (if applicable)) in either a qualitative or quantitative fashion for each critical success factor.

Performance Objective

PWS

paragraph

Performance Standard/Acceptable

Quality Level

Incentive/ Disincentive

Effectively manages the task order process

4.1 Performance is acceptable

when qualified IHE’s are identified that complete the training requirement, the contractor provides a plan to meet the training requirements 100% of the

Document past performance, paying particular attention to the performance that meets the standard/ when performance is identified below standard for any reporting period could time with no substantial errors based on the mission requirements as identified in the task order.

affect the Governments desire to exercise the option period.

Provide qualified instructors at the task order level

4.2-4.6 Performance is acceptable when qualified instructors that are familiar with the LREC training model are available at the beginning of each course, unless previously negotiated by the

CO.

Document past performance, paying particular attention to the performance meets the standard. Any performance that does not meet the standard may require corrective action such as issuing a Contract Dispute Resolution (CDR) and could result in non-payment.

Provide qualified training locations

4.2-4.6 Performance is acceptable when all training facilities at the IHE meet the specifications established under section 9.3 for the duration of each course specified at the task order level, unless previously negotiated by the CO.

Document past performance, paying particular attention to the performance meets the standard. Any performance that does not meet the standard may require corrective action such as issuing a Contract Dispute Resolution (CDR) and could result in non-payment.

Meet the course schedule identified at the task order level

4.2-4.6 Performance is acceptable when the IHEs maintain the course schedule as identified at the task order level 100% of the time, unless previously negotiated by the

CO.

Document past performance, paying particular attention to the performance meets the standard. Any performance that does not meet the standard may require corrective action such as issuing a Contract Dispute Resolution (CDR) and could result in non-payment.

Effectively replaces/ substitutes key personnel

4.9 Performance is acceptable

when:

a) The Government is notified at least 30 days prior to a vacancy and provided with a

Document past performance, paying particular attention to the performance that meets the standard/ when performance is identified below standard for any reporting period the Government could increase transition plan in writing.

AND

b) there is no mission impact due to position vacancies or unqualified personnel surveillance and provide negative past performance.

Develop and submit all required deliverables

5.0 Performance is acceptable

when:

a) 100% of deliverable requirements are met and received on time

AND

b) critical information is accurate

Document past performance, paying particular attention to the performance that meets the standard/ when performance is identified below standard for any reporting period, increase surveillance or contract reporting.