#  Attachment A

**RFP \# ED-07-R-0070**

# 

# 

# STATEMENT OF WORK

**Technical Assistance for Development of a Training Manual and Parent
Activity and Resource Guide to help K-3 Parents with Low Literacy Skills
Build Knowledge about Reading**

# 

# 

######## **I. BACKGROUND**

The National Institute for Literacy (Institute) was established to
ensure that literacy would have a place on the federal policy agenda and
to invigorate a national effort to improve adult literacy. Its primary
activities to strengthen literacy across the lifespan are authorized by
the U.S. Congress under two laws, the Adult Education and Family
Literacy Act (AEFLA) in the Workforce Investment Act and the No Child
Left Behind Act (NCLB). The AEFLA directs the Institute to provide
national leadership regarding literacy, coordinate literacy services and
policy, and serve as a national resource for adult education and
literacy programs. The NCLB law directs the Institute to disseminate
information on scientifically based reading research pertaining to
children, youth, and adults as well as information about development and
implementation of classroom reading programs based on the research.

A significant component of the Institute's NCLB-authorized dissemination
effort has focused on parents with well-developed literacy skills who
are accustomed to consulting printed materials for information. The
Institute has printed and distributed millions of copies of *Put Reading
First: Helping Your Child Learn to Read* and *A Child Becomes A Reader*
through national organizations, parent resource centers, schools, and
other intermediary organizations. While the Institute will continue to
disseminate information based on the findings from scientific research
to these parents, the Institute is beginning to turn its attention to a
different group of parents.

In FY 06-07 {07-08}, the Institute is starting a pilot project that
focuses on parents of K-3 children who would benefit from learning more
about how to support their children's acquisition of reading skills but
who are not likely to use stand-alone print materials. These are likely
to be hard to reach parents with low literacy skills with low
educational attainment. The purpose of this project will be to
disseminate information that engages parent-participants in activities
that develop their knowledge of how children learn to read and their
ability to help their children become successful readers. Parent
participants are expected to be active participants for a 3-4 month
period, with an average participation rate of 2-6 hours per week.

To aid this project, the Institute seeks technical assistance in
developing 2 sets of materials drafted from scientific reading research
products produced by the National Institute for Literacy:

1\. A [Parent Activity and Resource Guide]{.underline}

The parent activity and resource guide will be used to administer the
pilot project and will serve as both a guide for the administering staff
and a practical resource for the parent participants. The resource and
activity guide will be used during the participation sessions to
introduce and break down beginning reading concepts and skills thru
instruction and hands on activities and to provides activity ideas that
the parent can use at home with their child.

2\. [A Training Manuel]{.underline}

This training module shall be a companion to the parent activity and
resource guide and will be used to train staff who will be working with
the parent participants in the pilot program. The training manual serves
the purpose of providing background knowledge on scientific reading
research, training tips and activity suggestions and ideas to be used
during the parent participations sessions. The training manual shall
mirror the activity and resource guide in design and format.

The following National Institute for Literacy resources shall be used in
the development and design of the training manual and parent activity
and resource guide, and can be found the Institute's website:
<http://www.nifl.gov/nifl/publications.html>

**[To be used as background knowledge for the development of the
training manual and parent activity and resource guide:]{.underline}**

**The Effect of Family Literacy Interventions On Children\'s Acquisition
of Reading** *(October 2006)*\
A Meta-Analytic Review conducted by Monique Sénéchal\
[PDF format
***(297KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/lit_interventions.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/lit_interventions/index.html)

**Report of the National Reading Panel:** Teaching Children to Read\
[www.nationalreadingpanel.org](http://www.nationalreadingpanel.org/)

**[To be incorporated into the training manual and parent activity and
resource guide:]{.underline}**

**Shining Stars - Kindergartners Learn to Read** *(October 2006)* How
Parents Can Help Their Kindergartner Learn to Read [PDF format
***(369KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/Shining_Stars_Kindergarten.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/shining_stars_kindergarten/kindergarten.html)

**Shining Stars - First Graders Learn to Read** *(October 2006)*\
How Parents Can Help Their First Grader Learn to Read.\
[PDF format
***(314KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/Shining_Stars_First_Grader.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/shining_stars_first_grader/first_graders.html)

**Shining Stars - Second & Third Graders Learn to Read** *(October
2006)*\
How Parents Can Help Their Second & Third Grader Learn to Read.\
[PDF format
***(400KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/Shining_Stars_Second_Third_Grader.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/shining_stars_second_third_grader/2nd&3rd_graders.html)

**Big Dreams - A Family Book About Reading** *(October 2006)*\
[PDF format
***(790KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/big_dreams.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/big_dreams/big_dreams.html)

**Dad\'s Playbook: Coaching Kids to Read** *(September 2006)*\
[PDF format
***(705KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/Dads_Playbook.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/dads_playbook/dads_playbook.html)

**Put Reading First**\
Helping Your Child Learn to Read - A Parent Guide\
[PDF format
***(835KB)***](http://www.nifl.gov/partnershipforreading/publications/Parent_br.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/parent_broch/)

**A Child Becomes a Reader**\
Proven Ideas for Parents from Research\--Kindergarten through Grade
Three\
[PDF format
***(770KB)***](http://www.nifl.gov/partnershipforreading/publications/readingk-3.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/parent_guides/)

**La Lectura es lo Primero**\
Cómo ayudar a su hijo a aprender a leer\
[PDF format
***(230KB)***](http://www.nifl.gov/partnershipforreading/publications/pdf/PRF_espan_.pdf),
[HTML **(accessible
format)**](http://www.nifl.gov/partnershipforreading/publications/html/parent_broch/espan/)

###### II. Purpose of the Acquisition 

To develop and design a training manual and a companion parent resource
and activity guide that uses scientific reading research products
produced by the National Institute for Literacy, to be used with K-3
parents with low literacy skills in a pilot program that engages
parent-participants in activities that develop their knowledge of how
children learn to read and their ability to help their children become
successful readers.

######## **IV. SCOPE OF WORK**

The contractor shall perform the following tasks:

**Task 1: Attend post-award meeting with Institute staff and the product
designer**

The contractor shall attend a post-award meeting at the Institute's
offices, within 5-7 business days of the contract award to discuss
contract tasks and timeline and answer questions. The contractor shall
also attend a secondary meeting on the same day at the Institute's
offices with Institute staff and the product designer to discuss initial
design and layout of the training manual and parent resource and
activity guide**.**

The contractor shall provide a written summary of the post-award meeting
to Institute staff no later than 5 business days after the conclusion of
the post award meetings to be submitted via electronic mail.

####### Task 2: Recommend K-3 Literacy Experts to provide technical assistance in the development of the training manual and the parent activity and resource guide

1.  The Contractor shall recommend to the Institute via email on or
    before September 21, 2007 three-four experts in the field K-3
    literacy and parent education, with knowledge of the literacy
    information needs of the target audiences.

2.  The Contractor shall submit final list of experts to the Institute
    on or before October 1, 2007.

3.  The Contractor shall secure the services of the 2 final approved
    experts, both of whom will be reviewing the draft text for both the
    training manual and the parent activity and resource guide.

####### 

####### Task 3: Develop 2 separate outlines for the training manual and parent activity and resource guide

####### 3.1 The contractor shall develop an outline for the training manual.

3.2 The contractor shall develop and outline for the parent activity and
resource guide.

3.2 The contractor shall submit the draft outlines via email to the
Institute staff for review on or before October 9, 2007.

3.3 The Contractor shall submit revised outlines of the training manual
and parent activity and resource guide via email to the Institute staff
for approval on or before October 19, 2007.

####### Task 4: Draft text for the training manual and parent resource and activity guide

4.1 The contractor shall submit via email the draft of the training
manual and the parent activity and resource guide to the two approved
experts (Task 2) for review on or before November 16, 2007.

4.2 The contractor shall submit to Institute staff via email a revised
first draft of the training manual and parent activity and resource
guide based on feedback from the experts to Institute staff on or before
December 10, 2007.

4.3 The contractor shall submit via email a final draft of the training
manual and parent activity and resource guide to Institute staff for
approval on or before December 31, 2007.

####### 

####### V. Schedule of Deliverables

+-----------------------+-----------------------+-----------------------+
| **TASK**              | **DELIVERABLE**       | **DUE DATE**          |
+-----------------------+-----------------------+-----------------------+
| Task 1                | Post award meeting    | 5-7 business days     |
|                       | with Institute staff  | following contract    |
|                       | and product designer  | award date            |
+-----------------------+-----------------------+-----------------------+
| Task 1                | Written summary of    | 5 business days       |
|                       |                       | following meeting     |
|                       | meeting               |                       |
+-----------------------+-----------------------+-----------------------+
| Task 2                | Submit names of 3-4   | September 21, 2007    |
|                       | experts to institute  |                       |
+-----------------------+-----------------------+-----------------------+
| Task 2                | Submit final expert   | October 1, 2007       |
|                       | list to Institute     |                       |
|                       | staff                 |                       |
+-----------------------+-----------------------+-----------------------+
| Task 3                | Submit draft outline  | October 9, 2007       |
|                       | of training manual    |                       |
|                       | and parent resource   |                       |
|                       | and activity guide to |                       |
|                       | Institute staff       |                       |
+-----------------------+-----------------------+-----------------------+
| Task 3                | Submit final draft    | October 19, 2007      |
|                       | outline of training   |                       |
|                       | manual and parent     |                       |
|                       | resource and activity |                       |
|                       | guide to Institute    |                       |
|                       | staff                 |                       |
+-----------------------+-----------------------+-----------------------+
| Task 4                | Submit draft text of  | December 10, 2007     |
|                       | training manual and   |                       |
|                       | parent resource and   |                       |
|                       | activity guide to     |                       |
|                       | Institute staff       |                       |
+-----------------------+-----------------------+-----------------------+
| Task 4                | Submit final draft of | December 31, 2007     |
|                       | text for training     |                       |
|                       | manual and parent     |                       |
|                       | resource and activity |                       |
|                       | to guide to Institute |                       |
|                       | staff                 |                       |
+-----------------------+-----------------------+-----------------------+

VI\. [Performance Period]{.underline}

September 15, 2007 --January 18, 2008