ED-RFP-98-0022

BROAD AGENCY ANNOUNCEMENT -- New American High Schools Initiative – Supporting High School Improvement Through Reform Networks. U.S. Department of Education, Contracts and Purchasing Operations, Support Services Group, GSA Building/ROB-3, Room 3616, 7th and D Streets, SW., Washington, D.C. 20202-4443. Contract Specialist: Eileen Ayoroa. All communications on this announcement should refer to "RFP-98-0022 - BAA--New American High Schools Initiative – Supporting High School Improvement Through Reform Networks."

I. INTRODUCTION: The United States Department of Education is interested in receiving abstracts for projects that will assist high schools to implement whole-school reform strategies. These strategies ensure that all students meet challenging academic standards and are prepared for and have opportunities to gain technical skills and explore careers. Whole-school reform strategies are defined as those strategies that help schools and communities develop a shared vision and align the vision to professional development, school organization, and curriculum and instruction. Applicants under this BAA must be national or regional reform networks/organizations that currently have working relationships with high schools and have the ability to offer the assistance needed for these schools to become high performing high schools.

The Department of Education/Office of Vocational and Adult Education (ED/OVAE) through the New American High School Initiative has been focusing on the identification and documentation of strategies that support whole-school reform at the high school level. Since 1995, OVAE has funded applied research and demonstration projects that seek to document reform efforts and work to improve student outcomes. Through these initiatives, ED has identified practices in urban, suburban, and rural areas that contribute to improved student outcomes. Attachment 1 describes strategies that have been implemented by New American High Schools (NAHS) and have been found to be effective in improving high school performance.

First, OVAE focused on researching the key strategies essential to comprehensive high school improvement. The next step was identifying ten high schools that were committed to ensuring that all students could meet challenging academic standards as well as prepare students for entrance into college and careers. These schools have served as learning sites allowing ED to document reform efforts and assess how reform strategies contribute to improved student learning. The third effort was to work with six urban high schools to document the uniqueness of implementing whole-school reform strategies in urban settings.

In an effort to significantly broaden the impact of whole-school reform, the Department is now looking to national and regional school reform networks that are currently working with high schools or school districts. By partnering with these non-profit organizations, the Department wishes to link networks together that already have a history in whole- school reform; have established relationships with high schools; and have the ability to provide technical assistance to schools or school districts. These entities have the potential to reach a wide number of schools within a reasonable time period, increasing, significantly, the number of whole-school reform efforts at the high school level. This effort should serve as a catalyst for these networks to help them focus attention on high schools. This will enable these very complex institutions to better prepare students for college and careers.

Authority for this activity is found in the School-to-Work Opportunities Act of 1994 (Public Law 103-239). Section 403 of this Act authorizes the Secretary to work in cooperation with secondary schools, among others, to increase their capacity to development and implement effective School-to-Work Opportunity programs and to improve the quality of service provided to individuals served under the Act.

Authority for this activity is also found in the Carl D. Perkins Vocational and Applied Technology Education Act (Public Law 101-392). Section 402 of this Act authorizes the Secretary to conduct applied research on successful methods of reinforcing and enhancing basic and more advanced academic and problem-solving skills in vocational settings.

II. BACKGROUND INFORMATION: At the national, state, and local levels, much attention is being paid to the lack of academic preparedness being exhibited by high school students. The Third International Mathematics and Science Study (TIMMS) reports that 12th grade U.S. students' performance was among the lowest of the 21 participating countries in mathematics and science general knowledge. U.S. students were outperformed by students in 11 countries and only outperformed students in 2 countries. How can high schools better prepare students?

National organizations such as the National Association of Secondary School Principals in their 1996 publication Breaking Ranks: Changing an American Institution provides recommendations on how to restructure high schools in ways that will contribute to the academic success—and, ultimately, the success in life—of young Americans. The recommendations offered are best viewed as a series of connected strategies, each dependant on the implementation of the other. As the report concludes, piecemeal change may lead to some positive results, but effective change deals with the entire system, in other words, whole-school reform. These reports identify the urgent need to focus attention, guidance, and technical assistance on high school restructuring.

ED contemplates awarding three to four contracts through this competition. The estimated cost per award is $1,150,000 to $1,530,000. Offerors may propose a timeline of eighteen (18) months. ED reserves the right not to fund any project.

ED will use a two step submission process for this competition. First, ED is requesting abstracts of proposals, which it will evaluate against the criteria below.

Abstracts will be reviewed by government and non-government peers. ED may assign abstracts randomly to two or more panels depending on the volume of abstracts received in response to this BAA.

Second, following the abstract review, ED will request full technical and cost proposals only from those offerors who are in the competitive range. After competitive range has been established, a newly constituted panel(s) of peers will review the full proposals received.

For this second step, the request for proposals, ED will specify proposal format and content required by regulation; i.e., standards for an offeror-developed Statement of Work (SOW); a technical proposal; a schedule of deliverables; a cost proposal that provides sufficient detail to allow assessment of cost realism; evidence of the offeror's capacity to perform the work proposed; details on past performance; and contractor performance information from relevant organizations. A request for proposal does not ensure a subsequent award.

III. SUBMISSION REQUIREMENTS:

To be considered, an original and five copies of an abstract of a proposal shall be received by 2:00 p.m. EST, July 2, 1998, at the Support Services Group of the Contracts & Purchasing Operations Division at the address stated above. Hand-carried proposals must be delivered by entering through the 'D' Street entrance of the building and stopping at the Guard's Desk. Offerors are directed to call the Support Services Group (SSG) at 708- 8191, or the Contract Specialists listed above. All abstracts should identify the RFP number on the envelope and on the first page.

The following will apply to the submission of abstracts and the submission of complete proposals:

Late Submission, Modifications, and Withdrawal of Abstracts and Proposals.

(a) Any proposal or abstract received at the office designated in the BAA or request for proposal after the exact time specified for receipt will not be considered unless it is received before award is made and it -

(1) Was sent by registered of certified mail not later that the fifth calendar day before the date specified for receipt of offers (e.g., an offer submitted in response to a BAA or request for proposal requiring receipt of offers by the 20th of the month must have been mailed by the 15th);

(2) Was sent by mail or, if authorized by the solicitation, was sent by telegram or via facsimile and it is determined by the Government that the late receipt was due solely to mishandling by the Government after receipt at the Government installation;

(3) Was sent by U.S. Postal Service Express Mail Next Day Service-Post Office to Addressee, not later than 5:00 p.m. at the place of mailing two working days prior to the date specified for receipt of abstracts or proposals. The term "working days" excludes weekends and U.S. Federal holidays;

(4) Was transmitted through an electronic commerce method authorized by the solicitation and was received by the Government not later than 5:00 p.m. one working day prior to the date specified for receipt of abstracts or proposals; or

(5) Is the only proposal received.

(b) Any modification of an abstract, proposal or quotation, except a modification resulting from the Contracting Officer's request for "best and final" offer, is subject to the same conditions as in subparagraphs (a)(1), (2), and (3) of this provision.

(c) A modification resulting from the Contracting Officer's request for "best and final" offer received after the time and date specified in the request will not be considered unless received before award and the late receipt is due solely to mishandling by the Government after receipt at the Government installation.

(d) The only acceptable evidence to establish the date of mailing of a late abstract, proposal, or modification sent either by U.S. Postal Service registered or certified mail is the U.S. or Canadian Postal Service postmark both on the envelope or wrapper and on the original receipt from the U.S. or Canadian Postal Service. Both postmarks must show a legible date or the abstract, proposal, quotation, or modification shall be processed as mailed late. "Postmark" means printed, stamped, or otherwise placed impression (exclusive of postage meter machine impression that is readily identifiable without further action and have been supplied and affixed by employees of the U.S. or Canadian Postal Service on the date of mailing. Therefore, offerors or quoters should request the postal clerk to place a legible hand cancellation bull's eye postmark on both the receipt and the envelope or wrapper.

(e) The only acceptable evidence to establish the time of receipt at the Government installation is a time/date stamp of that installation on the proposal wrapper or other documentary evidence of receipt maintained by the installation.

(f) The only acceptable evidence to establish the date of mailing of a late abstract, offer, modification, or withdrawal sent by Express Mail Next Day Service-Post Office to Addressee is the date entered by the post office receiving clerk on the "Express Mail Next Day Service-Post Office to Addressee" - label and the original postmark on both the envelope or wrapper and on the original receipt from the U.S. Postal Service. "Postmark" has the same meaning as defined in paragraph (d) of this provision, excluding postmarks of the Canadian Postal Service. Therefore, offerors or quoters should request the postal clerk to place a legible hand cancellation bull's eye postmark on both the receipt and the envelope or wrapper.

(g) Notwithstanding paragraph (a) of this provision, a late modification of an otherwise successful proposal that made its terms more favorable to the Government will be considered at anytime it is received and may be accepted.

(h) Abstracts or proposals may be withdrawn by written notice or telegram (including mailgram) received at any time before award. If the BAA or request for proposal authorizes facsimile proposals or abstracts, they must be withdrawn via facsimile received at any time before award, subject to the conditions specified in the provision entitled "Facsimile Proposals." Proposals or abstracts may be withdrawn in person by an offeror or an authorized representative, if the representative's identify is made known and the representative signs a receipt for the proposal or abstract before award.

If an emergency or unanticipated event interrupts normal Government processes so that proposals cannot be received at the office designated for receipt of proposals by the exact time specified in the BAA or request for proposals and urgent Government requirement preclude amendment of the BAA or request for proposals or other notice of an extension of the closing date, the time specified for receipt of abstracts or proposals will be deemed to be extended the same day specified in the solicitation on the first work day on which Government process resume. If no time is specified in the BAA or request for proposal, the time for receipt is 4:30 p.m., local time, for the designated Government.

IV. PERFORMANCE INDICATORS:

All offerors who are requested to submit complete proposals must specify performance indicators for their projects in the full proposal.

V. ABSTRACT:

The abstract shall include an overview of the project, each proposed staff member's qualifications and time commitment to each task, and a one-page summary of projected costs for the project period. The abstract should be prepared on 8.5x11 inch paper, printed on one side only, in an easily read type size. The abstract shall not exceed 12 pages.

In addition, the abstract shall specify products, including a final report able to be published, and a fixed-price cost for each. Any cover letter, budget sheets, and all other attachments are subject to the page limit.

VI. TECHNICAL DESCRIPTION:

Offerors should address the following in their abstract.

Comparison of the network's proposed change or improvement strategies for providing assistance to high schools in their network with key strategies of whole-school reform under the New American High Schools Initiative.

If strategies do not align, how will the network ensure that it is capable of delivering technical assistance in those strategies? Outline the additional resources needed and how they will be acquired by the network to fully address the strategies under the New American High Schools Initiative.

Description of their current technical assistance approach in identifying needs and developing and implementing a plan for working with schools in their network to implement whole-school reform strategies. Cite examples of how the network is currently assisting high schools implement whole-school reform strategies and state the total number of high schools currently involved in the network.

Statement of their understanding of the complexities of whole-school reform at the high school level on a practical rather than theoretical basis.

Discussion of the relative roles of the network or organization and the schools to be served in this project.

VII. AWARD PROCESS:

The expected award date is September 28, 1998. ED reserves the right to select for award, any, all, part, or none of the proposals received. For this announcement, technical quality is of more importance than cost or price. The Contracting Officer will determine whether the difference in technical merit is worth the difference in cost. Technical quality will be evaluated in a peer review panel, based on the criteria specified below.

VIII. TECHNICAL EVALUATION CRITERIA

The following criteria apply to both abstracts and full proposals requested under this announcement. No other technical criteria will be used to evaluate the abstracts or technical proposals.

A. Technical soundness of the project tasks that reflects the practical needs of schools, the teachers, the community, and administrators in order for reform to take root, grow, and be sustained. Timeline shows clearly, that tasks and activities are realistic to allow for high schools to transition to become New American High Schools. Monetary (grants to schools) and professional development needs shall be addressed under this criterion.

Maximum points = 45

B. Understanding of the complex components involved in major school change including at a minimum, principal's role; teachers involvement; school-related union agreements; and cooperation from the district and State. A firm commitment to each of the key elements of the New American High School model and to whole-school reform must be demonstrated.

Maximum points = 35

C. Quality of plan for key personnel including their time available for this project; appropriateness of time per task; and successful experience in performing similar types of work. This criterion also covers any in-kind key personnel.

Maximum points = 20

Total points possible = 100

ED -98-R-0022

Attachment 1

BAA - New American high Schools Initiative - Supporting High School Improvement Through Reform Networks

New American High Schools are schools where all students are expected to meet both challenging academic standards and acquire the communication, problem-solving, computer and technical skills necessary to pursue college and careers.

Strategies for whole-school reform at the high school level:

1.	The core activities of the school concentrate on student learning and achievement. Curriculum, instruction, assessment, scheduling, staff development, hiring, and student advising are designed to promote student success. [These practices are continually reviewed and improved.]

2.	All students are expected to master the same rigorous academic material. High expectations are established for student achievement.

3.	Staff development and planning emphasize student learning and achievement. Faculty has time to meet regularly to plan and evaluate student progress. Teachers work together across academic and technical disciplines. Teachers and counselors do internships in workplaces to learn how work and academic and technical skill requirements are changing and to develop ideas for curricula and classroom projects.

4.	Schools are using new forms of assessment. Students must demonstrate proficiency in subjects through projects, portfolios, and exhibitions of their work.

5.	Students get extra support from adults. Students have mentors who help them with their school work, career exploration and preparation for college. They receive extra help with school work after-school, on weekends and during the summer. Teachers, counselors and advisors are responsible for a smaller number of students than in traditional high schools and often work with the same students for two or more years.

6.	Students' learning is enhance through real-life experiences. Students participate in community service, workplace internships, school-based enterprises and entrepreneurship activities. They learn what knowledge and skills are required to enter college and pursue careers.

7.	Schools create small, highly personalized and safe learning environments. They are often small or organized into schools-within-schools, academies, clusters or houses.

8.	The curricula are challenging, relevant and cover material in depth. Teaching takes into account students' special interests and learning styles, and encourages students to think, develop understanding, and apply learning to real-life problems.

9.	Technology is integrated into the classroom to provide high-quality instruction. and students have opportunities to gain computer and other technical skills Students have Internet access and computers are used to improve school administration.

10.	Periods of instruction are longer and more flexible. There is more time to get into subjects in depth and to make connections among subjects, for example, math, science and technology. There is also more time for labs, technical course work, off-campus learning, and to undertake complex projects.

11.	Strong partnerships are forged with middle schools and colleges. Teachers work together to align course requirements, provide students with opportunities to take higher level course work, and prepare students to make successful transitions to the next level of education and work.

12.	Schools form active alliances with parents, employers, community members and policymakers to promote student learning and ensu re accountability for results.