A04_SOW.pdf

SECTION C – DESCRIPTIONS AND SPECIFICATIONS

C.1 STATEMENT OF WORK

STATEMENT OF WORK

Background and Purpose: The Bureau of Indian Education, Navajo Nation, serves as a branch of the state education agency (SEA) for several elementary and secondary schools and dormitories serving the

Navajo Reservation students located in the states of Arizona, New Mexico and Utah. The scope of work calls for professional related services to assist the targeted Navajo schools in implementing the special education and related services as authorized under PL 108-446 Individuals with Disabilities Education

Improvement Act (IDEIA). The purpose of the IDEIA program is to improve academic achievement of students with disabilities and introduce strict accountability measures to hold schools, districts, and states responsible for the academic results of students with disabilities. Schools will be funded Part B

Funds through a formula- based process to provide special education and related services for eligible children with disabilities.

The school is Many Farms High School, Many Farms, Arizona

Position: Speech-Language Therapist, Certified/Licensed in the State of Arizona

Identified Students: Based upon projected enrollment, approximately 10 to 15 students will require

Speech Language Therapy and/or Consultation services for SY 2023/2024 at approximately 10 to 12 hours per month.

Definitions:

DIRECT AND CONSULATATIVE SERVICES – For the purposes of this contract, Direct and

Consultative Services are those services provided by the vendor on site at Many Farms High School within the time frame of a given “therapy day” to include direct therapy to students, consultation/collaboration with teachers, and participation in multidisciplinary team meetings.

EVALUATION – For the purposes of this contract, Evaluation is inclusive of time off site preparing a written evaluation report. The actual evaluation assessments will be conducted within the time of frame of a given “therapy day.”

INDIRECT SERVICES – For the purposes of this contract, Indirect Services are those services provided by the vendor outside the time frame of a given “therapy day” either on site (e.g., participation in multidisciplinary team meetings not scheduled on therapy days) or off site (e.g., completion of paperwork, lesson preparation).

Objective: To ensure the provisions of Speech/Language Therapy services to identified and referred students in accordance with PL 108-446, the Individuals with Disabilities Education act of 2004, and in accordance with Bureau of Indian Education Division of Performance and Accountability policies and procedures:

1. Upon request, conduct Individual Hearing Screening of identified and referred students.

2. Review medical and educational records of identified Special Education students.

3. Conduct Speech-Language evaluations on site at Many Farms High School for each student identified as needing an initial evaluation or triennial re-evaluation.

4. Write a thorough written report which is individualized to each student’s presenting issues, includes results that are easy to understand, and provides information and recommendations that will help to guide the development and implementation of meaningful Special Education

Individualized Education Plan goals.

5. Submit a written evaluation report-in both paper and electronic format-to the school within 30 days of the evaluation.

6. Attend and participate in Eligibility Determination meeting, presenting/explaining finding to the rest of team, parents and student in particular.

7. Attend and participate in IEP/MDT meetings to discuss the evaluation results and recommendations with student, family, and school staff.

8. Train students and family members in the implementation of evaluation recommendations.

9. Consult regularly (at least 15 minutes per month per student) with school staff in the implementation of each student’s IEP.

10. Provide Direct Speech-Language Therapy as indicated by each student’s IEP.

11. Lead In-Service training for staff, parents and school board members.

12. Assist Special Education Department staff in the acquisition, use, and maintenance of Assistive

Technology specific to identified student’s communication needs.

13. Make referrals to other agencies as necessary.

14. Participate in Child Find activities as scheduled by Many Farms High School.

Responsibilities of All Service Providers: The service provider is to:

1. Report to the designed time and place for orientation to the organizational structure for service provision and the procedures delineated for providing the above specified services.

2. Sign-in and sign out at the Security Office.

3. Prepare any additional reports or supply data to the LEA or BIE as required to evaluate and/or report on special and related services at Many Farms High School.

4. Maintain up-to-date/accurate documentation of services, to include therapy notes, consultation log, on-side per-visit service log, indirect services log, NASIS individual student service log, and quarterly progress reports.

5. Make appropriate travel arrangements including payment of costs to be paid upon completion of work assignment for scheduled work with the Navajo Nation Bureau-operated school. Travel costs shall be reimbursed at the actual costs and in accordance with Federal Travel Regulations.

6. Provide written reports and other documentations of services (e.g., evaluation reports, activity log) for specific services as requested by the BIE/ADD (Navajo).

7. Develop and provide all materials for professional development and technical assistance provided to schools, leadership team, staff and/or BIE/ADD (Navajo).

8. Working with school’s Special Education Head SPED teacher, devise a schedule to ensure that the provisions for Speech-Language Therapy and/or Consultation in each student’s IEP are being met.

9. Re-schedule missed visits to ensure compliance with the provisions of each student’s IEP or propose amendments to affected student’s IEPs for the provision of compensatory services.

10. Submit requested paperwork and invoices on a timely basis.

11. Provide materials for assessments to determine eligibility including initial/reevaluations.

Period of Performance: The Speech Language Therapist will commence providing services from DATE

OF AWARD to June 30, 2023.

BASE YEAR= July 01, 2023 to June 30, 2024

OPTION YEAR 1 = July 01, 2024 to June 30, 2025

OPTION YEAR 2 = July 01, 2025 to June 30, 2026

OPTION YEAR 3 = July 01, 2026 to June 30, 2027

OPTION YEAR 4 = July 01, 2027 to June 30, 2028

Contractor Tasks: The Speech-Language Therapist will meet with approximately ten to fifteen (10-15) students identified as needing Direct Speech-Language Therapy individually and/or in small groups.

Service sessions will focus, as delineated in each student’s IEP, on developing speech, language, and communication skills. The Speech-Language Therapist will consult with one or more of each identified student’s general education and Special Education teachers on a regular basis (at least once a month) to support each identified student’s progress through the general education curriculum.

Delivery: The Speech-Language Therapist will meet with identified students during the school day, preferably during elective classes, during lunch, and/or advisory period so as not to impede academic progress through the general education curriculum. Services will be delivered in the Special Education

Life Skills apartment or Transition classroom at Many Farms High School. The Speech-Language

Therapist will consult with general education and/or Special Education teachers during their prep hours and/or during duty hours after the regular school day.

Government Furnished Property: The Speech-Language Therapist will have access to student Special

Education folders, NASIS files. The school will furnish working space, paper, supplies, and, if necessary, computer access. Technical staff will be available when necessary.

Security: The Speech-Language will have undergone all required background checks and will have been cleared to work with students. The Speech-Language Therapist will have also completed online security training required for access to the BIE computer network. The Speech-Language Therapist will be required to sign in and out each day at the Security Desk in the main classroom building at Many

Farms High School (MFHS). He/She will wear a Visitor’s Badge while on campus. The School

Speech- Language Therapist will only be on campus during regular duty hours (7:45am to 4:30pm and if necessary, after school hours until the evening activity bus run or close of business. A staff member will always be present while the Speech-Language Therapist is on campus.

Place of Performance: The School Speech-Language Therapist will participate in IEP/MDT meetings in the Special Education Resource classroom or Special Education Office in the main classroom building, consult with teachers throughout campus, and provide therapy to identified students in the

Specials Education Life Skills apartment or Transition classroom at Many Farms High School, typically during the regular school day and after-school program (from 8:00am to 5:50pm). Hearing Screening may be conducted in a specified location on campus such as the gym.