U - SPEECH PATHOLOGIST SVC FOR PINE SPRINGS COMMUNITY SCHOOL
Added: Jul 11, 2012 9:47 am This is a combined synopsis/solicitation for commercial items prepared in accordance with FAR Subpart 12.6, as supplemented with additional information included in this notice. This announcement constitutes the only solicitation; a written solicitation will not be issued. Solicitation No. A12PS01786 herein cited will be procured under FAR Part 12, Acquisition of Commercial Items. Solicitation document and incorporated provisions and clauses are those in effect tough Federal Acquisition Circular 2005-58. Total Small Business $7.0 Set Aside NAICS Code: 621340. Pine Springs Day School SPEECH PATHOLOGIST School-Based Speech-language Pathologist: Scope of Work I. The role of a speech and language therapist (SLT) is to assess and provide appropriate speech-language services in all grade level with no school level underserved. The speech-language pathologist will treat speech language and communication problems in a school setting for all students who qualify to enable them to communicate to the best of their ability. Using specialized skills you will work directly with the client and provide support to them and their academic growth. As a speech and language therapist you will also work closely with teachers and other health professionals. Must be certified and license in the State of Arizona. Fingerprinted and background approved by the Bureau. Roles: The School considers the factors listed to be essential in implementing these roles and responsibilities. A. Serving a Range of Disorders - As delineated in the federal regulations under IDEA, SLP's work with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, and swallowing, and vocational needs that have an impact on attainment of educational goals, B. Ensuring Educational Relevance - - The litmus test for roles assumed by SLP's with students with disabilities is whether the disorder has an Impact on the education of students. Therefore. SLP's address personal, social/emotional, academic and vocational needs that have an Impact on attainment of educational goals C. Providing Unique Contributions to Curriculum - - SLP's provide a distinct set of roles based on their focused expertise in language They Will offer assistance In addressing the linguistic and metalinguistic foundations of curriculum learning for students with disabilities. as well as other learners who are at risk for school failure, or those who struggles In school settings. D. Highlighting Language/Literacy - - Sl.P's will tough research offer supports the interrelationships across the language processes of listening, speaking, reading and writing. Sl.P's will contribute Significantly to the literacy achievement of students with communication disorders, as well as other learners who are at risk tor school failure, or those who struggle in school settings E. Provide Culturally Competent Services - - SIP's will make important contributions to ensure that all students receive quality, culturally competent services, SlP's have the expertise to distinguish a language disorder that might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. This expertise leads to more accurate and appropriate identification of student needs. SLP's can also address the impact of language differences and second language acquisition on student learning and provide assistance to teacher in promoting education growth. II. Range of Primary Responsibilities: SLP's help students meet the performance/common core standards or a particular school and state. A. Prevention - - SlP's will integrally involved in the efforts of schools to prevent academic failure in whatever form those initiatives may take: example, in Response to Intervention (RTI). SLP s WI!! use evidence-based practice (EBP) in prevention approaches. B. Intervention - - SLP's will provide intervention that is appropriate to tile age and learning needs of each individual student and is selected tough an evidence-based decision-making process. Although service delivery models are typically more diverse in the school setting than in other setting, the therapy techniques are clinical in nature when dealing with students with disabilities. C. Program Design - - It is essential that the SLP's configure school-Wide programs that employ a continuum of service delivery models in the least restrictive environment for students with disabilities. and that they provide services as appropriate SLP will formulate individual or group therapy plans best Suited to each situation and conduct ongoing therapy base on IEP goals and eligibility. They must be available to attend IEP meetings and help develop IEP goals. D. Data Collection and Analysis - SLP's are accountable for student outcomes. Therefore, SLP's, data- based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities, E. Compliance - SLP is responsible for meeting federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Plan (IEP) development Medicaid billing, report writing and maintain consultation logs and therapy logs, Provide a monthly schedule of school Visits and schedule according to school calendar F. Evaluations and Assessments - SLP will screen all new Kindergarten students and any new students identified by the classroom teacher as needing a speech language screening. The SLP's will independently evaluate students referred to determine the nature and extent of speech or language impairment. They will select. administer and interpret diagnostic tests to evaluate nonverbal abilities, speech levels, articulation errors, and language abilities. Complete initial evaluation and reevaluation reports per school procedures, III. Collaboration: SLP's will work in partnership will work others to meet students' needs. A. SLP's will work closely with reading specialists, literacy coaches, special education teacher, teachers, occupational therapists, physical therapists, school psychologist audiologist guidance counselors, and social workers, in additional to others B. With Families: SLP's will work for students' of all ages is essential to engage families in planning, decision making and program Implementation C. With Students - SLP's will actively engage students in goal planning, intervention implementation monitoring or progress and self-advocacy appropriate to age and ability level. IV. Leadership - - Sl.P's will provide direction in defining their roles and responsibilities and in ensuring delivery of appropriate services to students with disability A. Advocacy - - SLP's will/must advocate for appropriate programs and services for students. including reasonable workloads, and other program supports They also work to Influence the development and interpretation of laws, regulations, and policies to promote best practice. B. Professional Development? o SLP's will provide valuable resource in designing and conduction professional development using federal law requiring scientific, research-based practices. C. Parent Training - - SLP's will provide training to parents of students of all ages with regard to communication development and disorders They may be especially helpful to families in creating a language literacy rich environment V. Other Factors: A. Reasonable Workloads - SLP's must have reasonable workloads, Therefore, school and SlP's must make ethical and judicious decisions. consistent with legal mandates, about the services they provide, They must balance their scope of work to use their expertise most effectively and efficiently. B. Professional Preparation - - SLP's must be fully prepared to meet the needs of the students with disabilities including the range and complexity of student problems require at a minimum well-prepared, master's level professional with a strong knowledge base in speech-language literacy development and speech-language disorder as well as a strong skill set in diagnosis, intervention and workload management at the pre-service level. C. SLP's will provide direct services to students from 9:00 am to 3:00pm daily 6 hour unless attending an IEP meeting Period of Performance: BASE YEAR from Date of Award to July 31, 2013 OPTION YEAR 1 = August 01, 2013 to July 31, 2014 OPTION YEAR 2 = August 01, 2014 to July 31, 2015 OPTION YEAR 3 = August 01, 2015 to July 31, 2016 OPTION YEAR 4 = August 01, 2016 to July 31, 2017 SECTION D Performance evaluation will be performed at the end of each school year. The evaluation will be completed at the school by the government representative. This form is the only performance evaluation that will be accepted by the Contracting Officer. The evaluator's signature shall be legible and printed on the form. If the government representative will complete a performance evaluation prior to last day of work, for work the performed under this contract. The government representative will review the performance evaluation with the Contractor, record Contractor comments, and obtain Contractor signature acknowledge in completion of the evaluation. The government evaluator will then give a copy of the evaluation form(s) to the Contractor at the school and submit a copy to the Contracting Officer. SECTION M FAR 52.212-02: Evaluation -Commercial Items: (a) The Government will award a contract resulting from this solicitation to the responsible offeror whose offer conforming to the solicitation will be most advantageous to the Government, price and other factors considered. The following factors shall be used to evaluate offers: In the order of importance are the listed evaluation factors: Factor I - Technical Capability Factor II - Management Capability Factor III - Past Performance In accordance with FAR 15.101-1, Best Value, Tradeoff Process. All non-price factors weight more than cost or price. (b) Options. The Government will evaluate offers for award purposes by adding the total price for all options to the total price for the basic requirement. The Government may determine that an offer is unacceptable if the option prices are significantly unbalanced. Evaluation of options shall not obligate the Government to exercise the option(s). (c) A written notice of award or acceptance of an offer, mailed or otherwise furnished to the successful offeror within the time for acceptance specified in the offer, shall result in a binding contract without further action by either party. Before the offer's specified expiration time, the Government may accept an offer (or part of an offer), whether or not there are negotiations after its receipt, unless a written notice of withdrawal is received before award. M.1 52.217-05, Evaluation of Options: Except when it is determined in accordance with FAR 17.206(b) not to be in the Government's best interests, the Government will evaluate offers for award purposes by adding the total price for all options to the total price for the basic requirement. M.2 Evaluation Factors for Award: Award will be made on the basis of the best value trade off evaluation meeting the technically acceptable standards of all the non-price factors. The evaluation factors other than cost or price when combined, are significantly more important than cost or price. The Government intends to select the Best Value offer on the basis of initial offers received, without discussions. Offerors may be given the opportunity to clarify certain aspects of quotes (e.g., the relevance of an offeror's information to resolve minor or clerical errors.) M.3 Evaluation The Government will be utilizing a best value trade off procedures as required under FAR 15.101-1. The Government will evaluate all offers to determine technical acceptability quote with the evaluated price. Each Non-Price Factor will be rated with adjectives (see M.5 for rating scale). M.4 Evaluation Factors Factor I - Technical Capability Factor II - Management Capability Factor III - Past Performance Factor I - Technical Capability quote for a Speech Pathologist, will work with student, in accordance with the Statement of Work. The Technical Capability shall be in as much detail as the offeror considers necessary to fully explain the quoted technical approach. The technical quote should reflect a clear understanding of the nature of the work to be performed. The quote shall assess the offeror's understanding of the Bureau of Indian Affair's goals for the project and an understanding of the Statement of Work (SOW). The quote should include, but not limited to the following: a) Knowledge and understanding of the requirements outlined in the SOW. b) Understanding of general and local condition which can affect the SOW. c) Logical sequence of steps and or specific techniques to accomplish all required work specified in the SOW. d) Capability to produce deliverables in response to the SOW. Factor II - Management Capabilities for a Speech Pathologist, will work with student, in accordance with the Statement of Work. Each offeror shall submit a plan consisting of a narrative explanation of their quote on-site approach to project management and coordination; and cost control measures on change orders and how they are quoted and tracked. Each offeror will be required to provide the relevant experience and knowledge of key individual(s) of the project team who will be assigned directly to the project. This factor will assess the quoted key personnel qualifications. The assessment will consider whether the quote provides an adequate number of appropriately qualified personnel to meet the technical, management and support requirements of the SOW. The Offer should include, but not be limited to the following description: a) Describe the method and criteria you plan to use to select qualified subcontractors to ensure an appropriate level of experience and expertise for the project. b) Describe your project schedule and plan indicating where you will start the project and how you plan to proceed to completion of the work as identified in the statement of work. Your projected schedule of the project; shall include steps within each phase and their estimated duration time. Project Schedule should note critical path. c) Submit a resume along with a letter of commitment for all key personnel. Factor III - Past Performance for a Speech Pathologist, will work with student, in accordance with the Statement of Work. Please provide a list of contracts to include the contract number, POP, point of contact information and the description of the requirement. "Successful past performance on similar projects, to include but not limited to timeliness of performance and customer satisfaction". QUOTE LINE ITEMS: (Please provide a breakdown of total cost) (The number of students being serviced may vary tough the years) 1. BASE YEAR: A. Speech & Language Svc 5.5 hours per visit 38 visits @ $_______ visit = $_______ B. 4 each @ $_______ each = $_______ (evaluation) C. Additional rate per hour 55 additional hours @ $_______ per = $_______ D. Travel: $ ___________ 2. OPTION YEAR 1: A. Speech & Language Svc 5.5 hours per visit 38 visits @ $_______ visit = $_______ B. 4 each @ $_______ each = $_______ (evaluation) C. Additional rate per hour 55 additional hours @ $_______ per = $_______ D. Travel: $ ___________ 3. OPTION YEAR 2: A. Speech & Language Svc 5.5 hours per visit 38 visits @ $_______ visit = $_______ B. 4 each @ $_______ each = $_______ (evaluation) C. Additional rate per hour 55 additional hours @ $_______ per = $_______ D. Travel: $ ___________ 4. OPTION YEAR 3: A. Speech & Language Svc 5.5 hours per visit 38 visits @ $_______ visit = $_______ B. 4 each @ $_______ each = $_______ (evaluation) C. Additional rate per hour 55 additional hours @ $_______ per = $_______ D. Travel: $ ___________ 5. OPTION YEAR 4: A. Speech & Language Svc 5.5 hours per visit 38 visits @ $_______ visit = $_______ B. 4 each @ $_______ each = $_______ (evaluation) C. Additional rate per hour 55 additional hours @ $_______ per = $_______ D. Travel: $ ___________ FEDERAL TRAVEL REGULATIONS: Travel cost incurred for transportation, lodging, meals, and incidental expenses (as defined in the regulation cited in FAR 31.205-46) shall be considered to be reasonable and allowable only to the extent that they do not exceed on a daily basis the maximum per diem rates in effect at the time of travel as set forth in the Federal Travel Regulation. The consultant will be reimbursed for travel to provide support at a Government site or other site as may be specified and approved by the COTR under this effort. All travel shall be approved, by the COTR, prior to commencement of travel. Consultant shall provide supporting documentation and a detailed breakdown of incurred travel costs with each invoice. BACKGROUND INVESTIGATION: In accordance with 25 U.S.C. 3201 (P.L. 101-630), Indian Child Protection and Family Violence Prevention Act; 42 U.S.C. 13041, Crime Control Act of 1990; 441 Departmental Manual, Personnel Security and Suitability Requirements all positions with duties and responsibilities involving regular contact with or control over Indian children are subject to a background investigation and determination of suitability for employment. Accordingly, all such positions require a favorable screening (applicant and suitability) determination made by the Bureau of Indian Affairs (BIA) Office of Indian Education Programs (OIEP), Personnel Security and Suitability Program; and a favorable background investigation determination conducted by the Office of Personnel Management (OPM). A favorable screening (applicant and suitability) determination must be made by the Bureau of Indian Affairs (BIA) Office of the Indian Education Programs (OIEP), Personnel Security and Suitability Program prior to contract award or made within 60 days of incorporation of this clause into a current/existing contract. Pending completion of a background investigation by OPM, the Contractor who has been granted a favorable screening (applicant and suitability) determination must be within the sight and under the supervision of a Government employee who has had a completed background investigation (42 U.S.C 13041 (3)) during contract performance until a final background investigation determination has been made. Prior employment with the Federal Government, including BIA, OIEP or the Bureau of Indian Affairs, does not assure that the appropriate screening or investigation was conducted nor does it alleviate or guarantee a favorable screening (applicant and suitability) determination or background investigation. Prior to an award or during the 60 day period discussed in paragraph two, it is solely the company, individual or contractor's responsibility to contact the BIA, OIEP Personnel Security and Suitability Program at 505-563-5287/5288/5289/5294 in order to obtain a complete security package, which includes but is not limited to appropriate investigative forms and/or inquire about their previous investigation; and, obtain a screening (applicant and suitability) determination, and subsequent final background investigation. If an unfavorable screening (applicant and suitability) determination is made, a purchase order shall not be awarded to the individual who received an unfavorable screening or to the company who has proposed to employ the individual to perform the work. The individual and or the company who proposed to employ this individual may be determined to be non-responsible if an unfavorable screening (applicant and suitability) determinations is made, which will make them ineligible for purchase order award. If an unfavorable final background investigation determination is made, the purchase order may be terminated and the employee in question shall not be authorized to provide service to the BIA, OIEP, if the services involve contact with or regular control over Indian children. Award will be made to the lowest priced offeror, whose quotation is conforming to the requirements herein, will be most advantageous to the Government, and is fair and reasonable. CONTRACT CLAUSES: The following FAR Clauses including all addenda applies to this acquisition: FAR 52.212-1, Instructions to Offerors-Commercial Items; FAR 52.212-3 - Offeror Representations and Certifications - Commercial Items; FAR 52.212-4 - Contract Terms and Conditions-Commercial Items; FAR 52.212-5 - Contract Terms and Conditions Required to Implement Statutes or Executive Orders-Commercial Items: 52.233-03; 52.233-4; 52.222-3; 52.222-19; 52.222-21;52.222-26; 52.232-30; 52.232-33; 52.232-36; 52.222-36; 52.232-18; 52.232-19; 52.211-16; 52.217-02; 52.217-06; 52-217-07; 52.217-08; 52.217-09; 52.204-06; 52.216-01; 52.203-15, DOI Acquisition Reg (DIAR) 1452.226-70, 1452.226-7, 1450-0016-001, 1452-204-70. A signed and dated offer with a complete copy of FAR Clause 52.212-3, Offeror Representations and Certifications-Commercial Items, are due at the Bureau of Indian Affairs, Navajo Regional Office, Division of Acquisition, Attention: Mary J. Jim, by close of business, 4:30 P.M., Local Time, July 16, 2012. Also submit breakdown of costs and description of the services offered. Offers submitted by facsimile and email will be accepted, the fax number is (505) 863-8382. Email: mary.jim2@bia.gov.
A12PS01786 Department of the Interior Bureau of Indian Affairs Central Office
7/11/12, 9:47 AM