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: Physical Therapist

• Certified/Licensed in the State of Arizona

• Experience as a School based Physical Therapist.

• Experience working with Native American Children

Additional qualifications/certifications specific to working with children.

• Neurodevelopmental Treatment certification (NDT)

• Experience in testing and treatment of Sensory Processing Disorders, including certification to administer and interpret the SIPT (Sensory Integration and Praxis Tests).

• Testing and treatment of Primitive/Abnormal reflex patterns

Identified Students: Based upon projected enrollment, approximately one to five (1-5) students will require Physical Therapy and/or Consultation services for SY 2023-2024 at approximately 3-4 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 Physical 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:

the Physical Therapist will:

1. Screening to determine the need for a full evaluation or referral to other programs

2. Evaluation / assessment to determine the need for school based physical therapy services, including assistive technology.

3. Direct Services (specialized therapeutic intervention) by conducting individual or group sessions.

4. Review and analysis of regular and special education documents and medical records.

5. Completion of the screening / evaluation report, including o Recommendations for follow-up and services.

o Effect on academics and ability to access, participate and progress within the general curriculum.

o Entering evaluation information into NASIS.

6. Consultation with family and educational teams (e.g. administrators, teachers, assistants, etc.) on an ongoing basis

7. Participation in MDT / IEP meetings to discuss, based on evaluation findings, the o Results of the evaluation o Need for additional information.

o Recommendations, including the need for services to be provided and consider

LRE in placement.

o Develop IEP goals for students requiring services and entering information into

NASIS

8. Participating in program design / planning.

9. Managing technology needs, including recommending, acquiring, designing, and/or repairing of assistive technology.

10. Providing staff development/in-service training.

11. Collaborating with community agencies. Referral to other programs or agencies as needed (e.g. medical follow-up, Department of Economic Security, DDD, Children’s Rehabilitative Services).

12. Assisting with modification of curriculum.

13. Preparing materials.

14. Reporting student progress (e.g. quarterly progress reports) and maintain service logs, through NASIS.

15. Training of staff and/or parents regarding implementation of the IEP.

16. In-service training

17. Participating on support teams (e.g. Assistive Technology, Autism, RTI, and Traumatic

Brain Injury).

18. 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 Physical 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 Occupational Therapist will commence providing services from DATE OF AWARD to June 30, 2023.

BASE YEAR= July 01, 2023 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 Physical Therapist will meet with approximately one to five (1-5) students identified as needing Direct Physical Therapy individually and/or in small groups. Service sessions will focus, as delineated in each student’s IEP, on developing physical therapy skills. The Physical 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 Physical 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 Physical 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 Physical 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 Physical Therapist will have undergone all required background checks and will have been cleared to work with students. The Physical Therapist will have also completed online security training required for access to the BIE computer network. The Physical 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 Physical 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 Physical Therapist on campus.

Place of Performance: The School Physical 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 Special 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.