7571MN26Q00039.pdf

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07/30/2026 1500 ET

07/07/2026

CHRISTOPHER POULOS

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FOR SOLICITATION 8. OFFER DUE DATE/LOCAL TIMEb. TELEPHONE NUMBER a. NAME

4. ORDER NUMBER3. AWARD/ 6. SOLICITATION

7571MN26Q00039

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1 141 OFFEROR TO COMPLETE BLOCKS 12, 17, 23, 24, & 30

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Rockville MD 20852

5600 Fishers Lane

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2. CONTRACT NO.

EFFECTIVE DATE

$24.5

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Washington DC 20024

330 C Street, SW; Room 1318A

Administration for Community Living

ACL

Rockville MD 20852

5600 Fishers Lane

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ITEM NO.

Delivery: 09/30/2026 Period of Performance: 09/30/2026 to 09/29/2027

1 Base University Centers for Excellence in Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data Collection

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HEREIN, IS ACCEPTED AS TO ITEMS:

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ITEM NO.

2 Option Period 1

University Centers for Excellence in

Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data

Collection

Additional information included in Continuation Pages

(Option Line Item)

Period of Performance: 09/30/2027 to 09/29/2028

3 Option Period 2

University Centers for Excellence in

Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data

Collection

Additional information included in Continuation Pages

(Option Line Item)

Period of Performance: 09/30/2028 to 09/29/2029

4 Option Period 3

University Centers for Excellence in

Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data

Collection

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7571MN26Q00039

Period of Performance: 09/30/2029 to 09/29/2030

5 Option Period 4

University Centers for Excellence in

Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data

Collection

Additional information included in Continuation Pages

(Option Line Item)

Period of Performance: 09/30/2030 to 09/29/2031

NSN 7540-01-152-8067 OPTIONAL FORM 336 (4-86)

Sponsored by GSA

FAR (48 CFR) 53.110

7571MN26Q00039

University Centers for Excellence in Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data Collection

SECTION A - Solicitation/Contract Form

Contract to perform the work described in Section C, entitled, “Statement of Work.”

SECTION B - Supplies or Services and Prices/Costs

B.1 BRIEF DESCRIPTION OF SERVICES

University Centers for Excellence in Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data Collection

B.2 TYPE OF CONTRACT

The contract type awarded is a Cost Plus Fixed Fee.

B.3 SEVERABLE SERVICES

The services acquired under this contract are severable services. Funds are only available for use for the contract line item (CLIN) to which they are obligated. Unused funds from one CLIN may not rollover for use in other CLINs.

B.5 CONSIDERATION AND PAYMENT (CPFF – Severable Services)

In consideration of satisfactory performance of the work described in Section C, the contractor shall be reimbursed the cost plus fixed fee amount stated below for the base period and option periods (if exercised).

In consideration of satisfactory performance of the work described in Section C, the contractor shall be reimbursed up to the estimated cost plus fixed fee amount stated below for each of the CLINs (if exercised). If the options are exercised funding will be obligated by modification to the contract.

Period Cost Fee Grand Total Base Period Option Period 1 Option Period 2 Option Period 3 Option Period 4

TOTAL Potential Value inclusive of all CLINS: $____________

SECTION C - Description/Specifications/Statement of Work

University Centers for Excellence in Developmental Disabilities Education, Research and Service Training and Assistive Technology Program Technical Assistance and Data Collection

C.1 PROGRAM DESCRIPTION AND BACKGROUND

Purpose

The purpose of this project is for the Administration for Community Living (ACL), Administration on Disabilities (AoD), Office of Intellectual and Developmental Disabilities (OIDD) and Office of Interagency Innovation to contract for a performance-based arrangement for providing:

1. Coordinated, comprehensive, and specialized T/TA to the 67 University Centers for Excellence in Developmental Disabilities Education, Research and Service (UCEDDs); and

2. Coordinated, comprehensive, and specialized T/TA to the 56 Assistive Technology Programs (AT

Programs), including operation of data collection, reporting, and dissemination systems.

Background

Developmental Disabilities Assistance and Bill of Rights Act

The Administration on Disabilities (AoD) is the Federal agency responsible for implementation and administration of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act of 2000) (42 U.S.C. 15001, et seq.). Consistent with Administration on Disabilities (AoD) usage, references in this document to people with developmental disabilities may also be expressed as people with intellectual and developmental disabilities (I/DD).This agency is located within the Administration for Community Living (ACL), a component of the U.S.

Department of Health and Human Services (HHS).

The DD Act of 2000 authorizes support and assistance to States, public agencies, and private, non-profit organizations, including faith-based and community organizations, to assure that individuals with developmental disabilities and their families participate in the design of and have access to services, supports, and other assistance and opportunities that promote independence, productivity, integration, and inclusion into the community.

As defined in the DD Act of 2000, the term "developmental disabilities" means a severe, chronic disability of an individual that is attributable to a mental or physical impairment or combination of mental and physical impairments that are manifested before the individual attains age 22 and are likely to continue indefinitely. Developmental disabilities result in substantial limitations in three or more of the following functional areas: self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, and capacity for economic self-sufficiency.

There are four programs funded under the DD Act of 2000:

1. State Councils on Developmental Disabilities;

2. State Protection and Advocacy Systems;

3. National Network of University Centers for Excellence in Developmental Disabilities, Education, Research, and Service; and

4. Projects of National Significance.

The DD Act of 2000 identifies a number of significant findings, including:

• Disability is a natural part of the human experience that does not diminish the right of individuals with developmental disabilities to enjoy the opportunity for independence, productivity, integration, and inclusion into the community.

• Individuals whose disabilities occur during their developmental period frequently have severe disabilities that are likely to continue indefinitely.

• Individuals with developmental disabilities often require lifelong specialized services and assistance, provided in a coordinated manner by many agencies, professionals, advocates, community representatives, and others to eliminate barriers and to meet the needs of such individuals and their families.

In accordance with policies set out in the DD Act of 2000, AoD seeks to support and to ensure that:

(1) individuals with developmental disabilities, including those with the most severe developmental disabilities, are capable of self-determination, independence, productivity, and integration and inclusion in all facets of community living, through the provision of community services, individualized supports, and other forms of assistance;

(2) individuals with developmental disabilities and their families have competencies, capabilities, and personal goals that are recognized, supported, and encouraged, and any assistance to such individuals should be provided in an individualized manner, consistent with the unique strengths, resources, priorities, concerns, abilities, and capabilities of such individuals;

(3) individuals with developmental disabilities and their families are the primary decision makers regarding the services and supports such individuals and their families receive, including regarding choosing where the individuals live from available options, and play decision-making roles in policies and programs that affect the lives of such individuals and their families;

(4) services, supports, and other assistance are provided in a manner that demonstrates respect for individual dignity, personal preferences, and cultural differences;

(5) specific efforts are made to ensure that individuals with developmental disabilities from racial and ethnic minority backgrounds and their families enjoy increased and meaningful opportunities to access and use community services, individualized supports, and other forms of assistance available to other individuals with developmental disabilities and their families;

(6) recruitment efforts in disciplines related to developmental disabilities relating to pre-service training, community training, practice, administration, and policymaking focus on bringing larger numbers of racial and ethnic minorities into the disciplines in order to provide appropriate skills, knowledge, role models, and sufficient personnel to address the growing needs of an increasingly diverse population;

(7) with education and support, communities are accessible to and responsive to the needs of individuals with developmental disabilities and their families and are enriched by full and active participation in community activities, and contributions, by individuals with developmental disabilities and their families;

(8) individuals with developmental disabilities have access to opportunities and the necessary support to be included in community living, have interdependent relationships, live in homes and communities, and make contributions to their families, communities, and States, and the Nation;

(9) efforts undertaken to maintain or expand community-based living options for individuals with disabilities are monitored in order to determine and report to appropriate individuals and entities the extent of access by individuals with developmental disabilities to those options and the extent of compliance by entities providing those options with quality assurance standards;

(10) families of children with developmental disabilities have access to and use of safe and appropriate childcare and before-school and after-school programs, in the most integrated settings, in order to enrich the participation of the children in community living;

(11) individuals with developmental disabilities have access to and use of public transportation, in order to be independent and directly contribute to and participate in all facets of community living; and

(12) individuals with developmental disabilities have access to and use of recreational, leisure, and social opportunities in the most integrated settings, in order to enrich their participation in community living.

ACL’s vision is that all people, regardless of age and disability, live with dignity, make their own choices, and participate fully in society. AoD shares in ACL’s mission to maximize the independence, well-being, and health of people with developmental disabilities, their families and other members of their support system.

The AoD’s OIDD requires a performance-based arrangement for providing responsive, comprehensive, and specialized training and technical assistance (T/TA) to University Centers for Excellence in Developmental Disabilities Education, Research and Service (UCEDD), defined as follows:

• Responsive means addressing UCEDD’s needs as it relates to implementing grants from multiple funding sources and being adaptive to multiple stakeholders (e.g., federal funders, host universities, community partners).

• Comprehensive means a broad array of T/TA that starts with a foundation of resources which can be broadly applied yet is responsive to the needs of UCEDDs of varying sizes (small, medium, large) and includes T/TA which addresses highly complex, individualized issues and needs.

• Specialized means T/TA that is tailored to the unique role of UCEDDs as the only federally legislated and funded network of Centers providing basic and applied research, model and demonstration services, and interdisciplinary training for professionals and community members who work with people with I/DD and their families. T/TA must be highly customized to meet the needs of this network – both as a collective network and on an individual basis.

Coordinated T/TA OIDD administers the UCEDD program under the Developmental Disabilities Assistance and Bill of Rights of 2000 (DD Act) (42 U.S.C. 15001 et seq.). UCEDDs are funded to provide leadership in, advise Federal, State, and community policymakers about, and promote opportunities for individuals with developmental disabilities to exercise self-determination, be independent, be productive, and be integrated and included in all facets of community life (Section 153 (a)(1)).

UCEDDs are defined as interdisciplinary education, research, and public service units of universities or public or non-profit entities associated with universities that engage in four core functions, addressing directly or indirectly, one or more of the areas of emphasis established under the DD Act:

• Interdisciplinary pre-service preparation and continuing education of students and fellows, which may include the preparation and continuing education of leadership, direct service, clinical, or other personnel to strengthen and increase the capacity of States and communities.

• Community services that provide training or T/TA for individuals with developmental disabilities, their families, professionals, paraprofessionals, policymakers, students, and other members of the community; and that may provide services, supports, and assistance for the persons described demonstration and model activities.

• Research, which may include basic or applied research, evaluation, and the analysis of public policy in areas that affect or could affect, either positively or negatively, individuals with developmental disabilities and their families.

• Dissemination of information related to activities undertaken related to developmental disabilities, especially, dissemination of information that demonstrates that the network of expertise that may be accessed and applied in diverse settings and circumstances.

UCEDDs are required by the DD Act to leverage funds to carry out these core functions; thereby creating a need for coordinated T/TA to UCEDDs. This effort is to ensure that T/TA is provided to support UCEDDs as they manage and implement grants from multiple federal and other agencies as a requirement to be a UCEDD.

Comprehensive T/TA To be effective interdisciplinary training, community service, research, and research to practice organizations, UCEDDs must be adept at managing multiple programs and initiatives while simultaneously focusing on the mission of the work, thereby requiring comprehensive T/TA that addresses a wide array of issues across higher education, disability, and organizational contexts.

UCEDDs require a foundation to advance knowledge in two main areas:

(1) UCEDD core functions and disability content, and

(2) UCEDD organizational competency.

Given the comprehensive nature of T/TA, these two areas necessarily overlap and require a foundational program to advance work in the following areas:

• The UCEDD program, including the history of the program and the disability movement.

• Emerging issues in I/DD and related areas of emphasis.

• Various effective approaches to training and advocacy focused on the productivity, integration and inclusion of individuals with developmental disabilities in all aspects of community life.

• Standard UCEDD practices for individual and systemic change, interdisciplinary training, community services, research and dissemination of information.

• Outcome and impact measurement and evaluation of UCEDD effectiveness.

• Planning, implementation, and continuous improvement of UCEDD activities.

• Maintaining and strengthening a Consumer Advisory Committee (CAC) to ensure meaningful participation of individuals with developmental disabilities, family members, and other community representatives in UCEDD planning, implementation, evaluation, and priority-setting.

• Personnel management.

• Financial/Fiscal management.

• Emerging issues in the disability field and how they relate to emerging and promising practices in effective UCEDD operations.

• Strategies for scaling, replication, and sustainability of effective practices and initiatives to expand impact across communities and systems.

• Collaboration with other entities funded under the DD Act such as the:

o State Councils on Developmental Disabilities o State Protection and Advocacy Systems

• Collaboration with key partners i.e. federal, state, and local DD agencies, state self-advocacy groups, other relevant Federally funded and non-federally funded entities and programs, including those funded under IDEA and WIOA to ensure UCEDDs have a contributing role in improving outcomes for people with I/DD.

Specialized T/TA UCEDDs comprise a unique, highly specialized national network of interdisciplinary Centers federally legislated and funded to conduct basic and applied research, model and demonstration services, interdisciplinary training for professionals and community members who work with people with I/DD and their families, and information dissemination, including dissemination of information that demonstrates that the network is a national and international resource. There is no other comparable network in the U.S. and its territories, therefore, it requires specialized T/TA tailored to the unique needs and role of the UCEDD network.

T/TA must be highly customized to meet the needs of this network – both as a collective network and on an individual basis. The UCEDDs have the same purpose and core functions, but face different circumstances in each state and territory, requiring T/TA be both broad based and individualized when needed. In particular, there is a need for T/TA that addresses the resource needs of the UCEDDs by staying current on disability trends, conducting analyses of emerging issues, and supporting the overall organizational stability of each individual UCEDD by strengthening the role and performance of the UCEDD Network as a whole through specialized T/TA. Together, these activities improve quality of life for people with I/DD, and enhance the systems serving people with I/DD, resulting in full participation in all aspects of community life.

Program Goals and Outcomes

OIDD requires a performance-based contract for providing coordinated, comprehensive, and specialized T/TA to the 67 UCEDDs. Under a performance-based contract, performance will be measured by the outcomes achieved. This statement of objectives outlines the desired results and expected outcomes to be achieved for the work performed. Appendix A includes a logic model, which is a graphic description of UCEDD T/TA inputs, activities, outputs, and outcomes. These services should be reliable, effective, efficient, and responsive to the field and work towards achieving the long term outcomes of:

• Positioning UCEDDs and the UCEDD Network as leaders in advancing systems change, capacity building, and advocacy at the local, state/territory, and national, levels, and as national resources with specialized expertise that can be applied in multiple settings and circumstances.

• Increasing the capacity of UCEDDs to provide leadership in, advise Federal, State, and community policymakers about, and promote opportunities that lead to individuals with I/DD exercising self-determination, becoming independent, productive, integrated, and included in all facets of community life; and

• Increasing UCEDD’s quality of data collection for Program Performance reporting (PPR) demonstrating the UCEDD Network’s collective impact on the local, state, national, international levels.

Under the direction of the COR, the Contractor is responsible for the provision of comprehensive, coordinated, specialized T/TA to UCEDDs and shall plan, arrange, and provide all the required personnel, consultants, resource facilities, and equipment needed to fulfill the requirements of the contract in the most cost-efficient manner by:

• Designing T/TA that provides for a foundation of fundamental skills and knowledge to reserve resources to address more individualized, specialized T/TA for highly complex needs;

• Enhancing the use of technology for providing T/TA in the most cost-efficient manner; and

• Bolstering the use of peer-to-peer techniques to maximize knowledge transfer across the

Network.

The short-term outcomes for the contract are that, by the end of each project year, at least 80 percent of participating UCEDD leadership, new directors, and staff will demonstrate measurable increases in knowledge, skills, and confidence in the following areas, as evidenced by, training evaluations, self-assessments, completion data, or follow-up feedback.

1. UCEDD Foundations and Emerging Disability Issues At least 80 percent of participants will demonstrate increased knowledge of:

• the UCEDD program, including its history, purpose, and relationship to the disability rights movement;

• historical, current, and emerging issues in the I/DD and broader disability fields, including pressing issues such as restraint, supported decision-making, and employment;

and

• the implications of these issues for interdisciplinary training, community services, research, information dissemination, and engagement with unserved and underserved communities.

2. Leadership, Compliance, and Effective UCEDD Operations At least 80 percent of participants, including new directors, will demonstrate increased knowledge of:

• key UCEDD leadership roles and responsibilities, including the DD Act, CAC requirements, leveraging funds, and other core leadership functions;

• financial and fiscal management practices necessary to maintain compliance with federal requirements; and

• proven and standardized practices that strengthen UCEDD operations and improve the Network’s ability to carry out its mission.

3. Strategy, Advocacy, Collaboration, and Dissemination At least 80 percent of participants will demonstrate increased knowledge of:

• effective strategies for addressing emerging issues and the evolving needs of individuals with I/DD and their families;

• effective approaches to training, advocacy, and systems change that promote productivity, integration, and full inclusion in community life;

• strategies for collaboration, peer-to-peer learning, and knowledge exchange with other UCEDDs and subject matter experts; and

• Effective dissemination and outreach strategies to increase awareness, accessibility, and utilization of UCEDD services among individuals with I/DD and their families, including the use of plain language, digital platforms, and community-based outreach.

4. Evaluation, Performance Improvement, and Evidence-Based Practice At least 80 percent of participants will demonstrate increased knowledge of:

• effective techniques for measuring and evaluating UCEDD effectiveness, including evaluation of the four core functions; and

• evidence-based and promising practices, including use of T/TA web-library resources, to strengthen implementation, performance, and continuous quality improvement.

By the end of each project year, and relative to an established baseline, the project will achieve the following intermediate outcomes:

1. Strengthened UCEDD Leadership, Operations, and Statutory Compliance

• At least 75 percent of UCEDDs receiving targeted T/TA will demonstrate improved organizational performance, operations, and outputs, including stronger leadership capacity, improved implementation of UCEDD roles and responsibilities, and improved achievement and maintenance of statutory and fiscal compliance.

• At least 80 percent of UCEDD New Directors participating in onboarding and leadership supports will report increased confidence and demonstrate improved capacity to lead the

UCEDD.

• At least 75 percent of UCEDDs receiving operational T/TA will implement at least one improvement in organizational infrastructure, internal processes, leveraging of funds, or other core operational practices.

• At least 90 percent of identified compliance issues addressed through T/TA will show documented progress toward resolution or full resolution within the project year.

2. Improved Strategic Planning, Evaluation, and Use of Performance Data

• At least 75 percent of UCEDDs receiving T/TA in planning, evaluation, or data use will demonstrate improved capacity to use strategic planning, evaluate five-year goals and objectives, and apply performance information to strengthen decision-making and continuous quality improvement.

• At least 75 percent of UCEDDs will demonstrate improved use of NIRS/PPR data beyond compliance reporting for planning, management, or program improvement.

• At least 75 percent of UCEDDs will show improvement in the quality, completeness, timeliness, or consistency of Program Performance Reporting data.

• Access to timely, actionable performance information through a real-time data dashboard or comparable data system will improve annually, enabling UCEDDs to identify trends, monitor progress, and respond more effectively to performance needs.

• NIRS data entry forms, reporting processes, and PPR structure and usability will be improved through contractor-supported recommendations, testing, tools, or guidance adopted with ACL/COR approval.

3. Increased Coordination, Peer Exchange, and Cross-System Engagement

• At least 75 percent of participating UCEDDs will demonstrate increased collaboration with DD Act entities, relevant peers, and cross-system partners to improve performance, problem-solving, and shared learning.

• Participation in regional, cross-state, and peer mentorship activities will increase annually from baseline.

• Participation in DD Network and cross-system engagement activities will increase annually from baseline.

• Utilization of site visits and peer-to-peer exchanges as mechanisms for improvement will increase annually from baseline.

4. Modern Dissemination, Outreach, and Stakeholder Engagement

• At least 75 percent of UCEDDs receiving dissemination and outreach T/TA will demonstrate improved dissemination and outreach strategies that implement strategic, accessible, and modern practices to expand awareness, engagement, and utilization of UCEDD initiatives and services.

• At least 75 percent of participating UCEDDs will demonstrate increased engagement with stakeholders, including DD Network partners, CACs, parent organizations, and other community partners.

• At least 75 percent of participating UCEDDs will demonstrate stronger capacity to communicate UCEDD impact through accessible products, success stories, and other dissemination tools.

5. Greater Use, Scalability, and Sustainability of Evidence-Informed Practices

• At least 75 percent of UCEDDs receiving content-focused or implementation T/TA will demonstrate increased ability to apply evidence-based, promising, or innovative practices in the implementation of the UCEDD core functions and in addressing key and emerging issues affecting people with I/DD and their families.

• Scalability and sustainability of effective practices will increase annually, with participating UCEDDs demonstrating greater capacity to design, replicate, adapt, and sustain evidence-informed and promising practices.

• At least 60 percent of participating UCEDDs will adopt, adapt, replicate, or sustain at least one evidence-informed or promising practice supported through the project.

• At least 75 percent of participating UCEDDs will report improved capacity to address key and emerging issues through training, T/TA, research, service, or dissemination activities.

6. Increased Participation of People with I/DD in UCEDD Work

• At least 75 percent of participating UCEDDs will demonstrate increased inclusion of people with disabilities, including people with I/DD from communities, in research, training, service, dissemination, governance, and other UCEDD core functions.

• Participation of people with I/DD in UCEDD activities will increase annually from baseline.

• At least 75 percent of participating UCEDDs will demonstrate improved strategies for meaningful engagement at multiple levels of UCEDD work.

7. Increased Demonstration of UCEDD Leadership and Network Impact

• At least 75 percent of participating UCEDDs will demonstrate increased ability to show leadership at the community, state/territory, regional, and national levels and to document the UCEDD Network’s collective impact through stronger reporting, success examples, and performance information.

Assistive Technology Act of 1998, as Amended The 21st Century Assistive Technology Act (AT Act of 1998, as Amended, P.L. 105-394, codified at 29 U.S.C. § 3001 et seq.) under Section 4 authorizes formula grants to support State and Territory Assistive Technology Programs (AT Programs) administered by the Administration for Community Living (ACL). The AT Act's purpose is to increase knowledge about, access to, and acquisition of assistive technology (AT) devices and services for individuals with disabilities and older Americans.

As defined in the AT Act, "assistive technology device" means any item, piece of equipment, or product system, whether acquired commercially, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities. "Assistive technology service" means any service that directly assists an individual with a disability in the selection, acquisition, or use of an assistive technology device.

Section 4 of the AT Act provides 56 formula grants to support an AT Program in each of the 50 states, as well as the District of Columbia, Puerto Rico, American Samoa, Guam, the Northern Mariana Islands, and the U.S. Virgin Islands.

1.7 AT Program Requirements and Activities

AT Programs focus on improving the provision of AT through comprehensive, statewide programs that are consumer responsive. The goal of these programs is to increase access to and acquisition of AT through an integrated set of state-level activities and state leadership activities.

The 2004 and 2022 reauthorizations of the AT Act required a common set of activities to be provided by all AT Programs (with some limited exceptions) to create consistency among grantees. Required activities include:

State-Level Activities:

• State Financing Activities - Alternative financing programs, financial-loan programs, interest buy-down programs, revolving loan funds, loan guarantee or insurance programs, or other methods of financing the purchase of AT devices and services

• Device Reutilization Programs - Programs that provide for the exchange, repair, recycling, or other reutilization of AT devices

• Device Loan Programs - Short-term loans of AT devices to individuals, employers, public agencies, or others

• Device Demonstrations - Opportunities for individuals with disabilities and their family members, guardians, advocates, authorized representatives, employers, and other interested parties to learn about and experience AT devices

State Leadership Activities:

• Training and Technical Assistance - For individuals with disabilities, family members, service providers, educators, employers, and others

• Public Awareness - Activities to provide information to targeted individuals and entities in the state about the availability and benefits of AT

• Information and Assistance Services - Assistance in accessing AT devices and services

• Coordination and Collaboration - Activities to enhance coordination among state programs and improve access to AT

AT Programs are required to serve people with all types of disabilities, of all ages, in all environments. Programs must also serve family members, service providers, educators, therapists, employers, health and rehabilitation professionals, AT vendors, procurement officials, and other interested parties.

Data Reporting Requirements Section 4 of the AT Act requires specific data reporting on services provided via the required state-level and leadership activities. AT Programs submit annual progress reports (AT APRs) and three-year state plans for assistive technology (State Plans for AT) through approved information collection instruments authorized by the Office of Management and Budget (OMB).

The Office of Interagency Innovation within ACL requires coordinated, comprehensive, and specialized T/TA to the 56 AT Programs to ensure:

• Consistent implementation of AT Act requirements across all states and territories

• High-quality data collection for federal reporting and program evaluation

• Evidence-based practices in AT service delivery

• Coordination with other disability programs and stakeholders

• Public access to AT Program data and resources

C.2 STATEMENT OF WORK - Severable Services

The Contractor shall furnish all of the necessary personnel, materials, services, facilities, (except as otherwise specified herein), and otherwise do all the things necessary for or incident to the performance of the work as set forth below:

UCEDD TRAINING AND TECHNICAL ASSSISTANCE (T/TA) TASKS / ACTIVITIES

The T/TA activities are organized around four main areas:

(1) Project Management and Evaluation

(2) Strengthening Capacity, Practice, and Performance

(3) Coordination

(4) Information Management

The following statement of objectives is based on this organizing framework for T/TA.

Project Management and Evaluation

Before operating any system or workflow that collects, stores, transmits, or processes PII on behalf of ACL, the Contractor shall support ACL in completing required privacy compliance activities, including data inventory, privacy threshold analysis, Privacy Impact Assessment support, records analysis, and review of whether a SORN or other notice is required. The Contractor shall collect only the minimum information necessary for authorized purposes.

a. Strategic Planning, Logic Model, and Performance Measurement and Evaluation Matrix The Contractor shall develop, maintain, and annually update a 5-year strategic plan, logic model, and performance measurement and evaluation matrix for the delivery of T/TA under this contract. The strategic plan and logic model shall clearly identify the goals, objectives, tasks, activities, outputs, and intended outcomes that will guide contract implementation and support achievement of project impacts to the maximum extent possible. The performance measurement and evaluation matrix shall align with the strategic plan and logic model and identify, at a minimum, the corresponding performance measures, indicators, data sources, methods of assessment, targets, timelines, and reporting frequency used to monitor implementation, evaluate progress, and assess achievement of contract outcomes. The strategic plan, logic model, and performance measurement and evaluation matrix shall be guided by the following principles:

i. High-Quality, Efficient, and Outcome-Driven: Deliver comprehensive, coordinated, and specialized T/TA that is responsive to the needs of the UCEDD network while maximizing reach, effectiveness, and cost-efficiency.

ii. Evidence-Based: Use evidence and evidence-based strategies, resources, and tools, to the extent available, to design, deliver, and refine T/TA.

iii. Continuous Improvement: Apply practical and effective methods, tools, and approaches that strengthen service quality, efficiency, cost-effectiveness, and outcomes.

iv. Tiered T/TA Delivery: Use a hierarchical approach to T/TA delivery that maximizes broadly applicable resources and group-based strategies, while reserving more intensive and individualized support for complex or high-priority needs.

The Contractor shall incorporate applicable ACL and HHS priorities, such as the Make America Healthy Again (MAHA) initiative and ACL operational priorities, as directed by the COR, and shall update the strategic plan, logic model, and performance measurement and evaluation matrix, as needed, to reflect any changes in federal priorities during the period of performance.

b. Project Advisory Committee

The Contractor shall establish and maintain a multi-stakeholder, representative Project Advisory Committee to provide guidance on the design, implementation, and continuous improvement of the T/TA delivered under this contract. The committee shall include, as appropriate, UCEDD representatives, subject matter experts, individuals with disabilities, family members, and other key stakeholders, and shall meet at least two times per year.

i. The committee shall advise the Contractor on T/TA priorities, emerging needs, accessibility, dissemination strategies, and resource development. At a minimum, this guidance shall inform training, webinars, tools, and technical assistance approaches that support grantees in:

1. Obtaining and budgeting for accessible communication and language access services;

2. Addressing systemic issues through communities of practice, expert consultation, visiting professor models, and regular problem-solving sessions; and

3. Identifying and disseminating vetted resources and vendor information related to accessible communication and dissemination, including ASL, closed captioning, screen reader accessibility, oral interpretation, plain language, accessible web platforms, podcasts, online training modules, and publication supports.

c. Ongoing Performance Monitoring and Reporting

The Contractor shall establish and implement a project management and performance monitoring process to regularly identify emerging T/TA needs, monitor service delivery, assess progress toward outcomes, and support timely course correction. At a minimum, the Contractor shall submit monthly reports to the COR that summarize:

i. Emerging and recurring T/TA needs, trends, and issues across the UCEDD network;

ii. T/TA provided during the reporting period, including scope, modality, topic, and level of effort;

iii. Progress toward project goals, objectives, outputs, and outcomes;

iv. Key risks, barriers, and mitigation strategies; and

v. Recommended adjustments to the strategic plan, logic model, goals, objectives, tasks, and activities, as needed and subject to federal review and approval.

d. T/TA Services Performance Dashboard

All Federal information, including backups, exports, logs containing sensitive data, and data stored on portable or removable media, shall be encrypted at rest and in transit in accordance with HHS policy and approved cryptographic standards. Unencrypted storage of PII on portable/removable media is prohibited unless expressly authorized in writing by ACL.

The Contractor shall design, develop, implement, maintain, and continuously update a secure, real-time, Section 508-compliant, interactive T/TA Services Performance Dashboard, subject to COR approval. The dashboard shall support performance reporting, transparency, identification of risks and issues, and continuous quality improvement across the UCEDD network. At a minimum, the dashboard shall:

i. Track and report T/TA services delivered under this contract to provide visibility into UCEDD program performance and needs, support transparency, identify program risks and issues, inform continuous quality improvement across the UCEDD network, and support the development and refinement of T/TA mitigation strategies for UCEDD programs identify to be at risk;

ii. Allow ACL/OIDD to review information at multiple levels, including national or network-wide, state, UCEDD, institutional, and project levels, as appropriate;

iii. Provide accessible, user-friendly visualizations for multiple audiences, including ACL/OIDD leadership, UCEDD directors, policymakers, partners, and the public, as appropriate;

iv. Display key service delivery metrics, including service volume, topic distribution, timeliness, intensity, modality, and level of engagement;

v. Track the development, maintenance, dissemination, inventory, and use of T/TA tools, resources, and infrastructure, including the annual review and updating of materials and the archiving of outdated content;

vi. Provide end-to-end visibility into customized and responsive T/TA, including request intake, review, approval, scope, delivery, follow-up, and closure;

vii. Display indicators related to response time, completion timeliness, service intensity, delivery mode, high-demand topics, recurring barriers, and emerging issues; and

Support regular sharing of dashboard findings, trends, and performance insights with UCEDD leadership through webinars, written summaries, and network meetings.

e. Evaluation and Continuous Quality Improvement

Throughout the period of performance, the Contractor shall improve service performance, reliability, quality, and cost-effectiveness through ongoing formative assessment and annual summative evaluation, using the performance measurement and evaluation matrix developed under subsection (a) to guide monitoring, analysis, and reporting.

i. Formative Assessment: The Contractor shall implement an ongoing self-monitoring process, informed by the performance measurement and evaluation matrix, to assess progress on project activities, service quality, efficiency, and progress toward contract outcomes, and shall report findings to the COR on a monthly basis.

ii. Summative Evaluation: The Contractor shall conduct and submit an annual summative assessment to OIDD, using the performance measurement and evaluation matrix to assess the extent to which the T/TA delivered under this contract has improved UCEDD capacity and performance in ways that contribute to meaningful outcomes for individuals with I/DD and their families. The summative assessment shall address the extent to which the T/TA has helped UCEDDs to:

1. Strengthen their capacity to serve as leaders in systems change, capacity building, and advocacy at the national, state or territory, and local levels in ways that improve access, participation, inclusion, and system responsiveness for individuals with I/DD and their families;

2. Strengthen the UCEDD Network’s role as a national resource with substantive expertise that can be applied across settings and circumstances to improve policies, programs, services, supports, and community outcomes for individuals with I/DD and their families;

3. Increase their capacity to lead, advise federal, state, and community policymakers, and promote opportunities for individuals with I/DD to exercise self-determination and live independently, productively, and fully included in community life;

4. Improve the quality and usefulness of Program Performance Reporting data to better demonstrate the collective impact of the UCEDD Network on individuals with I/DD and their families at the local, state, national, and international levels; and

5. Assess the satisfaction of UCEDD personnel who received individualized or customized T/TA, including the perceived relevance, timeliness, quality, and usefulness of the assistance provided, and use the results to inform service improvements and future T/TA delivery.

Strengthening Capacity, Practice, and Performance

The Contractor shall achieve project goals by implementing a sequenced, tiered T/TA approach that ranges from broad-based information sharing and foundational skill building to targeted, intensive, and highly customized assistance. The approach shall strengthen the knowledge, skills, practices, and performance of UCEDD leadership, faculty, staff, and CAC members and shall respond to varying levels of readiness, capacity, and complexity across the UCEDD Network.

The Contractor shall provide universal, targeted, and individualized T/TA to strengthen UCEDD leadership, infrastructure, operations, dissemination, impact measurement, and overall program performance, including by:

a. Developing, maintaining, and updating a modern, dynamic T/TA website that:

i. Serves as the central, continuously updated hub for UCEDD resources, tools, peer examples, impact materials, and T/TA opportunities;

ii. Is user-friendly, searchable, fully accessible, and Section 508 compliant;

iii. Maintains a curated, searchable, and continuously updated library of tiered resources and materials, ranging from foundational to advanced, developed in-house or by proven experts, that support UCEDDs in implementing federally mandated authorities and addressing current, emerging, and priority issues in disability and related policy and practice areas, including but not limited to:

1. UCEDD core functions, including interdisciplinary preservice training, community service, research, and information dissemination;

2. Disability topics of national and cross-cutting significance, such as housing, employment, self-advocacy, education, early intervention, childcare, and other priority issue areas;

3. Current and relevant impact examples, practice examples, and documented results from grantees, with an annual summary of examples collected throughout the year;

4. Infrastructure and operations, including leveraging funds, fiscal management, CAC training and engagement, financial stability and sustainability, planning and evaluation, federal reporting, monitoring, personnel management, and leadership development;

5. Emerging, evidence-informed, and promising practices within the UCEDD Network that may be adapted or replicated by other UCEDDs; and

6. Practical examples, implementation tools, and case studies from UCEDDs;

iv. Includes a content structure, navigation design, and resource organization approved by the COR; and

v. Uses website analytics, user feedback, and T/TA demand trends to guide ongoing refinement, content development, and resource prioritization.

b. Developing and delivering high-quality training and peer-learning opportunities that include:

i. A comprehensive orientation for UCEDD Directors covering leadership, DD Act requirements, CAC support, and core administrative and programmatic responsibilities;

ii. Leadership development curricula and skill-building opportunities for UCEDD staff and emerging leaders;

iii. Disability-specific and topic-specific training responsive to current…