130886_Transition to Adulthood TAP_RFR_Amended 7_8_26 FINAL VERSION.pdf

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THE COMMONWEALTH OF MASSACHUSETTS

EXECUTIVE OFFICE OF HEALTH AND HUMAN SERVICES

MASSABILITY

40 BROAD ST., BOSTON, MASSACHUSETTS, 02109

Request for Response (RFR)

MassAbility Transition to Adulthood Program 2026

VERSION 3

COMMBUYS Bid #: BD-26-1071-AO-02021-130886

Agency Doc #: MassAbility TAP-2026

***Amendment Date 7/8/2026***

RELEASE DATE: 06/26/2026

Please Note: This is a single document associated with a complete Bid (also referred to as Solicitation) that can be found on COMMBUYS (www.COMMBUYS.com). All Bidders are responsible for reviewing and adhering to all information, forms, and requirements for the entire Bid, which are all incorporated into the Bid. Bidders may also contact the OSD

Helpdesk at osdhelpdesk@mass.gov or the OSD Helpdesk line at 1-888-MA-STATE. The

Helpline is staffed from 8:00 AM to 5:00 PM Monday through Friday Eastern Standard or

Daylight time, as applicable, except on federal, state and Suffolk County holidays.

http://www.commbuys.com/ mailto:osdhelpdesk@mass.gov

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CONTACT

Purchasing MassAbility MassAbility

Program director YVES LAMITIE

Email mby-procurement@mass.gov

COMMBUYS Help Desk OSDHelpDesk@mass.gov |1-888-627-8283 or 617-720-3197

PROCUREMENT INFORMATION

RFR Name MassAbility Transition to Adulthood Program 2026.

Alternate ID (Agency Doc #) MassAbility TAP-2026

Short Description The Transition to Adulthood Program (TAP) provides services to students with disabilities, helping them prepare for adulthood and achieve greater independence. TAP services are designed for students with disabilities enrolled in high school and/or postsecondary educational programs, ages 14 through 21 (up to their 22nd birthday). This includes students with disabilities who have Individualized Education Programs (IEPs), 504 plans, or any documentation of a disability.

Programs must include a peer modeling approach, must be based on the Independent Living philosophy of consumer control, and be cross-disability in scope. TAP programs may only be operated by an Independent Living Center (ILC), and at least 50% of TAP staff must be people with a disability.

RFR Release Date: Friday, June 26, 2026

Total Procurement Period: From: October 1, 2026 – To: September 30, 2031.

Activity Codes 2222

Object Class MM

Annual Total Contract Value $ 1,269,532.86 mailto:mby-procurement@mass.gov mailto:OSDHelpDesk@mass.gov

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PROCUREMENT CALENDAR & DEADLINE FOR RESPONSES

Bidder's Conference:

Date & Time: Tuesday, July 7, 2026 @ 10:00 am, EST.

Location: Zoom Meeting Link: https://mass-gov-massability.zoom.us/j/92798188470

Meeting ID: 927 9818 8470

One tap mobile:

+13017158592,92798188470# US (Washington DC)

+13052241968,92798188470# US

Join by SIP:

• 92798188470@zoomcrc.com

Join instructions:

https://mass-gov-massability.zoom.us/meetings/92798188470/invitations?signature=tPqiAVl-a4prbZ5l4l9LFJokJ0dSEsp4xjK2-I5dDmA

MassAbility will provide American Sign Language (ASL) interpretation and Communication Access Real-time Translation (CART) services during the Bidders Conference if requested by Wednesday, July 15, 2026, Monday, July 6, 2026 by 4:00 pm EST.

If another form of reasonable accommodation is required to allow meaningful access and participation, please contact Mauricio Vasquez at (857) 753-1980 or mauricio.vasquez@mass.gov Please note that AI-generated recording tools that record or transcribe a meeting are currently prohibited by the Commonwealth’s Guidelines. The use of these tools may restrict your access to the Conference.

Questions & Answers

(Bidder Submissions):

Date & Time: Tuesday, July 14, 2026, by 4:00 pm EST.

Question & Answers

(MassAbility Responses):

Date & Time: Monday, July 20, 2026, by 4:00 pm EST.

Responses to the questions received via COMMBUYS will be posted on

COMMBUYS.

Response Submission:

(Deadline)

Date & Time: Wednesday, August 5, 2026, by 4:00 pm EST.

Vendor should register & submit electronic proposals only to COMMBUYS.

Response Evaluation

Period

Estimated Date & Time: Thursday, August 6 – Wednesday, August 26, 2026.

https://mass-gov-massability.zoom.us/j/92798188470 https://mass-gov-massability.zoom.us/j/92798188470 mailto:92798188470@zoomcrc.com https://mass-gov-massability.zoom.us/meetings/92798188470/invitations?signature=tPqiAVl-a4prbZ5l4l9LFJokJ0dSEsp4xjK2-I5dDmA https://mass-gov-massability.zoom.us/meetings/92798188470/invitations?signature=tPqiAVl-a4prbZ5l4l9LFJokJ0dSEsp4xjK2-I5dDmA https://mass-gov-massability.zoom.us/meetings/92798188470/invitations?signature=tPqiAVl-a4prbZ5l4l9LFJokJ0dSEsp4xjK2-I5dDmA

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Notice of Award

Estimated Date & Time: Monday, September 7, 2026, by 4:00 pm EST.

All vendors who respond to this RFR will be notified of the outcome of their submission to COMMBUYS.

I. Procurement and Contract Structure

This Request for Response (RFR) incorporates all relevant provisions of 801 CMR

21.00 Procurement of Commodities and Services, the Standard Contract Form and

Instructions, the Commonwealth Terms and Conditions for Human and Social Services, the Operational Services Division (OSD) required specifications for Purchase of Service

(POS), and any amendments and/or additions to these documents during the life of this

RFR. References to MassAbility in this document include all MassAbility offices, programs, and internal departments.

This Request for Response (RFR) is open to vendors that meet the criteria stated in

Section 2.0. This is a competitive bid and only 10 awards will be issued, specified in

Section 11. MassAbility will engage the awarded bidder through a Standard Contract

Form with a Maximum Obligation. Pursuant to 801 CMR 21.07(1)(b), the Procurement

Management Team (PMT) and the awarded Bidder may negotiate additional language that clarifies their understanding of, but does not change, the language of the contract or contract performance identified in the initiating RFR and awarded Bidder’s response.

These clarifications may provide a more detailed description of the language in an RFR and the response as well as to the terms and the meaning of terms in the applicable

Commonwealth Terms and Conditions and the Standard Contract Form. Clarifications may only expound and illustrate MassAbility’s and the contractor’s understanding regarding their respective contract responsibilities. Clarifications may not be used to have the effect of negating, modifying, or replacing language in the applicable

Commonwealth Terms and Conditions and the Standard Contract Form.

Through the life of the contract, MassAbility may conduct reviews of services it procured under this RFR and, and where appropriate, may consider corrective action, up to and including cessation or termination of all or part of the services covered under the contract. Reasons for taking corrective may action include: the contractor has not satisfactorily performed its obligations under the contract; the contractor is unable to meet licensing or certification standards where applicable; or other issues or circumstances related to the Contractor’s compliance, processes, or deficiencies that may arise. Generally, unless a termination notice has been given pursuant to the

Commonwealth Terms and Conditions for Human and Social Services, the contract will remain in effect for the duration of the procurement. MassAbility reserves the right to make contract awards for a shorter duration when it is in the best interests of the individuals served, MassAbility, or the Commonwealth.

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II. Applicable Procurement Law

CHECK ALL

THAT APPLY (“x”)

TYPE OF PURCHASE Applicable laws

☒ GOODS AND SERVICES MGL C. 7, § 22; C. 30, § 51, § 52; 801

CMR 21.00

☒ HUMAN AND SOCIAL

SERVICES

MGL C. 7, § 22, § 22N; C. 30, § 51, §

52; 801 CMR 21.00; 808 CMR 1.00

☐ LEGAL SERVICES MGL C. 30, § 51, § 52 AND § 65; C. 7,

§ 22; AND 801 CMR 21.01(2) (B)

☐ GRANTS MGL C. 7A, § 7; ST. 1986 C. 206, §

17; 815 CMR 2.00

III. Single or Multiple Contractors

CHECK ONE

(“X”)

NUMBER OF anticipated CONTRACT(S)

☐ SINGLE

CONTRACTOR

☒ MULTIPLE

CONTRACTORS

MassAbility anticipates awarding ten (10) but reserves the right to award more or fewer contracts, if it is in the best interests of the Commonwealth to do so.

IV. Calendar Rule Type

CHECK ONE

(“X”)

CALENDAR

RULE TYPE

DEFINITION

☒ STANDARD Vendors bid before the Response deadline date.

☐ OPEN Vendors can bid when RFR is open again every three months.

☐ ROLLING Bidders may submit unsolicited proposals at any time.

V. Acquisition Method

CHECK all that apply CATEGORY

☐ COST REIMBURSEMENT

☒ UNIT RATE (CH 257)

☐ UNIT RATE (NON-NEGOTIABLE)

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☐ UNIT RATE (NEGOTIABLE)

☐ ALL-INCLUSIVE RATE (PROJECT-BASED)

☐ Other: Specify Here

VI. Entities Eligible to Use the Resulting Contract

CHECK ONE

(“X”)

ELIGIBLE ENTITIES

☐ Limited User Contract – Restricted to Use by MassAbility Only

☒ Limited User Contract – Restricted to Use by other designated entity

VII. Expected Duration of Contract:

CONTRACT

DURATION

Initial duration October 1, 2026 – September 30, 2031

Renewal options One five-year renewal option

TOTAL maximum DURATION October 1, 2026 – September 30, 2036

VIII. Funding Provisions

All services provided under this RFR are subject to appropriation and the availability of funds. In the event of a reduction, delay, or reallocation of funding, MassAbility will communicate with Providers as early as practicable and may modify the scope of services, funding levels, or program requirements.

MassAbility may suspend, modify, or terminate a contract, in whole or in part, if the needs of individuals served change such that services can no longer be appropriately provided under the original terms of this procurement, or if other circumstances arise requiring a significant change in services. In such cases, MassAbility will work with the

Provider, to the extent feasible, to support an orderly transition that prioritizes the needs of students and continuity of services.

☐ Contract will NOT have a Maximum Obligation Amount

☒ Contract will have a Maximum Obligation

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Will Federal Funds be used to fund any part of Contract(s)?

☒ No

☐ Yes

Any funds designated in the budget that are unspent in any fiscal year will not be available for expenditure in the subsequent fiscal year.

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1.0 Scope and Description

a. Purpose and Background

b. Goals and Objectives

2.0 Scope of Services

a. Transition to Adulthood Services

b. General Requirements for TAP

c. Additional Service Models

3.0 Compensation

a. Billing and Invoicing

4.0 Performance Requirements and Monitoring

a. Contract Performance Specifications

5.0 Contract Management

6.0 Documentation and Record Keeping Requirements

7.0 Evaluation Criteria

a. Mandatory Minimum Criteria

b. Scoring Criteria

c. Rating Scale

8.0 Administrative Requirements

a. Submission of Bidder Response

9.0 Other Forms

10.0 Instructions for Submission of Forms and Questions

a. Electronic Signatures

b. COMMBUYS Support

11.0 Amendments to Bid

12.0 Alterations

13.0 Ownership of Submitted Quotes

14.0 Public Records

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15.0 Requests for Correction or Clarification Terms

16.0 Debriefings and Appeals

a. Administrative Appeals to the Department

b. Acceptance or Denial of Appeal

c. Review

d. Appeals to the Operational Services Division

17.0 Debarment

18.0 Enterprise Invoice / Service Management (EIM/ESM)

19.0 Virtual Gateway Business Services

20.0 EOHHS Qualification Process

a. Uniform Financial Statements (UFRs)

b. Criminal Offender Record Check (CORI)

c. Privacy and Security

d. Best Value Selection and Negotiation

21.0 Supplier Diversity Program

a. Eligible SDP Partner Certification Categories

b. Eligible Types of Business-to-Business Relationships

c. Program Flexibility

d. SDP Plan Form Requirements

e. Bidders may propose SDP Partners that are:

f. Evaluation of SDP Forms

g. SDP Spending Reports and Compliance

h. SDP Spending Verification

i. Program Resources and Assistance

22.0 OSD Required Specifications

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Procurement Introduction

1.0 Scope and Description

MassAbility seeks to identify and qualify a list of organizations interested in and available to provide Transition to Adulthood Program (TAP) for students with disabilities helping them prepare for adulthood and achieve greater independence.

Services under this RFR are intended for students with disabilities enrolled in high school and/or postsecondary educational or training programs, ages 14 through 21 (up to their 22nd birthday). This includes students who have Individualized Education Plans

(IEPs), 504 plans, or any documentation of a disability.

Programs must include a peer modeling approach, must be based on the Independent

Living philosophy of consumer control, and be cross-disability in scope. TAP services may only be provided by Independent Living Centers (ILC), with at least 50% of its staff being people with a disability.

Funding will be determined annually based on budgets, utilization, geographic need, and provider performance.

The contents of this RFR reflect the service delivery model of MassAbility.

a. Purpose and Background

MassAbility promotes equality, empowerment, and independence of individuals with disabilities in the Commonwealth of Massachusetts. We work together to break down barriers and make a better state possible for people with disabilities -one that is truly equitable, accessible, and inclusive.

The MassAbility’s Transition to Adulthood Program was developed in the 1980’s in response to findings that students with disabilities across the Commonwealth lacked knowledge about independent living and transition services.

Forty years after its creation, the TAP continues supporting the growing number of students with disabilities in need of transitional services to independent living.

In Massachusetts, students with disabilities have grown from approximately

172,000 (17% of enrollment) in the 2015–2016 school year to an estimated

190,000 (20–21% of enrollment) in 2024–2025 (National Center for Education

Statistics, 2024). This upward trend reflects both increased identification rates by schools and a growing population of students requiring specialized support. High school students represent approximately 25–30% of this population, TRANSITION TO ADULTHOOD PROGRAM RFR

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underscoring a significant and sustained need for transition-focused services. In addition, there has been notable growth in students identified with autism and behavioral health-related disabilities, populations that often require enhanced support related to independent living, self-advocacy, and community integration.

Given the continued growth in this population and the increasing complexity of student needs, there remains a critical need for structured TAP services to support successful transition outcomes for students with disabilities across the

Commonwealth.

The TAP programs are designed to provide services to students with disabilities, helping them prepare for adulthood and achieve greater independence.

Individuals eligible for TAP services are students with disabilities enrolled in high school and/or postsecondary educational programs, ages 14 through 21 (up to their 22nd birthday). This includes students with disabilities who have

Individualized Education Plans (IEPs), 504 plans, or any documentation of a disability. There are no financial means criteria needed to receive TAP services.

Providers will be expected to serve students with a range of disabilities, skills and interests.

Providers must demonstrate the skills, experience, and organizational capacity necessary to successfully serve these populations. Data and established transition frameworks demonstrate that family engagement is critical to achieving transition goals and that family involvement supports better access to and engagement with services for students, youth, and young adults. Providers must demonstrate the ability to effectively engage families in supporting their young adults in achieving their independent living goals.

MassAbility is committed to ensuring that all students — regardless of disability type, communication needs, or primary language — have equitable access to services. Providers must demonstrate the capacity to effectively serve individuals with a wide range of disabilities, including physical, sensory, intellectual, developmental, psychiatric, and learning disabilities. Services must also be linguistically and culturally accessible, with accommodations made for students who speak languages other than English or who require alternative modes of communication such as American Sign Language, assistive technology, or plain-language materials.

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b. Goals and Objectives

TAP services are designed to prepare students to transition from school into the adult world. By providing independent living skills and setting various goals to help them live independently in the community, TAP supports students in achieving their personal goals and aspirations. The core TAP services include

Information and Referral Services, Self-Advocacy and Community Integration

Services, Peer Counseling, Independent Living Skills Training, and Transition

Services.

MassAbility recognizes that students with disabilities may require coordinated, flexible support that adequately fits their unique needs across all stages of their

IL programming—from an early introduction to basic life skills, to preparation of transitioning into the adult world. TAP providers play a central role in delivering or coordinating these supports in partnership with the students and other community stakeholders.

Across all services—TAP services must be individualized, culturally responsive, and person-centered. Providers are expected to collaborate closely with schools, families, and community partners to ensure that support is coordinated, progress is monitored, and each student’s path is guided by choice, informed decision-making, and achievable independent living goals.

TAP programs must follow the IL Philosophy of consumer control and be cross-disability in scope. Programming should be focused on consumer choice and the

IL goals that were chosen by students, including a peer modeling approach.

2.0 Scope of Services

The Transition to Adulthood Program (TAP) provides individualized independent living skills training and support services to transition-aged students with disabilities preparing for adulthood. Services should take into consideration student strengths, interests, and independent living needs; development of individualized goals and objectives; and ongoing instruction and support designed to increase independence, self-determination, and successful transition outcomes. Providers shall utilize an Independent Living Plan

(ILP), or other documented goal-planning process when the ILP is waived by the student, to guide service delivery and monitor student progress toward identified independent living goals.

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TAP services can be delivered in the following ways:

• Individual service delivery - TAP services should be individualized to serve each student's needs. It is expected that students will receive primarily 1x1 support to reach their ILP goals.

• Group service delivery – TAP services may also be delivered in a group format with other TAP students. Group services should not be utilized as the primary service delivered but rather compliment individual service delivery.

a. Transition to Adulthood Services

Providers must offer and make available the following five (5) categories of TAP services under this procurement:

i. Information and Referral Services

Provide comprehensive information, referral, and service coordination supporting students with disabilities and their families to increase access to community-based resources and independent living opportunities. Services may include information dissemination and referrals related to housing, assistive technology

(AT), transportation, career services/vocational rehabilitation, educational support, and other disability-related resources. Technical assistance is also provided to students, families, educators, and community partners to support the students’ informed decision-making and access to services.

ii. Self-Advocacy and Community Integration Services

Support students with disabilities in developing self-advocacy, self-determination, and communication skills necessary for successful independent living and community participation. Services may include instruction and coaching on navigating difficult conversations, requesting accommodation, understanding disability rights and protections under applicable laws, and effectively advocating for personal needs in school and community settings. Opportunities for community integration, social engagement, and recreational participation are also provided to enhance independence and inclusion.

iii. Peer Counseling

Provide peer counseling and mentoring services delivered by individuals with lived disability experiences. Peer mentors serve as role models and offer guidance, encouragement, and support related to fostering relationships, TRANSITION TO ADULTHOOD PROGRAM RFR

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socialization, school, disability-related challenges, and everyday life situations.

Services are designed to promote self-confidence, problem-solving, independence, and successful community living.

iv. Independent Living Skills Training

Deliver individualized and group-based instruction in skills necessary for independent living and self-sufficiency. Training areas may include daily living skills, social skills development, recreation and community participation, driver’s education support, transportation access, money management and budgeting, benefits counseling, health insurance and benefits navigation, housing education, and accessing community resources, along with other training related to students’ ILP goals. Services help students build the skills needed to live independently within their communities.

v. Transition Services

Provide transition support and coordination services to assist students with disabilities and their families as they prepare for post-school independent living goals. Services may include participation in Individualized Education Plan (IEP) meetings; resource facilitation; coordination with transition-related community services; and helping students to make connections to Comprehensive Career

Services/Transition/Pre-Employment Transition Services (Pre-ETS), assistive technology (AT), career services/vocational rehabilitation, educational supports, and other community-based resources. Supports are designed to promote successful transitions from school to adult life.

b. General Requirements for TAP

i. Development of an Independent Living Plan (ILP)

The TAP provider is responsible for assisting each student to identify goals, action steps and services necessary to work towards attaining these goals. This will develop into the student’s Independent Living Plan, ILP. Providers will be expected to review ILPs on a quarter basis, or more frequently, and revise plans as the student’s goals evolve. Progress and goal achievement must be tracked and documented.

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ii. Flexible Service Delivery

Services may be delivered in-person, virtually, or through a hybrid model that combines both formats. Remote services should be provided at the student’s request or when circumstances make virtual participation the most effective option.

iii. Collaborative Service Delivery

Service delivery should be grounded in a collaborative team approach that may include school personnel, families, and other relevant stakeholders within the student support network. Regularly scheduled meetings ensure coordinated, student-centered service planning, information sharing, and progress monitoring across all partners.

iv. Intentional Strategies to Recruit, Engage and Retain Students in Services

Providers are expected to recruit students with disabilities through a robust recruitment strategy, including but not limited to: outreach to high schools in the assigned catchment area, outreach to colleges, outreach and partnerships with

MassHire to reach students participating in WIOA funded training programs, outreach to Special Ed PACs, home school groups, private and charter schools, community and state colleges, and state agencies including MassAbility, DDS, DMH, DPH, DCF, DTA, and DYS. Social media and online promotion of TAP services is expected.

As families are a critical component and vital resource towards a student’s success, providers should create a culture of family inclusivity, create space for family voice, and ensure students know that their families are welcome as part of their service planning team.

Providers are expected to implement intentional, proactive strategies that support student engagement and involvement in services. Engagement efforts should be person-centered, culturally responsive, and aligned with each student’s communication style, goals, and support needs. Effective strategies may include outreach and check-ins, flexible scheduling and the use of preferred communication methods (e.g., phone, text, email, or virtual meetings).

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Providers should also anticipate and address barriers to participation— such as transportation challenges, technology access, or competing personal commitments—to ensure equitable access to services. The overarching goal is to create a supportive, responsive, and motivating environment that encourages students to remain actively engaged and achieve meaningful outcomes. It is expected that all providers will provide both virtual as well as in-person opportunities for both individual and group services.

v. Flexible Service Coverage & Delivery

Services must be offered in multiple domains. TAP services can be provided within a school setting during a school day when appropriate, but this should not be the only service delivery option. Services must also be delivered during non-school hours—such as after school, during vacations (including summer recess), school breaks, and on weekends—to ensure that students can participate without disrupting their academic schedules. Delivering services during school hours should be considered only when requested by schools or students as MassAbility seeks to minimize removing students from classroom instruction simply for TAP services.

Providers are encouraged to be flexible and creative in meeting the needs of students first. One to one meetings and skills training groups must align with the needs of students, families, schools, and the geographical regions being served, particularly to meet the needs of students in rural communities whose schools may have limited resources or transportation options. When services occur on school grounds, providers must comply with all local education agency requirements, including background and CORI checks, personnel standards, and any other policies governing external partners.

MassAbility encourages services to be provided in community settings to enhance students' involvement in and comfort level within their communities.

vi. Duration of TAP services

Services provided under this procurement are intended to be targeted and time limited. This is to ensure that goals are actively being worked on and in the event a student cannot participate, they are welcome to return later to work on prior or new goals. It is expected that new students will be recruited into the TAP program, so ensuring services are time limited ensures capacity for TAP providers.

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i. Transportation

Transportation services shall not be provided as part of TAP services, and transportation-related costs are not allowable expenses under this RFR.

Providers are expected to assist students in identifying and accessing appropriate transportation options to support participation in TAP services or deliver services in locations accessible and convenient to the student.

ii. TAP and CCS coordination

MassAbility recognizes that some students may have additional needs related to employment and educational goals and supports. Providers are expected to partner with Comprehensive Career Services (CCS) providers (previously CIES and Pre-ETS providers) and their employment and Pre-Employment transition services programs to connect students to employment related support, as requested by students and families. This may at times require a referral to

MassAbility.

MassAbility will support alignment and facilitate collaborative partnerships between Independent Living Centers and CCS and Transition Services providers. It is expected that interested students served by Independent Living

Centers will be referred to MassAbility Transition Services or Career Services for employment and educational related goals, and that Transition Services providers will likewise refer interested students to TAP-funded ILCs for IL related goals.

iii. Communication with MassAbility

Communication between TAP providers and MassAbility is an essential element of the partnership needed to provide effective services. It is essential for providers to keep MassAbility updated throughout their work. This includes, but is not limited to:

• Timely completion of Monthly Billing and Associated Reporting.

• Prompt response and collaborative communication with Contract/Program

Manager and, or the Business Improvement Partner.

c. Additional Service Models

In addition to the service models described in this section, MassAbility may seek proposals, using an RFQ process, to address student needs that cannot be fully

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met through the Transition to Adulthood (TAP) model established in this RFR.

Any additional models will be designed to supplement existing services and support specialized or time-limited-service engagements. From time to time, and as funding allows, MassAbility may issue Requests for Quotes (RFQs) under this

RFR to solicit proposals from Vendors with active Master Agreements established through this RFR. Each RFQ will define a discrete scope of work and will be issued through a competitive bid process. Only Providers qualified under this RFR are eligible to respond to RFQs issued pursuant to this RFR. The number of awards made under any RFQ may vary. All RFQs will be distributed via COMMBUYS to all qualified Providers and will be posted for a minimum of two (2) weeks. Awards will be made based on the evaluation criteria specified in each RFQ. Contract scope, performance requirements, and payment terms will be defined in the RFQ and finalized through contract execution.

3.0 Compensation

MassAbility will compensate providers using rates established under Chapter 257. Rate regulations are promulgated periodically and payments for service models under this

RFR will be tied to those promulgated rates. All rates and payment rules are designed to support high-quality service delivery, ensure fiscal accountability, and comply with

MassAbility policies.

This is a Unit rate contract with a maximum obligation of $126,953.28 (4120-4000).

Services are to be billed at the rates established at 101 CMR 424.00: RATES FOR

CERTAIN DEVELOPMENTAL AND SUPPORT SERVICES as of 1/01/25, the hourly rate is $97.92.

Providers must deliver social service programs in conformity with applicable federal and state laws, regulations, quality and safety standards (Commonwealth of Massachusetts, 2019).

a. Billing and Invoicing

All invoicing for services provided to MassAbility students will be conducted through the Enterprise Invoice Management (EIM) system. MassAbility will provide invoicing instructions and documentation requirements prior to the contract start date.

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Providers must submit invoices monthly, by the 15th of each month, with proper backup documentation, including an SDR to report monthly attendance for each student receiving services. Issues and errors raised by MassAbility must be acknowledged and resolved within 10 (ten) business days of inquiry. Unresolved issues/errors may result in the imposition of sanctions and penalties.

All services must be delivered to students by June 30th of that fiscal year in order for payment under this RFR to be honored. All invoices must be received no later than July 31st to be processed.

4.0 Performance Requirements and Monitoring

MassAbility is committed to ensuring that all services purchased through this RFR are delivered with consistency, quality, and measurable impact. MassAbility will set annual goals related to spending, utilization and student participation.

The performance requirements outlined in this section establish clear expectations for service delivery, documentation, collaboration, and the achievement of meaningful results for students.

• Quality measures assess how well services are delivered, focusing on consistency, reliability, and the integrity of service delivery.

• Output measures quantify the volume of services, activities, and deliverables produced, indicating the level of service activity and provider capacity.

• Outcome measures evaluate the impact of services on students’ progress, determining whether services achieved meaningful results and supported their IL goals.

MassAbility will finalize performance measures, establish data collection tools, methods, and reporting frequency, and set annual performance targets in collaboration with successful bidders. By submitting a proposal, awarded bidders agree to comply with all performance standards, data reporting requirements, and monitoring activities outlined in this RFR, as well as any refinements developed jointly with MassAbility. Providers awarded contracts under this RFR will be required to participate in ongoing performance monitoring, data reporting, and continuous quality improvement activities as directed by

MassAbility.

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a. Contract Performance Specifications

Payments will be made out to the Provider upon the successful completion of the following deliverables:

Information and Referral Services

Quality Measures (how well services are delivered)

➢ Student Satisfaction as measured by an online student survey annually designed and conducted by MassAbility.

➢ % of students receiving referrals to other services outside of TAP that a student might require. Such as, referral to Career Services, Work without

Limits or other organizations.

➢ Percentage of participants reporting referrals was relevant to their identified needs

➢ Percentage of staff trained annually on disability resources and service coordination

➢ Timely submission of monthly progress notes, billing, and statistical reports

Output Measures (what is delivered)

➢ # of students who received information & referral services

➢ # of referrals to community resources

➢ # of referrals to community resources by category

Outcome Measures (what changes for students)

➢ At least 90% of the students who receive I&R services will report an increased awareness of available community services and support

➢ At least 90% of the students report improved ability to navigate service systems

➢ At least 90% of the students/families are connected to at least one new community support resource

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Self-Advocacy and Community Integration

Quality Measures

➢ Percentage of participants receiving individualized self-advocacy instruction

➢ Percentage of staff trained in disability rights and self-determination practices

➢ Attendance/participation rates in community integration activities

Output Measures

➢ Number of self-advocacy training sessions conducted

➢ Number of participants receiving self-determination coaching

➢ Number of community integration activities/events conducted

➢ Number of participants attending social/recreational activities

➢ Number of disability rights education sessions provided

Outcome Measures

➢ At least 90% of participants reported stronger social connections/support networks

➢ At least 90% of students involved will demonstrate increased self-advocacy skills

➢ 100% of families will be offered opportunities to participate in advocacy program activities.

Peer Counseling Services

Quality Measures

➢ Participant satisfaction with peer mentoring relationship

➢ Retention rate of participants engaged in peer counseling services

Output Measures

➢ Number of peer counseling sessions conducted.

➢ Number of participants receiving peer mentoring services.

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Outcome Measures

➢ 90% of participants reported increased self-confidence

➢ 90% of participants demonstrated increased independence

➢ 90% of participants reporting improved social engagement

Independent Living Skills Training

➢ Attendance/completion rates for training activities

➢ Participant satisfaction with usefulness of training

➢ Percentage of participants receiving training in community-based settings

➢ Timeliness of service initiation following enrollment

➢ Student Satisfaction as measured by student survey

Output Measures

➢ Number of instructional hours delivered for each group service/training

➢ Number of students receiving skills training

➢ Number of individual and group training sessions delivered

➢ Number of students successfully completing identified training activities

Outcome Measures

➢ At least 90% of students will demonstrate increased IL skills

➢ 100% of training activities will align with student IL goals

Transition Services

➢ Percentage of transition services initiated prior to school exit

➢ Percentage of participants with documented transition goals/plans

➢ Frequency of coordination with schools and community partners

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➢ Percentage of IEP/transition meetings attended as requested

➢ Timeliness of referrals to adult service systems

➢ Participant/family satisfaction with transition planning process

Output Measures

➢ Number of family consultation sessions completed

➢ Number of referrals made to MassAbility Career Services, Pre-ETS, assistive technology, or other necessary resources for transitioning to adulthood.

Outcome Measures

➢ % of students demonstrating measurable improvement

➢ Provider shall maintain a minimum participant satisfaction rate of 90%

➢ 90% of students or families reporting improved understanding of transition resources/services

➢ Percentage of students successfully linked to career services/vocational rehabilitation or Pre-ETS services

➢ Percentage of students connected to adult service providers prior to school exit

5.0 Contract Management

Providers are required to meet regularly with MassAbility to review contract performance. At a minimum, Providers must participate in regular performance review meetings, which may occur more frequently during the initial program year or as needed based on performance.

Performance reviews will address key aspects of service delivery and contract compliance, which may include service referrals, utilization and trends; student progress and feedback; performance measures and targets; quality improvement activities;

communication and coordination with stakeholders and MassAbility staff; and overall contract compliance and adherence to service specifications.

MassAbility will conduct ongoing contract monitoring, which may include site visits, case reviews, audits, and documentation reviews, as well as interviews with staff and students. Providers must fully cooperate with all monitoring activities and comply with all

MassAbility policies and procedures, including any issued during the contract term.

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Consistent with MassAbility’s commitment to continuous improvement, MassAbility will collaborate with Providers to strengthen performance, improve outcomes, and make data-informed adjustments to service delivery. MassAbility may request additional data or metrics as needed to support monitoring, trend analysis, and performance evaluation.

If performance or compliance concerns are identified through reviews or monitoring, MassAbility will work with the provider to address the issues and may require the development and implementation of a Corrective Action Plan (CAP). Corrective actions are intended to support timely improvement and may include increased monitoring, technical assistance, or other reasonable remedies. If concerns continue, or if serious issues arise, MassAbility may take further action, up to and including modification, suspension, or termination of all or part of the contract.

6.0 Documentation and Record Keeping Requirements

In accordance with requirements established in the Commonwealth Terms and

Conditions for Health and Human Services, providers must maintain records, books, files, and other data as required by 808 CMR 1.00 and as specified in this RFR in such detail as shall properly substantiate claims for payment made under this contract. These records shall be maintained by the provider and must be made available to MassAbility upon request.

7.0 Evaluation Criteria

MassAbility will review responsive proposals using a clear and consistent evaluation process to evaluate whether the proposal meets the goals and requirements of this

RFR. Proposals will be assessed based on the criteria outlined in this section, with a focus on program approach, organizational capacity, and the ability to deliver high-quality services. This process is intended to be fair, transparent, and focused on selecting providers that are well positioned to deliver effective services and positive outcomes.

a. Mandatory Minimum Criteria

For proposals to be reviewed and evaluated by a Proposal Review Team, the response must meet the following mandatory minimum requirements:

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1. The response includes all required documents as listed on the Bidder’s

Response Checklist, fully completed and signed. This includes a completed

Supplier Diversity Form.

2. Bidders must demonstrate that they are qualified to conduct business in

Massachusetts. MassAbility is prohibited from contracting with vendors that have been debarred by federal, state, or local government.

All required documents are identified in the Bidder’s Checklist. A completed and marked checklist is also a required form for the response. Mandatory Minimum

Criteria will be reviewed by MassAbility’s procurement staff to verify compliance prior to assigning responses to the Proposal Review Team.

b. Scoring Criteria

A Proposal Review Team will review, evaluate, and score each proposal based on the requirements listed below.

Response requirements are summarized in the Bidder Response Sheet. Bidders must enter their responses directly into the Bidder Response Sheet and submit the completed document as part of their proposal. Responses must be clear and fully address each required area within the stated page limit. Attachments, appendices, or program descriptions not specifically requested, or that exceed the stated page limits, will not be reviewed.

Proposals will be evaluated primarily on the information provided in the Bidder

Response Sheet. Consistent with a best-value procurement approach, MassAbility may also consider documented past performance, when available and relevant, including prior contract compliance, service quality, and demonstrated outcomes.

Requirement 1: Organizational Experience and Capacity

i. Experience in Delivering Comparable Services

Provide specific examples from the past five years demonstrating your organization’s experience providing TAP services to students with disabilities.

Include experience, if applicable, serving individuals with:

▪ Intellectual or developmental disabilities (ID/DD)

▪ Behavioral health needs

▪ Deafness or hard-of-hearing

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▪ Other under-represented or historically underserved populations

ii. Alignment with Agency Programs

Explain how the proposed services fit within your organization’s broader mission and existing programs. Describe how the structure and resources of your organization support effective service delivery, coordination, and quality improvement.

iii. Responsiveness to Emerging Needs

Describe how your organization has adapted to meet evolving needs for students with disabilities as they transition into the adult world.

Requirement 2: Staff Knowledge, Skill and Experience

i. Staff Qualifications and Experience

Describe the skills, professional experience, education, certifications, and— where applicable—lived experience of the staff who will deliver the proposed services. Highlight competencies that align with independent living skills for students with disabilities.

ii. Supervision Structure

Describe the type, frequency, and structure of supervision provided to your staff.

Include how supervisors monitor quality, support staff effectiveness, and ensure adherence to service requirements.

iii. Continuity of Services During Staffing Changes

Identify specific strategies your organization uses to manage vacancies and staff turnover while maintaining uninterrupted service delivery.

iv. Training and Professional Development

Describe the initial and ongoing training and professional development provided for staff.

v. Flexible Service Coverage & Delivery

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Explain how your organization ensures that staff are available to provide services during non-traditional hours (e.g., evenings, weekends, school vacations) to meet student needs.

Requirement 3: Student Engagement and Empowerment

Students with disabilities often face significant barriers to engaging in services and maintaining consistent participation. Describe how your organization will support students in engaging meaningfully and remain empowered throughout their involvement with services. In your response, address the following:

i. Engagement and Empowerment Strategies

Describe the creative, practical, and person-centered strategies your staff will use to help students:

▪ Engage in services

▪ Remain involved over time

▪ Feel empowered in shaping their goals and decisions

ii. Example of an Intentional Strategy

Provide one example of how your organization has successfully used one of the intentional strategies described above. Explain how you determined the strategy was successful, including any measurable outcomes or indicators.

Requirement 4: Ability to Deliver Transition to Adulthood Program

Services

Describe your capacity to deliver TAP services described in the RFR, including:

i. Five Required TAP Services

Describe in detail the organization’s ability to provide the core IL services described in this RFR to students with disabilities. Ensure that you address each individual service category in your response.

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ii. Outreach, Marketing, and Recruitment

Describe how your organization will promote TAP services and recruit students from multiple sources, including schools, families, community organizations, and other referral partners. Include strategies for equitable access and engagement of underrepresented groups.

iii. Student Engagement and Instructional Approach

Describe your approach to engaging students and delivering both individual and group services. Describe the delivery methods you will use (in-person, remote, hybrid, community-based), with specific focus on scheduling and format that support accessibility, student needs, and family preferences.

iv. Service Planning and Matching Services to Student Needs

Describe your process for developing individualized living plans (ILP) and determining which TAP services are most appropriate and beneficial for each student.

v. Community-Based Learning

Describe your process for developing and supporting community-based learning opportunities, how you engage with your local communities and current and past relationships you have with the wider community you serve.

vi. Serving a Diverse and Geographically Broad Population

Describe how your organization will deliver high-quality TAP services across a wide geographic region. Include strategies for serving culturally and linguistically diverse students and students with varied accommodation needs and learning styles.

vii. Preparation for Transitioning into Adulthood

Describe how your services prepare students for the adult world and necessary life skills, to foster independence as they transition into adulthood.

Requirement 5: Partnering with MassAbility

i. Experience Working in Multi-Disciplinary Teams

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Describe your organization’s experience participating in multi-disciplinary teams.

Provide at least one example demonstrating effective collaboration, role clarity, communication, and shared problem-solving.

ii. Staff Preparedness for Reporting and Communication

Describe the training, support, and supervision your organization provides to ensure staff consistently meet MassAbility’s expectations for timely reporting, documentation accuracy, and proactive communication.

iii. Referral Management Capacity

Describe your capacity and internal processes for receiving, acknowledging, and responding to referrals in a timely manner. Outline how you track, triage, and assign referrals to ensure prompt engagement and minimize delays in service delivery.

Requirement 6: Ensuring Quality and Enhancing Outcomes Describe your organization’s approach to ensuring high-quality service delivery and its commitment to delivering and enhancing high-quality outcomes. In your response, address the following:

i. Process to Ensure Quality and Outcomes

Describe your organization’s processes for quality assurance, including:

a. The types of data collected (e.g., performance outcomes, utilization, student feedback, timeliness, documentation accuracy).

b. The frequency with which data is reviewed.

c. The roles of staff responsible for reviewing data and making decisions (e.g., supervisors, program directors, leadership teams).

ii. Use of Outcomes Data

Expla…