REL 2027_31 PWS 03122026 CLEAN.docx

Regional Educational Laboratory Program: 2027 – 2031 Cycle Performance Work Statement

I. Procurement Purpose and Authorizing Legislation The U.S. Department of Education (the Department) intends to award ten 60-month contracts to qualified entities to serve as Regional Educational Laboratories. See Appendix A for the constituent jurisdictions.

The REL program is authorized under the Education Sciences Reform Act (ESRA) of 2002, Part D, Section 174 (20 U.S.C. 9564). The REL Program is administered by the National Center for Education Evaluation and Regional Assistance (NCEE) at the Institute of Education Sciences (IES).

II. Introduction to the 2027 REL Cycle A REL’s purpose is to support education stakeholders within their assigned region in the use of data and evidence to improve student academic (and related) outcomes of schooling, from early childhood to adulthood (see Figure 1). Stakeholders include state educational agencies, local educational agencies, school boards, state boards of education, schools funded by the Bureau of Indian Education[footnoteRef:2] (as appropriate), institutions of higher education, educators (including school officials and librarians), policymakers, business leaders, and parents. Supporting work in rural areas is a specific statutory goal: the program’s authorizing statute requires that 25 percent of REL funds be used to support work in rural areas[footnoteRef:3] (ESRA Sec. 194 (b)). [2: There is no one REL responsible for schools within the Bureau of Indian Education. All RELs should be including Bureau of Indian Education schools along with all other schools in their region when considering partnerships and dissemination. ] [3: RELs shall include in their monthly report an accounting of their expenditures related to rural areas and their progress towards meeting the 25% annual goal.]

To achieve that purpose and consistent with the program’s authorizing language, RELs will: (1) conduct applied research and development; (2) design and implement training, coaching, and technical support activities that emphasize building capacity to use data and information to drive change; and (3) disseminate scientifically valid research, evidence-based practices, and supporting materials that allow stakeholders to apply this knowledge to their own practice. These activities should be coordinated with other federally-funded technical assistance entities serving their assigned region, such as the Comprehensive Centers.

Each REL has a Governing Board (ESRA Sec. 174(h)) that it establishes at the inception of a REL cycle. Boards are comprised of chief state school officers from their region, as well as representatives from other regional education stakeholders. As described in statute, Governing Boards are expected to serve as regional “agenda setters” for the work of each individual REL. Following procedures developed by individual Governing Boards, Boards must affirmatively recommend all REL activities (or set of relative activities) to IES for its consideration. To ensure appropriate oversight of federal resources and contracts, IES reserves the right to approve or disapprove of all REL activities.

All REL work must be responsive to needs identified by Governing Boards and their members, including chief state school officers in each state in the region. Needs may be identified by a process designed by the Governing Board, and may also include topics of interest identified by states as part of a “Learning Agenda,” or similar tool (see below).

REL work must also meet IES quality standards. IES requires that all activities “... conform to high standards of quality, integrity, and accuracy; and are objective, secular, neutral, and nonideological and free of partisan political influence and racial, cultural, gender, or regional bias” (ESRA, Sec. 111(b)(2)).

Additionally, IES expects that:

· REL work will leverage opportunities to collaborate from the start with federally-funded technical assistance entities serving their region, such as the Regional Comprehensive Centers (RCCs) so that the work is coordinated and not duplicative.

· REL work will be done in partnership with key stakeholders, with the structure and features of that partnership driven by partners’ goals, needs, and timelines. Partners are members of key stakeholder groups within the region committed to (or willing to commit to) specific engagements with the REL on one or more targeted areas of need through applied research and development; training, coaching and technical supports; and dissemination.

· RELs will form primary partnerships with each SEA, or equivalent, in their region. If an SEA declines to form a partnership, the REL shall seek guidance from the SEA about engaging one or more LEAs in that state. If after engaging an SEA, RELs believe additional LEA (or other) partnerships are feasible and appropriate, they may propose such work to IES. SEAs must be made aware of all REL work in their state.

· Each REL activity (or set of related activities) will:

· Be driven by a clearly stated problem of education policy or practice;

· Have one or more measurable, partner-identified outcomes, at least one of which must serve as an indicator of an activity’s success; and

· Include a clear “logic model” that describes how REL activities, in whole or in part, are purposefully designed to achieve the outcomes identified by its partners.

· REL work will draw on rigorous, scientifically-valid research—particularly that developed by IES and its partners.

· RELs shall stage and sequence their Task 4, 5, and 6 activities to ensure stakeholders have timely access to actionable data and information arising from REL work while maintaining the integrity of the research and peer review process.

· RELs shall measure their performance and their progress toward program-level and partnership-level work, such as whether partners report increased capacity and increased intention to use data and evidence for decision-making. This includes the use of IES’s REL Stakeholder Feedback Survey (SFS), administered following the receipt of REL services.

III. Learning Agendas

State Learning Agendas, or equivalent, document an individual state’s most pressing problems of education policy and practice and the researchable questions that, if answered, could dramatically accelerate states’ progress towards addressing those problems.

In 2026, the Office of Elementary and Secondary Education’s National Comprehensive Center (NCC), in partnership with the Regional Comprehensive Centers (RCCs) and the Regional Educational Laboratories (RELs) invited SEAs in each region to participate in a pilot of a standardized Learning Agenda development process. The goal is to develop a process, complete with templates, protocols and other supporting resources, that all SEAs can use as they develop their own Learning Agendas.

REL work should be informed by Learning Agendas for states which have them. Via Task 3.2, IES expects RELs to stay engaged with the NCC and RCCs in their region to continue to support SEAs in their development and implementation of Learning Agendas and to in turn, align their plans with Learning Agenda priorities.

IV. Program Logic Model

IES has identified a REL program logic model (see Figure 1). It depicts how IES believes the REL program contributes to improving regionally-identified outcomes of schooling, forming the basis for programmatic guidance and decision-making. It also forms the basis of REL performance monitoring at the program level, the level of the individual RELs, and REL’s individual activities. Specifically:

Long-Term Outcomes (LTOs) reflect partners’ publicly stated goals about education or related outcomes. For example, a partner might set a goal of increasing the districtwide proficiency rate to 95% by 2035 for grade 3 standardized test scores in mathematics. Partners’ LTOs should serve as the “north star” for REL work but typically depend on the work of other system actors to be realized. As such, they are not included in the performance framework for the REL program or individual RELs.

Medium-Term Outcomes (MTOs) reflect changes in educator practice, education or related policy, or equivalent that can reasonably influenced by REL activities. MTOs must be measurable and achievable during the period of performance of REL contracts, as they serve as terminal outcomes of interest for characterizing the success of REL activities, RELs, and the REL program.

Short-Term Outcomes (STOs) reflect changes in educator or policymaker knowledge of, or capacity to use, scientifically-valid research or practice. STOs must be measurable, as they serve as intermediate outcomes of interest for characterizing the success of REL activities, RELs, and the REL program.

Activities include (1) applied research and development; (2) training, coaching, and technical support; and (3) dissemination of scientifically-valid research and their observable Outputs.

Inputs include specific REL (and sometimes external) resources brought to bear to design and implement effective activities. They include, but are not limited to, the (1) experience and expertise in research, policy, and practice that RELs and their partners bring to a project; (2) connections partners have to other key stakeholders and their contextual knowledge; (3) buy-in of partners partner buy-in and resources.

Figure 1. REL Program Logic Model Problem statement: Many states and districts are interested in, or are required to, implement evidence-based policies and practices as a way of reaching their goals for improving student outcomes. However, SEA and LEA staff may need support to identify evidence-based policies and practices, understand the research behind them, or effectively monitor or evaluate their success. RELs partner with these stakeholders to support them in identifying and implementing evidence-informed actions that ultimately support the improvement of student outcomes.

Expertise

Contextual Knowledge

Partner buy-in

REL and partner resources

Needs sensing

Establish & maintain partnerships

TCTS development

Tool development

Dissemination

Research activities

Governing board meetings Applied research

TCTS

Tools

Dissemination products Build partner capacity to:

1. Apply evidence to practice

2. Access and interpret data

3. Examine quality of extant evidence

4. Effectively communicate research findings

5. Key stakeholder support for evidence-informed practice Adopt, expand, or continue evidence-informed practice

Adopt, expand, or continue evidence-informed policy

Implement continuous improvement processes

Sustained, systematic organizational change

Improved educator effectiveness

Improved academic outcomes

Improved behavioral outcomes

Improved early career outcomes

V. Program Performance Measurement Section 174(e)(4) of ESRA requires the IES Director to “design specific objectives and measurable indicators to be used to assess … the regional educational laboratories, in order to ensure that the educational needs of the region are being met and that the latest and best research and proven practices are being carried out as part of school improvement efforts” before entering into REL contracts.

Program-wide performance metrics and annual targets are outlined in the table below. Different metrics and targets apply at the level of partnerships versus projects. RELs are expected to develop other project-specific measures to monitor project health and outcomes, in consultation with their COR.

Unless otherwise approved by their COR, RELs are expected to collect performance data via the REL Stakeholder Feedback Survey (SFS).

1. The degree to which participants report they plan to use, are in the process of using, or have used data or research to inform decision-making. (1-4 scale) Target Measure

2. Participant-reported value of REL engagement to support them as they respond to issues they face (1-4 scale)

Target Measure

3. Participant-reported relevance of REL evidence and services (1-4 scale)

Target Measure

4. Participant-reported accessibility of REL evidence and services (1-4 scale)

Target Measure

VI. General Information

Period of Performance. The period of performance for this contract is one 12-month base period followed by four 12-month option periods, for a total of five years. The initial base period is anticipated to begin on January 3, 2027.

Contract Type. This is a hybrid contract. Travel expenses are cost reimbursable. All other activities are firm fixed price.

Place of Performance. Performance will occur entirely at the contractor’s place(s) of business. No access will be provided to ED facilities.

VII. Scope of work and requirements

Task 1: REL Management and Reporting

Subtask 1.1 Participate in a virtual kickoff with ED Within one week after the effective date of the contract, the REL shall schedule a virtual kickoff with IES’s Contracting Officer’s Representative (COR) and ED’s Contracting Officer (CO) and Contract Specialist (CS) to introduce all key personnel, discuss expectations, and raise emergent concerns requiring resolution. Within two weeks after the meeting, the REL shall submit a summary (Subtask 1.1.1) of the meeting discussions, including any outstanding issues raised and plans to address these issues.

Subtask 1.2 Communicate regularly with IES.

The REL – at a minimum, the Director and Deputy Director – shall participate in regularly scheduled monthly meetings with the COR to discuss issues related to the REL contract, including any anticipated problems and proposed solutions to those problems, and update the COR on key milestones for REL projects. The REL shall send an agenda (Subtask 1.2.1) for the call at least two working days before each call so that both the REL and COR are aware of the main issues that will be addressed during the call. Within five working days following each meeting, the REL shall prepare a memo (Subtask 1.2.2)summarizing the key issues and concerns raised at the meeting and how each will be addressed.

The Director or Deputy Director shall communicate with the COR on a regular basis, such as by phone or email, to discuss urgent points and follow-up as needed.

Subtask 1.3 Attend biannual REL Program meetings.

The REL Director and one other key REL personnel shall participate in 2 REL Program Meetings annually. The first REL Program meeting each year will be held in-person at IES’s Washington, DC office and will last one to two days (Subtask 1.3.1). It may include a joint meeting with the RCCs and NCC. The second biannual meeting will be virtual (Subtask 1.3.2). The purpose of these meetings is to discuss issues and accomplishments related to the REL and the REL Program and consider ways to improve the functioning or outcomes of the REL Program. IES will coordinate the logistics for this REL Program meeting.

Subtask 1.4 Identify, establish, maintain, and convene the Governing Board.

The REL shall convene a Governing Board as specified in Section 174(h) of ESRA, and shall jointly administer the Governing Board with RCCs to meet the requirements of Section 203(g) of the Educational Technical Assistance Act of 2002 (ETAA). The primary purpose of the Board shall be to determine the regional agenda of the REL, and subsequently the RCCs—that is, to identify for the REL and RCC the key problems of educational policy and practice that are of shared interest to the majority jurisdictions it comprises (n.b., Subtask 3.1). Secondarily, Governing Boards shall:

· Articulate a mission statement for their REL, in consultation with the NCEE Commissioner;

· Share regular feedback with the NCEE Commissioner on the quality of their REL’s activities via regular, IES-convened listening sessions;

· Provide insights to REL and IES staff on how the REL might best carry out its activities such that State education goals, and other goals identified by REL partners, are achieved;

· Develop a plan for regularly identifying regional needs, aligned with SEA learning agendas, including through the solicitation of feedback from schools and teachers, to inform their own deliberations; and

· Support ongoing collaboration, joint planning, and alignment with the associated RCC(s) The REL shall appoint members to the REL Governing Board in consultation with their RCCs to meet the following requirements:

· The REL shall offer every chief State school officer in the region the opportunity to serve on the REL Governing Board, or to designate another senior officer as their representative.

· The composition of the REL Governing Board shall represent the interests of all states and other appropriate constituencies in the region, including rural stakeholders (see Section 174(h) of ESRA for additional information on the composition of the Governing Board.)

· The composition of the REL Governing Board shall also meet the requirements for Comprehensive Center Advisory Boards (see Section 203(g) of the ETAA.)

· The REL Governing Board shall be separate from the REL’s corporate board and shall meet on a different day from any corporate board meeting.

· The REL Governing Board shall convene at least two times each year, with at least one in-person meeting. In-person meetings shall be at least one full day to allow ample time for the board to fulfill its duties. All in-person meetings shall be held at a location within the region.

· The REL shall ensure that members clearly understand the roles, responsibilities, and the procedures of the REL Governing Board. This includes ensuring that all REL Governing Board members are onboarded, and are kept informed of the work of the REL between meetings so that the REL Governing Board may maximize the time available during Board meetings to fulfill their responsibilities.

RELs must provide Governing Board members the opportunity to provide meaningful and regular input and guidance on projects that impact the constituency they represent, both as those projects are being proposed and executed. Because the work of the REL will be proposed, approved, and executed on a rolling basis, Governing Board meetings must not be the only opportunity Governing Board members have to provide such input and guidance. RELs are expected to communicate with their Governing Board members on a regular and consistent basis to provide them the information they need to fulfill their duties in a timely manner.

Within 5 weeks of the effective date of the contract, the REL shall submit to IES a report on the establishment of the REL Governing Board, board procedures, a list of members, analysis of how the Governing Board meets the representational requirements for both the REL and RCC Program, and how the REL plans to collaborate with its RCCs to provide ongoing consultation and advice through the Governing Board (Subtask 1.4.1).

The first REL Governing Board meeting shall be held within the first 16 weeks of the contract effective date. After the initial meeting, meeting agendas for future meetings shall be created in consultation with the RCCs and Governing Board members at least 6 weeks before the Governing Board meeting occurs (Subtask 1.4.2). The meeting agenda shall reflect a commitment by the REL to engage the Governing Board members actively in the decision-making of the REL and shall reflect input from RCCs. The agenda and meeting materials shall be submitted for approval by IES at least three weeks before each meeting (Subtask 1.4.2). The REL shall submit to IES minutes, actions, and a discussion of how the REL will use Governing Board feedback to adjust their proposed or ongoing work within two weeks after each meeting (Subtask 1.4.3).

RELs shall submit quarterly reports of communication with the Governing Board, with the first quarterly report due within two weeks of establishing the Board (Subtask 1.4.4).

RELs shall also keep their COR informed of potential additions to or resignations from their Governing Board. While the addition of new Governing Board members must be approved by current Governing Board members, RELs shall propose new Governing Board members to the COR in advance of proposing members to the Governing Board, and provide the COR with a justification as to why a potential Governing Board member is well situated to further the work of the REL and RCCs.

Subtask 1.5 Annual Work Plan Annually, RELs shall submit an Annual Work Plan (AWP). The AWP shall be organized by partnership (n.b., Task 3) and include their (a) description and composition (including REL staff supporting the partnership), (b) updated logic model; (c) updated measurement plans and accompanying metrics; (d) updated project proposals, including budgets and schedules, for all previously approved work; (e) anticipated projects, including preliminary fixed-price budgets using costs from the approved pricing menu with the allowable escalation rate, cost reimbursable travel, and deliverable schedules; and (f) most significant success and most pressing challenge. Note that RELs may continue to propose projects even if a given year’s AWP has already been submitted. Anticipated projects and budgets identified in Part E of the plan will serve as justification for the following year’s incremental funding request.

RELs shall submit an AWP describing any approved work and all planned work for Year 1 within five months after contract award (Subtask 1.5.1).

AWPs describing work for Years 2, 3, 4, and 5 shall be submitted by August 1st in each of the years 2027, 2028, 2029, and 2030, respectively unless otherwise specified by the COR based on date of contract award (Subtask 1.5.2).

Subtask 1.6 Prepare and submit Monthly Progress Reports The REL shall submit a Monthly Progress Report, due within 10 working days after the end of each month (Subtask 1.6.1). The Monthly Progress Report shall include the following summaries:

· Major activities under each task and accomplishments—including any relevant data on progress towards partnerships’ short- and medium-term outcomes.

· Needs related to applied research or training, coaching, or technical support that have been identified by the REL through its interactions with regional stakeholders or other Technical Assistance Providers.

· Participation in cross-REL coordination activities.

· Coordination and collaboration with Comprehensive Centers, other Technical Assistance Providers, and other IES investments as well as referrals to other Department resources the REL has provided to stakeholders.

· A monthly expenditures report is needed as part of the monthly reporting. Once awarded, the REL will invoice according to the approved payment schedule. The monthly expenditures report should show the current payments for the month being invoiced in one column and the cumulative payments invoiced from the start of the contract in the second column by subtask. The current payment amounts should be aligned to the work described in the monthly report. The expenditure information should include a clear identification of the extent of budget devoted to and resources spent on activities in rural areas. Labor hours and labor rate information is not needed since this is a firm fixed price contract and RELs will invoice according to the payment schedule which is aligned to the approved firm fixed price menu of activities.

· Unexpected challenges, delays, or other issues that need to be addressed. If these delays result in revisions to the project timeline, RELs shall include a complete timeline for remaining project activities in the Monthly Progress Report.

· Major activities planned for the next month, including a schedule of deliverable submissions.

· Status update on staff with required security clearances

Subtask 1.7 Comply with Personnel Security Requirements All REL positions will be designated as either a no-risk, low-risk or moderate-risk level. Within the first week of the contract start date the REL shall appoint a security liaison who shall submit a list of all staff on the contract with the appropriate position risk level designation. The REL security liaison shall submit the required documentation for all REL staff assigned a low or moderate risk to the IES security team within two weeks of contract start date, and as needed for REL staff added over the life of the contract (Subtask 1.7.1). The security liaison shall be responsible for submitting the required documentation for staff from the prime contractor and any subcontractors. The REL shall submit an update monthly on the status of security risk processing following directions provided by the COR at the contract kickoff. REL staff shall complete periodic cybersecurity and records management training provided by IES by the due date provided by the COR (Subtask 1.7.2). There are typically 3 Cybersecurity trainings per year and one records management training per year, each taking approximately one hour to complete. See Appendix D: Records Management Obligations for more information.

Subtask 1.8 Participate in REL Program Evaluation.

IES intends to conduct an independent evaluation of each REL and the REL Program itself. The REL shall cooperate with IES’ requests for information and other types of assistance needed to conduct the evaluation (Subtask 1.8.3). Information requests and assistance may include, for example, providing details about upcoming and past TCTS activities or facilitating the evaluation contractor’s collection of data from REL partners. In addition, the REL shall plan to participate in two-day site visits from REL evaluation contractor staff in both Years 2 and 3 of the REL contract (Subtask 1.8.2). Three REL staff shall participate in the two-day site visit, including both the Director and Deputy Director as well as one additional person to be determined in Year 1. The REL shall also be prepared to discuss with the REL evaluation contractor the feasibility of conducting a random controlled trial (RCT) or quasi- experimental design (QED) study of one of the REL’s partnerships or projects. This discussion would occur in Year 1 of the REL contract and the RCT or QED would begin in Year 2 or Year 3 of the REL contract. The REL shall cooperate with the REL evaluation contractor in the implementation of this RCT or QED if such a study is deemed feasible.

Task 2: Coordination and Collaboration

Subtask 2.1 Coordinate and collaborate with regional Comprehensive Centers, other Department technical assistance providers, and IES investments.

The REL shall identify opportunities for coordination, collaboration, and dissemination with Comprehensive Centers, other IES funded activities and other federal and local technical assistance providers. The REL shall not duplicate the information gathered or services provided by other federal or non-federal technical assistance providers. The REL shall refer stakeholders to other available resources when the stakeholders’ needs are outside the scope of REL Program or when the needs can be more effectively met by others.

National Comprehensive Center The REL shall coordinate and collaborate with the NCC to disseminate knowledge and products widely within the Nation, avoid duplicating efforts across programs, and streamline and simplify the process of receiving federal technical support from the stakeholder perspective. The REL shall share information, including plans for Task 4, 5, and 6 activities, as appropriate, with the NCC, to increase awareness of REL services and promote opportunities for coordination with other Centers. As appropriate in response to partner needs, RELs shall leverage the capacity of the NCC’s cadre of subject matter experts. RELs shall additionally participate in collaboration and peer learning activities hosted by the NCC to enhance the REL’s ability to effectively meet requirements for collaboration and non-duplication of services.

Regional Comprehensive Centers REL shall enter into partnership agreements to codify processes for coordination and collaboration with each of their RCC counterpart(s) in their region 90 days after contract award (Subtask 2.1.1) to assess and identify needs, through state Learning Agendas or similar tool, to coordinate services, where appropriate, to state partners, and to disseminate knowledge widely within their region, avoid duplicating efforts across programs, and streamlines and simplifies the process of receiving federal technical support from the stakeholder perspective. Where requested by a state partner, RELs shall collaborate with the RCC to facilitate the development of a state Learning Agenda (see Subtask 3.3). The REL shall also consult with the RCC counterpart(s) to develop agendas for Governing Board meetings to ensure agendas reflect needs for input and advice under Section 203(g) of the ETAA.

In addition to working with their joint Governing Boards, RELs and their Comprehensive Center counterpart(s) shall establish regular meetings, to occur at least monthly across the entirety of the contract period, to ensure continuous coordination and potential collaboration. Discussions in these meetings shall address topics such as any new needs that arise, any changes occurring within a state (e.g., new leadership or new policies), updates on ongoing or potential projects, and identifying any collaboration opportunities. These regular meetings can also cover planning for any collaborative projects, which shall be proposed under the associated REL task.

Other Technical Assistance Providers and IES Investments The REL shall establish formal or informal structures to maintain a clear, thorough, and up-to-date knowledge of the work occurring in the network of organizations that provide different forms of research assistance to stakeholders. This network shall include Comprehensive Center Content Centers, other IES investments such as the WWC, research projects funded by the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER), National Center for Education Statistics (NCES) programs, such as the National Forum on Education Statistics, as well as other federal, local, and professional organizations that provide educational services to state, local education, and postsecondary agencies that align with the outcomes of REL partnerships.

Structures can include informal or formal meetings with other providers, IES contractors, or grantees in order to discuss any relevant needs-sensing, any research or activities occurring in each respective program, and any coordinated dissemination opportunities. At a minimum, internal structures shall be developed by the REL to allow the REL to identify research or other products and supports developed by all relevant networks. Strategies shall be developed for helping stakeholders make effective connections with these other services to avoid duplicative efforts.

RELs shall participate in at least one annual collaborative event or meeting (e.g., Accelerator) with federal TA providers to identify opportunities for collaboration/coordination.

RELs shall develop a summary of their collaboration activities, as well as any referrals that have been made each month (Subtask 2.1.2). This summary shall be included as an appendix to the Monthly Report (n.b., Subtask 1.6).

Subtask 2.2 Coordinate and collaborate with local, regional, and national education organizations The REL shall identify opportunities for coordination, collaboration, and dissemination with other regional education stakeholders such as other state agencies, LEAs, regional education service centers, institutions of higher education, state regional networks, professional organizations, and other intermediaries. This includes national organizations that could support dissemination of REL work such as the Council of Chief State School Officers.

RELs shall develop a summary (Subtask 2.2.1)of their collaboration activities with local, regional, and national education organizations and include that summary as an appendix to the Monthly Report (n.b., Subtask 1.6).

Task 3: Working in Partnership with Stakeholders Subtask 3.1 Conduct needs‐sensing and develop partnerships.

Throughout the duration of the contract, the REL shall engage in needs-sensing through communication with stakeholders in its region, in particular its Governing Board (both as a whole and its individual members), as well as via and secondary information sources such as state or district websites. As noted in Introduction to the REL Cycle, REL work addressing those needs should be done “in partnership” with key stakeholders and decisionmakers.

IES anticipates that an increasing number of states will have, or will seek to develop (see Subtask 3.3), statewide Learning Agendas. IES expects that any REL serving a state with a Learning Agenda will use that Agenda as a primary driver for work with that state and should be able to demonstrate the connection between AWP projects and the priorities in a state Learning Agenda.

For any need or partner where more than one Task 4, 5, or 6 project is planned, the REL shall submit a partnership proposal for the first project with this partnership (Subtask 3.1.1). Concept Papers required under the REL 2022-2027 cycle are not required under the REL 2027-2031 cycle. In lieu of a concept paper, RELs are to discuss the partnership and any related Task 4 and 5 work with the COR and get approval before writing and submitting the proposal. Once the COR approves the partnership and related work, the REL submits the proposal following guidance that will be provided to all RELs once awarded. In general, the partnership proposal will:

· describe the specific high-leverage need the work will address and its alignment to a state Learning Agenda or other defined priority,

· provide an overview of how the need will be addressed through the REL’s support;

· detail relevant context such as existing efforts outside the REL to address the need;

· describe the expertise needed on the project and demonstrate how partner input was incorporated to select and procure key personnel for the project, including the use of NCC subject matter experts as needed;

· list the individual members (“named partners”) that will participate; and

· include a letter of support from each organization that will participate to indicate that the approach is feasible and will meet their needs.

The REL shall submit need-sensing and partner-planning meeting materials to the COR two weeks prior to the meeting (Subtask 3.1.2). The REL shall submit a meeting summary to the COR two weeks after the meeting summarizing needs and priority areas and any next steps (Subtask 3.1.3).

Subtask 3.2 Learning Agenda Development IES expects RELs to stay engaged with the NCC and their RCCs to continue to support SEAs in their development and implementation of Learning Agendas, when requested by states.

Within six (6) months of contract award, the REL shall provide a memo summarizing the state of learning agendas in the SEAs in their region, alignment of the REL planned work with Learning Agendas, and any planned support planned for SEAs to either develop a new or continue the development of a Learning Agenda (Subtask 3.2.1).

Subtask 3.3 Maintain partnerships Once approved, RELs shall begin work within a partnership.

A key task at the inception of a partnership is co-development of a partnership logic model (see Figure 1). The model will outline how the proposed activities done in partnership will lead to the attainment of partners’ intended outcomes. Each logic model shall describe each of the applied research, training, coaching, and technical support projects the REL intends to undertake in partnership; the intended outputs; short-, medium-, and long-term outcomes of the work; and the intended, measurable, time-bound targets for each outcome. To monitor the REL’s progress toward the outcomes identified in the logic models and their associated targets, the REL shall also develop a measurement plan to determine progress toward and achievement of each target associated with a logic model outcome. It must be clear how each measure aligns with and is a true measure of the associated outcome. IES expects that RELs will collect data related to measuring progress towards specific targets as often as is needed to determine whether they are being met. The logic models and associated measurement plans developed under Subtask 3.3 are to be considered living documents that change as conditions warrant. RELs should use these logic models as one tool to keep their current and future work focused on the outcomes, or to document new outcomes as necessary. The logic models and measurement plans shall be reviewed with partners, updated, and submitted to the COR annually as part of the AWP.

RELs must also maintain partnerships once formed. This includes regularly communicating with partners about the status of ongoing work as well as conducting ongoing needs-sensing to initiate new activities. The REL shall deliver a logic model (Subtask 3.3.1) and a measurement plan (Subtask 3.3.2) to the COR for each partnership within six months of the contract.

To monitor the outcomes associated with partnership participation, RELs shall administer the IES-provided Stakeholder Feedback Survey (SFS) to partnership members on an annual basis. RELs shall achieve an 85 percent response rate for partnership-level SFS. Aggregate results from the partnership-level SFS shall be submitted to the COR within ten months of the start of each contract year (Subtask 3.3.3).

Task 4: Training, Coaching, and Technical Support (TCTS)

The REL Program’s training, coaching, and technical support (TCTS) projects leverage RELs’ unique expertise in designing and interpreting rigorous research, as well as the identification and application of evidence-based practices. Under this task, RELs shall identify, develop, and implement TCTS projects and activities that incorporate, build, and support partners’ individual and organizational knowledge and capacities in service of addressing high leverage issues within the REL region. TCTS projects and activities shall be co-developed with partners, be more intensive than activities under other tasks such as Dissemination, and incorporate partners’ specific contexts within their design. To the greatest degree possible, TCTS should be embedded within recipients’ settings and their existing structures for determining and implementing policies or practices.

IES expects RELs to use TCTS projects to supplement and support projects under the Applied Research and Peer Reviewed Research-based Development Projects Task (Task 5) where appropriate. For example, TCTS projects can occur before or during an applied research project to help partners understand existing evidence or collect more detailed, local data to support a research project on the high leverage topic of interest. TCTS projects may also occur after an applied research project is completed with the goal of exploring implications of the research and potential next steps towards meeting partners intended outcomes. For proposed TCTS projects that are not aligned to Task 5 projects, RELs should identify the specific need and clearly demonstrate why the REL is best positioned to deliver the proposed services relative to other ED-funded providers.

Subtask 4.1 TCTS Projects Training Training activities involve hands-on, direct guidance or instruction from experts in research or practice. Examples of training activities include, but are not limited to, virtual trainings for administrators or teacher leaders on applying recommendations from a WWC Practice Guide or other rigorous extant research to professional development, in-person trainings for state-level staff on promising school turnaround practices, or training staff from partner organizations in the effective distillation and communication of research evidence on a specific high leverage topic.

Coaching Coaching in this context is akin to being a “thought partner” or “critical friend” to individual partner organizations or a small group of individuals representing multiple partner organizations during the process of making decisions related to policy or practice. For example, coaching support can entail co-developing materials or other outputs with partners to encourage and support evidence- informed, partner- driven changes to policy or practice. Coaching supports partners’ decision-making through ongoing sessions covering research evidence or current practice related to a specific topic.

Technical Support Technical support builds partners’ capacities to perform research-related activities such as identifying, collecting, analyzing and visualizing data. Examples might include, but are not limited to (1) providing support to a research office within a partner SEA or LEA to help that office identify existing data and/or collect new data necessary for an evaluation of an existing program, (2) providing support to a research office within a partner SEA or LEA to help that office perform data analyses on a topic, or (3) supporting a partner LEA or SEA in designing a study to inform or support its implementation or a local adaptation of a evidence-based practice or policy.

TCTS Proposals and Projects As needed, the REL shall develop written TCTS project proposals once the idea has been discussed with the COR and approved. Once the written proposal is approved, the REL may conduct TCTS activities. TCTS activities may be proposed on a rolling basis throughout the contract. Any TCTS work that is time sensitive due to partner need should be communicated to the COR so that the review can be expedited. It is expected that initial COR review of TCTS proposals will be completed in approximately two weeks. Written proposals for TCTS activities shall identify partners by organization/office (if applicable), and the nature of their participation shall be described. When proposing a TCTS project, RELs shall describe how the activity or activities that comprise the project will help facilitate partners’ desired short-, medium-, and long-term outcomes. Projects whose content and design is not anchored by partners’ outcomes are unlikely to meet the criteria of high leverage. As part of a project’s design, RELs shall collect or help partners identify and collect information necessary to determine whether the outcomes and associated targets for the project were met. All TCTS project proposals shall include a realistic and feasible timeline for completion within the contract period. TCTS proposals shall also include the proposed budget in accordance with the approved firm fixed price menu. Any project that does not fit a menu item should be discussed with the COR.

TCTS activities and related materials shall be informed by the highest quality, most rigorous available research. RELs should draw on research on effective professional development, capacity-building support, and adult learning theory as well as develop and assess new structures of support in order to meet their partner’s needs For example, if a goal of the project is for recipients of TCTS to apply knowledge learned to their practice, RELs should seek to embed their support in TCTS recipients’ actual setting or a similar context and provide critical thinking opportunities. IES encourages RELs to review prior IES and REL resources available to leverage to support TCTS activities and describe these resources in the proposal.

RELs should evaluate the extent to which TCTS materials may be actionable by stakeholders beyond those for which they were originally developed and discuss their potential dissemination with IES. In the instance IES concurs, IES expects that RELs will adapt materials to a more general context prior to posting to the REL website.

Task 4 TCTS proposals (Subtask 4.1.1) shall include the proposed fixed price pricing menu item to be used for the project. Once approved, the COR will determine whether any Contract modification is needed to adjust the payment schedule if that menu pricing option is not available in the approved plan. No new funds will be added to the Contract; therefore, the COR will work with the REL to determine what menu pricing option in the plan might not be needed to replace with the new menu option that is needed or any other modification. As much as possible REL should plan activities that fit within their menu pricing for the year to reduce the number of contract modification needed which could delay the work being done.

The REL shall deliver the final proposal incorporating any feedback from the COR within two weeks after receiving feedback from the COR (Subtask 4.1.2). The REL shall deliver the meeting agenda and session materials to the COR two weeks before each session (Subtask 4.1.3). The REL shall deliver the meeting summary two weeks after the meeting (Subtask 4.1.4).

To monitor the outcomes associated with participation in Task 4 activities, RELs shall administer the IES-provided Stakeholder Feedback Survey (SFS) to participants within 2 weeks of a project’s conclusion, unless otherwise specified by the COR (Subtask 4.1.5). RELs shall achieve a 65 percent response rate on project-level SFS administrations.

Subtask 4.2 “Ask an Expert” Service RELs shall develop and implement an “Ask an Expert” service to provide real-time methodological expertise and evidence-based thought partnering to key stakeholders within their region. “Ask an Expert” services should be limited to addressing questions that can be answered succinctly using evidence-based subject matter expertise, or expertise in designing and performing research studies. Requests related to interpretation or implementation of a policy or practice, requests where there is no directly relevant extant research to guide expert responses, or requests that would require more than two meetings with the requestor to fulfill the request may not be addressed through this service and may be better fulfilled through a different REL task, or outside of the REL Program. RELs may not use the “Ask an Expert” service to produce products typically developed under another task.

When a need arises for an “Ask an Expert,” the REL shall discuss the idea with the COR and get approval to proceed to draft the proposal, using an IES provided proposal template, to IES within two weeks (Subtask 4.2.1). Once the COR approves, the REL shall submit the proposal to IES that outlines how the “Ask an Expert” service will be implemented. This proposal must be approved by IES in advance of the REL implementing the “Ask an Expert” service. It is expected that COR review of “Ask an Expert” proposals will be completed in approximately two weeks. The REL shall deliver the final proposal within two weeks after receiving feedback from the COR (Subtask 4.2.2). The REL shall notify the COR if the request is time sensitive. After the REL Contract is awarded, specific guidance will be given as to what to include in the ”Ask an Expert” proposal. In general, this proposal should outline several aspects of their “Ask an Expert” service, including:

· A systematic internal process for determining if a request is best addressed through the “Ask an Expert” service, another REL task, or via referral to another federal service provider.

· A process for identifying an appropriate respondent to “Ask an Expert” requests, including the use of non-REL consultants, e.g. from the NCC cadre of subject matter experts, as needed.

· A close-out process for “Ask an Expert” requests. This should include:

· development of a short summary memo of each meeting with an “Ask an Expert” requestor, to be shared with both the requestor and IES within five working days of the meeting; and

· a process to determine whether follow-up supports are necessary, including additional REL activities or referrals to other organizations.

· Development of a Task 6 dissemination product that can be shared on the IES website so that others can learn from this work.

The REL shall deliver the summary memo and materials provided to the requestor to the COR within five working days of the meeting the REL held with the requestor (Subtask 4.2.3).

Task 5: Applied Research and Peer Reviewed Research‐based Development Projects

The purpose of the Applied Research and Development task is to (1) conduct applied research and report relevant findings, and (2) to develop products, subject to peer review, that are based in rigorous REL (or extant) research. For the purposes of this task, “products” include reports, PowerPoint presentations under Subtasks 5.1 and 5.6 (not required), toolkits that support the instantiation of existing evidence-based practice under Subtask 5.2, documentation and materials for the design and testing of new programs under Subtask 5.3 (not required), and additional tools under Subtask 5.4 (also not required). At state and local partners’ request, products may also include any materials that result from conducting assessments of research study quality under Subtask 5.5.

All REL work under this task shall be co-developed with partners to address identified needs. RELs shall describe in project proposals how all Task 5 projects will help facilitate the key partners’ desired short-, medium-, and long-term outcomes.

As a reminder, IES encourages RELs to consider pairing Task 5 work with other activities designed to enhance its impact. For example, the publication of a research report should rarely (if ever) be a standalone event.