Bureau of Indian Education - Phoenix Education Resource Center (PHX-ERC) Cooperative Agreement Unit (CAU) – Special Education Related Services

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STATEMENT OF WORK (SOW)

1.0 BACKGROUND/PURPOSE.

The Bureau of Indian Education (BIE), through the Phoenix Education Resource Center (PHX ERC), is establishing a Cooperative Agreement Unit (CAU).

The PHX-ERC CAU is a centralized service unit established to provide shared administrative and operational support for Special Education services across multiple schools. Participating schools pool their resources and funding to create a unified structure that ensures efficient delivery of specialized programs, compliance with regulatory requirements, and equitable access to services for students with disabilities.

The PHX-ERC CAU is not a cooperative agreement as defined by the Federal Acquisition Regulations (FAR). Under FAR, cooperative agreements are legal instruments used by federal agencies to transfer value to non-federal entities, and they are characterized by substantial involvement from the federal agency in the project. In contrast, the CAU is a programmatic word used to describe an inter-school collaborative service model designed to pool resources and funding among schools to support Special Education services.

PHX-ERC CAU is to create a centralized, school-based Special Education service model that ensures full compliance with the Individuals with Disabilities Education Act (IDEA) and delivers equitable, high-quality support to students with disabilities across five BIE-operated schools in Arizona:

1. Tohono O’odham High School (TOHS) – Grades 9–12

2. Santa Rosa Day School (SRDS) – Grades K–8

3. Santa Rosa Ranch School (SRRS) – Grades K–8

4. San Simon School (SSS) – Grades K–8

5. John F. Kennedy Day School (JFK) – Grades K–8

These five schools are geographically dispersed and serve a student population that is 100% Native American, located on the Tohono O’odham Nation and White Mountain Apache Reservation. This unique context requires a culturally responsive approach that honors tribal traditions while meeting federal compliance standards.

1.1 MISSION ALIGNMENT

The mission of the BIE is to provide quality educational opportunities from early childhood through adulthood in accordance with each Tribe’s cultural and economic needs. The BIE is committed to honoring the spiritual, mental, physical, and cultural dimensions of each student within their family and Tribal context.

The PHX-ERC CAU Arizona schools are equally committed to preparing students for success in today’s world while strengthening their ties to Native American cultures and traditions. It is the vision of the BIE that all students are provided with a safe, success-oriented, and culturally responsive educational environment that fosters the development of responsible, respectful, productive, and well-adjusted individuals in an ever-changing world.

The PHX-ERC CAU reflects this mission and vision by ensuring students with disabilities receive Free Appropriate Public Education (FAPE) in a culturally responsive environment that respects Tribal heritage and promotes academic success.

1.2 WHAT THIS CONTRACT IS INTENDED TO DO

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The PHX-ERC CAU will function as a roving multidisciplinary team that consolidates IDEA Part B resources and provides consistent, culturally responsive services to meet the individualized needs of students. This contract seeks a vendor capable of staffing and managing six critical positions that together form a robust Special Education department within PHX ERC:

• One School Psychologist – Conducts psychoeducational evaluations and eligibility determinations to ensure timely compliance with IDEA and informs IEP development.

• One Special Education Teacher – Provides individualized instruction, case management, and IEP facilitation to achieve academic and functional goals.

• One Speech-Language Pathologist (SLP) – Delivers speech and language therapy to address communication needs outlined in IEPs.

• One Occupational Therapist (OT) – Supports fine motor, sensory integration, and adaptive skills essential for educational access.

• One Physical Therapist (PT) – Promotes mobility, positioning, and gross motor development to enable participation in school activities.

• One School Counselor (SPED) – Addresses behavioral, emotional, and social needs through counseling and intervention planning aligned with IEP goals.

1.3 HOW THESE ROLES WORK TOGETHER

Operating under the direction of the BIE Education Specialist (PHX-ERC CAU Coordinator), these professionals will spend 95% of their time delivering direct services across five geographically dispersed schools. By functioning as an integrated unit, the PHX-ERC CAU will:

• Ensure timely evaluations, service delivery, and IEP compliance.

• Provide continuity of services across all sites.

• Strengthen school-based capacity through collaboration and technical assistance.

• Drive measurable student outcomes using evidence-based practices.

• Honor the cultural and linguistic heritage of Native American students through culturally responsive interventions.

1.4 VENDOR EXPECTATIONS

The selected vendor will be responsible for:

• Recruiting and retaining qualified personnel for all six positions.

• Ensuring compliance with IDEA timelines and BIE protocols.

• Implementing onboarding and training for NASIS, school procedures, and cultural competency.

• Maintaining service continuity through contingency planning for absences or turnover.

• Meeting performance-based metrics tied to student progress, compliance, and service quality.

2.0 OBJECTIVES.

The objective of this contract is to ensure the consistent, high-quality delivery of special education and related services to students with disabilities enrolled at five BIE-operated schools under the PHX ERC.

These services will be provided through a Cooperative Agreement Unit (CAU) staffed with six core professionals: a Speech Language Pathologist, Special Education Teacher, Occupational Therapist, Physical Therapist, Special Education School Psychologist, and School Counselor.

The contract is designed to achieve the following student-centered and performance-based objectives, each of which will be monitored and assessed through specific deliverables, documentation, and oversight mechanisms:

A. Ensure Timely and Compliant Service Delivery

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Objective: Deliver all special education and related services in accordance with students’ Individualized Education Plans (IEPs), meeting all timelines and procedural requirements under the Individuals with Disabilities Education Act (IDEA).

Performance Measures:

• 100% of services initiated within required IDEA timelines (e.g., 60-day evaluation window).

• All IEP meetings attended as scheduled.

• Prior Written Notices and evaluation reports submitted on time.

Assessment Tools:

• NASIS documentation review

• Quarterly compliance audits

• IEP meeting logs and timelines

B. Improve Student Access to Specialized Support

Objective: Ensure equitable access to specialized instructional and therapeutic services across all five schools by providing services that are delivered consistently, frequently, and in alignment with professional best practices.

Performance Measures:

• 95% of students receive services at the frequency and duration specified in their Individualized Education Programs (IEPs).

• No student receives services less than biweekly unless otherwise documented in the IEP.

• Service delivery aligns with discipline-specific standards, including:

o ASHA – American Speech-Language-Hearing Association o AOTA – American Occupational Therapy Association o APTA – American Physical Therapy Association

Assessment Tools:

• Weekly service logs in NASIS

• Monthly service delivery reports

• Quarterly review of missed/make-up sessions

C. Enhance Student Outcomes Through Direct Services

Objective: Deliver high-quality, evidence-based interventions that are provided with the frequency and intensity required to be effective, as defined by professional standards and best practices.

Performance Measures:

• 100% of students receiving services have measurable progress documented quarterly.

• 80% of students demonstrate progress toward at least one IEP goal per quarter.

• Interventions are aligned with evidence-based practices and individualized needs.

• Quarterly progress reports

• IEP goal tracking data

• Observations and fidelity check by CAU Coordinator

D. Maintain Continuity of Services Across Sites

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Objective: Operate as a roving, school-based workforce that spends at least 95% of time providing direct services to students, minimizing service disruptions and ensuring consistent support across geographically dispersed campuses.

Performance Measures:

• 95% of provider time is logged as direct student service time.

• No more than 5% of scheduled sessions were missed without make-up.

Assessment Tools:

• Time and attendance logs

• Monthly service summaries

• Site visit schedules

E. Supporting Culturally Responsive Practices

Objective: Integrate culturally relevant approaches into service delivery that honor the traditions, values, and languages of the Native American communities served.

Performance Measures:

• 100% of providers complete annual cultural competency training.

• Evidence of culturally responsive strategies in service plans and IEPs.

Assessment Tools:

• Training certificates

• IEP documentation review

• Feedback from families and school staff

F. Strengthening School-Based Teams

Objective: Collaborate with school staff, families, and administrators to support IEP implementation, provide consultation, and build local capacity through training and technical assistance.

Performance Measures:

• Monthly consultation logs submitted for each school site.

• At least one professional development session per semester per school.

• Consultation records

• Training agendas and sign-in sheets

• Staff feedback surveys

G. Ensure Accountability and Data-Driven Decision Making

Objective: Maintain accurate and timely documentation in NASIS, including service logs, progress reports, and evaluation data, to support compliance monitoring and continuous improvement.

Performance Measures:

• 100% of service logs entered weekly.

• 100% of progress reports submitted quarterly.

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• 100% of evaluations were uploaded within 10 business days of completion.

• NASIS data audits

• Monthly documentation reviews

• Contract performance dashboards

H. Providing Responsive and Ethical Professional Services

Objective: Ensure that all contracted personnel meet licensure, certification, and background check requirements, and perform their duties ethically and professionally under the direction of the BIE Education Specialist, Special Education (CAU Coordinator).

Performance Measures:

• 100% of staff maintain active licensure and clearance.

• No substantiated complaints of ethical violations.

• Personnel files and licensure tracking

• Background check verification

• Incident and complaint logs

3.0 SCOPE OF WORK.

This is a Labor Hours contract. The contractor shall provide services under an all-inclusive hourly labor rate for each labor category. The hourly rate must include all costs associated with labor, fringe benefits, overhead, general and administrative expenses, profit, materials, equipment, and any other costs necessary to fulfill the requirements of this contract, excluding Government-Furnished Resources.

The contractor shall furnish all personnel, materials, equipment, and services required to perform the work described herein. The contract covers the following six special education-related service positions:

1. Occupational Therapist (OT)

2. Physical Therapist (PT)

3. Speech-Language Pathologist (SLP)

4. School Psychologist

5. Special Education Teacher

6. School Counselor

The contractor shall be responsible for completing all assigned tasks and activities and for demonstrating performance through the timely submission of required deliverables, as outlined in the performance requirements.

3.1 OCCUPATIONAL THERAPY - TASKS, RESPONSIBILITIES AND ACTIVITIES.

The contractor shall provide individualized, school-based Occupational Therapy (OT) services in accordance with the Individuals with Disabilities Education Act (IDEA 2004) and BIE Special Education policies. Services include screenings, evaluations, IEP development, direct one-on-one therapy, and consultative support to ensure students receive a Free Appropriate Public Education (FAPE).

I. General Requirements

a. Services must be delivered by a licensed and registered Occupational Therapist (OTR) with a valid BIE background clearance.

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b. The OTR shall collaborate with the Special Education Coordinator, school staff, and families to support the development and implementation of each student’s Individualized Education Program (IEP).

c. All services must be individualized, based on student-specific needs, and documented in the

IEP.

II. Evaluation and Eligibility

a. Conduct screenings and evaluations for students referred for special education services.

b. Complete evaluations within 45-days of referral and consent to evaluate/parental consent o allow BIE to meet the IDEA 60-day timeline.

c. Use standardized assessment and tools, including but not limited to:

i. Bruininks-Oseretsky Test of Motor Proficiency

ii. Evaluation Tool of Children’s Handwriting (ETCH)

iii. School Function Assessment

iv. Sensory Profile

v. Test of Visual-Motor Skills (TVMS)

vi. Test of Visual Perceptual Skills (TVPS)

vii. Peabody Developmental Motor Scales

d. Use non-standardized tools including but not limited to:

i. Classroom observations,

ii. Teacher/parent input, and

iii. Clinical observations.

e. Submit a comprehensive written evaluation report with eligibility determination and individualized recommendations within 45-days of consent to evaluate will be submitted

III. IEP Development and Participation

a. Provide input for Present Levels of Academic Achievement and Functional Performance (PLAAFP), measurable goals, and service recommendations.

b. Attend Multidisciplinary Team (MDT) and IEP meetings as requested.

c. Present evaluation results in clear, accessible language for families and team members.

d. Issue Prior Written Notice for any proposed changes to services.

IV. Individualized Service Delivery

a. Deliver one-on-one Occupational Therapy services as specified in each student’s IEP.

b. Group services are discouraged and may only be used when explicitly stated in the IEP and justified by student needs.

c. Services must occur on-site during the instructional day (typically 8:00 AM–3:30 PM, Monday–

Thursday; 8:00 AM–12:30 PM on Fridays).

d. OT interventions may include:

i. Fine and gross motor development

ii. Sensory integration

iii. Visual-motor and perceptual skills

iv. Self-help and adaptive behavior

e. Provide consultation and technical assistance to staff and families to support IEP implementation.

f. Offer follow-up activities and in-service training to reinforce therapy goals.

V. Documentation and Compliance

a. Maintain accurate daily service logs using the BIE Student Service Log.

b. Enter service data into NASIS weekly, including:

i. Direct service minutes

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ii. Missed sessions

iii. Make-up needs

c. Submit quarterly written progress reports to the Special Education Coordinator.

d. Schedule time during visits for case management documentation, including:

a. Student goals and progress

b. Interventions provided

c. Communication with families and staff

d. Observations and data collection

VI. Collaboration and Communication

a. Coordinate with the Special Education Coordinator, Special Education Teacher and School Administrator for scheduling and updates.

b. Be available for consultation Monday–Friday, 7:30 AM–3:30 PM, excluding holidays and school closures.

c. Participate in team discussions and consult with community agencies as needed to support student outcomes.

d. Identify and recommend furniture or equipment needs to the Special Education Coordinator.

e. The Special Education Coordinator will verify that the contractor performs ethically and within the scope of work.

VII. Key Personnel Requirements

a. The OTR must hold a valid state certification for Occupational Therapy applicable to the service location.

b. Certification and licensure must be submitted to the BIE prior to the start of services.

c. The OTR must pass and maintain BIE background clearance for the duration of the contract.

d. Appointment is subject to a suitability determination based on a complete background investigation.

e. A current resume must be submitted demonstrating required experience.

VIII. Experience Requirements

Required Experience:

a. Must have a minimum of three (3) years of experience providing physical therapy services in a school setting.

i. This experience must be clearly documented in the submitted resume and will be used to verify qualifications.

Preferred Experience:

a. Preferred: Experience providing services in schools located on Native American reservations.

b. Preferred: At least (2) years of experience working directly with BIE-funded schools and/or

Native American students in Arizona.

3.2 PHYSICAL THERAPY SERVICES - TASKS, RESPONSIBILITIES AND ACTIVITIES.

The contractor shall provide individualized, school-based Physical Therapy (PT) services in accordance with the Individuals with Disabilities Education Act (IDEA 2004) and BIE Special Education policies.

Services include screenings, evaluations, IEP development, direct one-on-one therapy, and consultative support to ensure students receive a Free Appropriate Public Education (FAPE).

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a. All services must be delivered by a licensed Physical Therapist (PT) with a valid BIE background clearance.

b. The PT shall work collaboratively with the Special Education Coordinator, school staff, and families to support the development and implementation of each student’s Individualized Education Program (IEP).

c. Services must be individualized, based on student-specific needs, and documented in the IEP.

II. Evaluation and Eligibility

a. Conduct screenings and evaluations for students referred for special education services.

b. Complete evaluations within 45-days following consent to evaluate/ parental consent to allow

BIE to meet the IDEA’s 60-day timeline.

c. Use standardized testing and tools including but not limited to:

i. Bruininks-Oseretsky Test of Motor Proficiency

ii. Gross Motor Function Test

iii. School Function Assessment, and/or

iv. Peabody Developmental Motor Scales

b. Use non-standardized tools including but not limited to:

i. classroom observations,

ii. teacher/parent input, and

iii. clinical observations.

c. Provide a comprehensive written evaluation report with eligibility determination and individualized recommendations.

a. Provide detailed input for Present Levels of Academic Achievement and Functional Performance (PLAAFP), measurable goals, and service recommendations.

b. Attend Multidisciplinary Team (MDT) and IEP meetings as requested.

IV. Individualized Service Delivery

a. Deliver one-on-one Physical Therapy services as specified in each student’s IEP.

b. Group services are discouraged and may only be used when explicitly stated in the IEP and justified by student needs.

c. Services must occur on-site during the instructional day (typically 8:00 AM–3:30 PM, Monday–Thursday; 8:00 AM–12:30 PM on Fridays).

d. Provide on-site services at least one day per week per school or in accordance with each student’s IEP, whichever is greater.

e. PT interventions may include:

i. Gross motor development

ii. Range of motion

iii. Gait training

iv. Positioning and mobility

f. Provide consultation and technical assistance to staff and families to support IEP implementation.

g. Offer follow-up activities and in-service training to reinforce therapy goals.

V. Documentation and Compliance in NASIS

b. Enter service data into NASIS weekly, including:

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iii. Make-up needs

c. Ensure documentation supports IEP compliance and is audit-ready.

d. Schedule time during visits for case management documentation, including:

i. Student goals and progress

ii. Interventions provided

iii. Communication with families and staff

iv. Observations and data collection

a. Coordinate with the Special Education Teacher and School Administrator for scheduling and updates.

b. Be available for consultation Monday–Friday, 7:30am to 3:30pm, excluding holidays and school closures.

c. Participate in team discussions and consult with community agencies as needed to support student outcomes.

The Physical Therapist (PT) must meet the following qualifications before beginning services:

a. Hold a valid Arizona Certification and License for School-Based Physical Therapy.

b. Provide proof of certification and licensure to BIE prior to the start of services.

c. Successfully complete and maintain a BIE background check clearance for the duration of the contract.

d. Be eligible for a suitability determination based on a completed background investigation.

e. Submit a current resume demonstrating relevant experience in school-based physical therapy.

VIII. Required and Preferred Experience.

b. Must have a minimum of three (3) years of experience providing physical therapy services in a school setting.

ii. This experience must be clearly documented in the submitted resume and will be used to verify qualifications.

Preferred Experience:

c. Preferred: Experience providing services in schools located on Native American reservations.

d. Preferred: At least (2) years of experience working directly with BIE-funded schools and/or

Native American students in Arizona.

3.3 SPEECH LANGUAGE THERAPY SERVICES – TASKS, RESPONSIBILITIES AND

ACTIVITIES

The contractor shall provide individualized, school-based Speech Language Therapy (SLT) services in accordance with the Individuals with Disabilities Education Act (IDEA 2004) and BIE Special Education policies. Services include screenings, evaluations, IEP development, direct one-on-one therapy, and consultative support to ensure students receive a Free Appropriate Public Education (FAPE).

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a. All services must be delivered by a certified Speech Language Pathologist (SLP) or a licensed Speech Language Pathologist Assistant (SLPA) under the supervision of a certified SLP, with a valid BIE background clearance.

b. The SLP/SLPA shall collaborate with the Special Education Coordinator, school staff, and families to support the development and implementation of each student’s Individualized Education Program (IEP).

c. Services must be individualized, based on student-specific needs, and documented in the IEP.

II. Evaluation and Eligibility

a. Conduct screenings and evaluations for students referred for special education services.

b. Complete evaluations within 45 calendar days of referral and parental consent to allow BIE to meet the IDEA 60-day timeline.

c. Use standardized testing tools including but not limited to:

i. Oral and Written Language Scales (OWLS)

ii. Receptive and Expressive One Word Picture Vocabulary Tests (ROWPVT/EOWPVT)

iii. Clinical Evaluation of Language Fundamentals (CELF-4)

iv. Goldman Fristoe Test of Articulation (GFTA-2)

v. Khan-Lewis Phonological Analysis-2

vi. Preschool Language Scale (PLS-4)

d. Use non-standardized tools including but not limited to:

i. Classroom observations

ii. Teacher/parent input

iii. Informal speech/language and pragmatic observations

iv. Informal voice and fluency samples

e. Provide a comprehensive written evaluation report with eligibility determination and individualized recommendations.

a. Provide detailed input for Present Levels of Academic Achievement and Functional Performance (PLAAFP), measurable goals, and service recommendations.

b. Attend Multidisciplinary Team (MDT) and IEP meetings as requested.

IV. Individualized Service Delivery to Students

a. Deliver one-on-one Speech Language Therapy services as specified in each student’s IEP.

b. Group services are discouraged and may only be used when explicitly stated in the IEP and justified by student needs.

c. Services must occur on-site during the instructional day (typically 8:00 AM–3:30 PM, Monday–

Thursday; 8:00 AM–12:30 PM on Fridays).

d. Provide on-site services at least once per week per school or in accordance with each student’s

IEP, whichever is greater.

e. Provide consultation and technical assistance to staff and families to support IEP implementation.

f. Offer follow-up activities and in-service training to reinforce therapy goals.

V. Documentation and Compliance in NASIS

b. Enter service data into NASIS weekly, including:

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iii. Make-up needs

c. Ensure documentation supports IEP compliance and is audit-ready

d. Schedule time during visits for case management documentation, including:

i. Student goals and progress

ii. Interventions provided

iii. Communication with families and staff

iv. Observations and data collection

a. Coordinate with the Special Education Teacher and School Administrator for scheduling and updates.

b. Be available for consultation Monday–Friday, 7:30 AM to 3:30 PM, excluding holidays and school closures.

c. Participate in team discussions and consult with community agencies as needed to support student outcomes.

The Speech Language Pathologist (SLP) and Speech Language Pathologist Assistant (SLPA) must meet the following qualifications before beginning services:

a. Hold a valid Arizona Certification and License for Speech Language Therapy.

b. Provide proof of certification and licensure to BIE prior to the start of services

c. Successfully complete and maintain a BIE background check clearance for the duration of the contract.

d. Be eligible for a suitability determination based on a completed background investigation.

e. Submit a current resume demonstrating relevant experience in school-based speech language therapy.

VIII. Required and Preferred Experience

Required Experience:

a. Must have a minimum of three (3) years of experience providing school-based Speech Language Therapy services.

b. This experience must be clearly documented in the submitted resume and will be used to verify qualifications.

Preferred Experience:

a. Preferred: Experience providing services in schools located on Native American reservations.

b. Preferred: At least two (2) years of experience working directly with BIE-funded schools and/or

Native American students in Arizona.

3.4 SCHOOL PSYCHOLOGIST - TASKS, RESPONSIBILITIES AND ACTIVITIES

The School Psychologist shall provide individualized, school-based psycho-educational assessment services in accordance with the Individuals with Disabilities Education Improvement Act (IDEA 2004) and BIE Special Education policies. Services will support the identification, evaluation, and eligibility determination of students referred for special education services at the schools.

I. General Requirements

• Services must be delivered by a licensed School Psychologist with a valid BIE background clearance.

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• The provider shall collaborate with the Special Education Coordinator, school staff, and families to support the development and implementation of each student’s Individualized Education Program (IEP).

• All services must be individualized, based on student-specific needs, and documented in the IEP and Native American Student Information System (NASIS).

II. Service Delivery Expectations

• Provide on-site services at each school, telework is not an option.

• Be available for phone consultation and video conferencing while offsite.

• Be available to report on-site within 8–10 hours in emergency situations.

• Attend weekly meetings with the school-level team to review caseload and upcoming evaluations.

• Develop and maintain a quarterly project schedule that includes:

o Upcoming triennial and initial evaluations o Proposed travel dates o Required documentation (assessment plans, parental consent) o Action plans for evaluation follow-up

III. Evaluation and Eligibility

• Complete psycho-educational evaluations within 45 calendar days of receiving signed parental consent and assessment plan.

• Ensure evaluations support each school’s compliance with IDEA’s 60-day referral timeline.

• Assess students referred for initial evaluation or triennial re-evaluation.

• Use and provide a battery of standardized and non-standardized tools in selected in collaboration with the Special Education Coordinator and Team within 30-calendar days of contract award and are required to use the most recent version of the tools. The battery of tests and assessments must include but is not limited to:

o Cognitive functioning o Processing abilities o Adaptive behavior o Academic functioning o Social/emotional functioning

• Provide all assessment tools, protocols, and reporting software for pre-approval to the Special Education Coordinator.

IV. Evaluation Reporting

• Submit written psycho-educational evaluation reports and NASIS Summary Reports within 45 calendar days of consent.

• Reports must be parent-friendly and include:

o Summary of tests administered o Scoring and interpretation of results o Evaluation Summary Report formatted for NASIS o Formal report for the student’s special education file

• Ensure documentation is shared with parents/guardians, School Administrator, and special education coordinator/case manager.

• Participate in MDT/MDET/IEP meetings in-person to interpret results within 60 days of consent.

Virtual attendance will only be considered in extenuating circumstances and must receive prior approval by the school School Administrator and Special Education Coordinator. Approval, for virtual attendance, must be granted by the student’s parent or guardian in advance of the IEP meeting.

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V. Report Components Each individualized psycho-educational report must be signed, dated, and shall include but not limited to:

• Student demographic and referral data

• Reason for referral and developmental history

• Educational status, health history, and prior evaluations

• Assessment results aligned with the consented evaluation plan

• Behavioral observations

• Diagnostic statements per 34 CFR eligibility categories, and,

• Summary and recommendations for placement, instruction, and services.

• Work collaboratively with school staff, students, and families to support IEP development and implementation.

• Attend eligibility determination meetings and respond to parent/guardian questions.

• Meet with families and IEP teams to review assessment results and next steps.

• Maintain appointment schedules and documentation for assigned caseload.

• Communicate planned and scheduled leave with the Special Education Coordinator and school

School Administrator well in advance (at least 2 weeks) to avoid compensatory service time for students and disruption in services.

The School Psychologist must meet the following qualifications before beginning services:

a. Master’s degree or higher in School Psychology.

b. Hold a valid and active Arizona Certification and License for School Psychology.

c. Provide proof of education, certification and licensure to BIE prior to the start of services.

d. Successfully obtain a favorable pre-employment determination and favorable adjudicated BIE background check prior to the start of services.

e. Maintain the BIE Background Check clearance for the duration of the contract.

f. Be eligible for a suitability determination based on a completed background investigation.

g. Submit a current résumé demonstrating relevant experience in school-based psychological services, including psycho-educational evaluation and assessments and IEP participation.

Required Experience:

a. Must have a minimum of five (5) years of experience providing school-based psychological services.

b. This experience must be clearly documented in the submitted résumé and will be used to verify

a. Experience providing services in schools located on Native American reservations.

b. At least two (2) years of experience working directly with BIE-funded schools and/or Native

American students in Arizona.

c. Certification as a National Certified School Psychologist (NCSP) from the National School

Psychology Certification Board (NSPCB).

d. Doctorate degree in Psychology or School Psychology.

e. Demonstrated ability to work collaboratively with Tribal communities and schools and knowledge of Tribal communities.

3.5 SPECIAL EDUCATION TEACHER - TASKS, RESPONSIBILITIES AND ACTIVITIES

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The Special Education Teacher shall provide individualized, school-based special education services in accordance with the Individuals with Disabilities Education Act (IDEA 2004), Section 504 of the Rehabilitation Act, and 25 CFR Part 39 – Indian School Equalization Program (ISEP). Services include direct instruction, IEP development, progress monitoring, and collaboration with families and school staff to ensure students receive Free Appropriate Public Education (FAPE).

I. Teaching and Instruction

a. Provide instruction at the professional level as a classroom, team, or remedial/special services teacher.

b. Conduct classes using a variety of skills and techniques appropriate for students with learning disabilities.

c. Prepare daily lesson plans and implement appropriate instructional methods and techniques.

d. Create lessons and utilize Schoology at least once or twice per week to support student learning.

e. Continuously evaluate individual and group progress, redesigning instruction as needed.

f. Manage classroom instruction to promote positive self-image and effective behavioral management.

g. Apply specialized teaching approaches to address learning difficulties.

h. Relate subject matter to students’ learning levels, interests, and backgrounds.

i. Select, develop, administer, and interpret various assessment and evaluation instruments.

j. Maintain personal knowledge of and rapport with each student to enhance instructional effectiveness.

k. Instruct educators in methods and techniques to support students with disabilities.

l. Facilitate professional development for education personnel using evidence-based strategies and modeling therapeutic instructional practices.

II. Case Management

a. Review student files and IEPs to understand individual needs.

b. Collaborate with related service providers (e.g., OT, SLP, PT, school psychologist).

c. Serve as a Case Manager for assigned students.

d. Prepare and submit service logs in accordance with IEPs using the BIE’s Service Log.

e. Maintain service logs for ancillary providers.

f. Oversee IEP documentation in NASIS.

g. Meet regularly with general education teachers to support inclusive practices.

h. Compile, maintain, and secure all required reports and records, both hard copy and digital

(NASIS).

III. Child Find

a. Lead activities to identify students who may require special education services.

IV. IEP Facilitation and Oversight

a. Lead and facilitate monthly IEP meetings with school staff.

b. Lead and facilitate IEP meetings with parents, guardians, and families.

c. Prepare and deliver progress reports; confer with parents and other stakeholders.

d. Participate in mandatory parent/teacher conferences and IEP meetings.

e. Follow applicable regulations, curriculum, and Arizona state standards.

f. Maintain integrity of assessment and evaluation data; ensure timely submission of all required materials.

V. Planning and Organization

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a. Develop and maintain a schedule for services and meetings, including triennial and initial evaluations, site visits, student observations, and documentation (e.g., assessment plans, consent to evaluate).

b. Design instructional programs based on student IEPs, consistent with IDEA and BIE guidelines.

VI. Administrative and Professional Development

a. Provide on-site services at each School according to the school calendar.

b. Complete required online training to access BIE systems and establish a BIE email.

c. Participate in required school staff meetings and BIE training courses.

d. Maintain classroom control and manage discipline independently, except in extreme cases.

e. Establish a structured learning environment and classroom management system.

f. Utilize general and special education materials and techniques designed for students with disabilities.

VII. Documentation and Reporting

a. Complete evaluation and compliance reports as required by federal and state education agencies.

b. Collaborate with administrators to prepare routine special education reports, including data collection and program reviews.

VIII. Parent Connection and Communication

a. Meet with students and families to support educational progress.

b. Confer with parents regarding student behavior, academic progress, and social-emotional development.

c. Conduct surveys to maintain parent engagement and communication.

IX. Communication

a. Meet regularly with the SPED Coordinator, school School Administrator and SPED team at the school to discuss student caseload and upcoming evaluations.

X. Key Personnel Requirements The Special Education Teacher must meet the following qualifications before beginning services:

a. Master’s Degree in Psycholgy.

b. Hold a valid Arizona Certification and License for Special Education, appropriate for the grade levels served (K–6).

c. Provide proof of certification and licensure to BIE prior to the start of services.

d. Emergency, provisional, or conditional certificates may be accepted if issued by the Arizona

Department of Education.

e. Must meet the certification standards for the position in the State of Arizona.

f. Successfully complete and maintain a BIE background check clearance for the duration of the contract.

g. Be eligible for a suitability determination based on a completed background investigation.

h. Submit a current résumé demonstrating relevant experience in school-based special education services.

i. Master’s degree or higher in Special Education from an accredited institution.

XI. Required and Preferred Experience

a. Must have a minimum of three (3) years of experience providing school-based special education

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b. This experience must be clearly documented in the submitted résumé and will be used to verify

a. Experience providing services in schools located on Native American reservations.

b. At least two (2) years of experience working directly with BIE-funded schools and/or Native

American students in Arizona.

c. Experience developing and implementing IEPs and managing special education caseloads.

d. Experience collaborating with multidisciplinary teams and families in culturally responsive ways.

e. Skills in functional behavioral assessment and preparing behavioral intervention plans (BIPs).

3.6 SCHOOL COUNSELOR (SPED) - TASKS, RESPONSIBILITIES AND ACTIVITIES

The School Counselor (SPED) shall provide school-based counseling services in support of the Special Education program in accordance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and 25 CFR Part 39 – Indian School Equalization Program (ISEP).

Services include direct counseling, behavior intervention planning, collaboration with families and school staff, and participation in IEP development and implementation.

I. General Requirements

• Deliver culturally responsive, trauma-informed counseling services to students with disabilities.

• Collaborate with the Special Education Coordinator, school staff, and families to support the behavioral, emotional, and social needs of students with IEPs.

• Maintain accurate documentation in NASIS and student case files.

• Participate in multidisciplinary team meetings and contribute to IEP development and implementation.

II. Service Delivery Expectations

• Provide individual and small-group counseling to support positive behavior choices and personal responsibility.

• Deliver mental health counseling aligned with IEP goals, including data collection and goal development.

• Implement school counselor curriculum and classroom management strategies aligned with each school’s Functional Behavioral Initiatives like Positive Behavior Intervention and Supports

(PBIS).

• Design and implement behavior intervention plans in collaboration with teachers, Special Education Coordinator, and SPED team.

• Serve as a mediator for student/student, student/teacher, and student/family conflicts.

• Facilitate programs such as peer mentoring, conflict resolution, and anger management to promote pro-social behaviors.

• Provide professional development to school staff on trauma-sensitive approaches, restorative practices, and emotional regulation strategies.

• Conduct mental health assessments and develop individualized treatment plans as needed.

• Collaborate with school personnel and families to complete behavioral health screenings and evaluations.

• Establish individualized goals and interventions through a collaborative process with students, families, and school staff.

• Participate in team meetings to provide consultation on behavioral health and intervention planning.

• Use cultural and age-appropriate therapy interventions to support students and families.

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• Engage parents in the counseling process and facilitate psychoeducational parent groups focused on behavioral health strategies.

• Develop and implement assessment strategies to monitor student progress and conduct quarterly reviews.

• Collaborate with school personnel on crisis intervention, learning challenges, and academic progress.

• Maintain records of individual and group counseling sessions.

• Counsel students based on career surveys and assist in developing class schedules aligned with career pathways.

• Support after-school activities (e.g., Back to School nights, conferences, community events).

III. Key Personnel Requirements The Special Education Teacher must meet the following qualifications before beginning services:

j. Master’s Degree in Psychology.

k. Hold a valid Arizona Certification and License for Special Education, appropriate for the grade levels served (K–6).

l. Provide proof of certification and licensure to BIE prior to the start of services.

m. Emergency, provisional, or conditional certificates may be accepted if issued by the Arizona

Department of Education.

n. Must meet the certification standards for the position in the State of Arizona.

o. Successfully complete and maintain a BIE background check clearance for the duration of the contract.

p. Be eligible for a suitability determination based on a completed background investigation.

q. Submit a current résumé demonstrating relevant experience in school-based special education

r. Master’s degree or higher in Special Education from an accredited institution.

XI. Required and Preferred Experience

c. Must have a minimum of three (3) years of experience providing school-based special education services.

d. This experience must be clearly documented in the submitted résumé and will be used to verify

f. Experience providing services in schools located on Native American reservations.

g. At least two (2) years of experience working directly with BIE-funded schools and/or Native

American students in Arizona.

h. Experience developing and implementing IEPs and managing special education caseloads.

i. Experience collaborating with multidisciplinary teams and families in culturally responsive ways.

Skills in functional behavioral assessment and preparing behavioral intervention plans (BIPs).

4.0 GENERAL REQUIREMENTS

4.1 PERIOD OF PERFORMANCE

SPED Related Services shall be provided as a Base Year plus Four Option Years:

Base Year: July 1, 2026 through June 30, 2027

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Option #1: July 1, 2027 through June 30, 2028 Option #2: July 1, 2028 through June 30, 2029 Option #3: July 1, 2029 through June 30, 2030 Option #4: July 1, 2030 through June 30, 2031

4.2 PLACE OF PERFORMANCE.

All SPED related services will take place on each school’s campus, or in limited instances, another location as determined and approved by the Special Education Coordinator. Each school will provide a clean and comfortable workspace for the provider while on-site for services, evaluations, office work, meetings, and consultations.

Tohono O’odham High School (TOHS) (Grades 9-12) Location: HC 1 Box 8513 Sells, Arizona 85634

Santa Rosa Day School (SRDS) (Grades K-8) Location: HC 01 Box 8400 Sells, Arizona 85634

Santa Rosa Ranch School (SRRS) (Grades K-8) Location: HC 02 Box 7570 Sells, Arizona 85634

San Simon School (SSS) (Grades K-8) Location: HC01 Box 8292 Sells, Arizona 85634

John F. Kennedy Day (JFK) (Grades K-8) Location: Hwy 73, POBox 130 Whiteriver, Arizona 85941

4.3 HOURS OF OPERATION AND ESTIMATED WORK HOURS.

Each school within the Phoenix Cooperative Agreement Unit (PHX CAU) operates on an 180-day academic calendar, typically running from August through May. The contractor shall provide services aligned with the academic calendar and school-specific schedules.

4.3.1 CORE WORK HOURS

a. Providers are expected to be available during core duty hours: 7:30 AM to 4:00 PM (Arizona Time), Monday through Friday.

b. Direct services to students shall occur during the student instructional day, generally between 8:00 AM and 3:30 PM Monday through Thursday, unless otherwise coordinated with school leadership. Fridays are an early release day. Direct services will take place between 8:00 AM to 12:30 PM.

c. Work hours may vary based on student needs, school schedules, and service delivery requirements.

4.3.2 ESTIMATED HOURS AND FLEXIBILITY

a. The number of hours requested under this contract is estimated and may fluctuate based on:

i. Student caseloads and IEP service requirements

ii. Assessment and evaluation schedules

iii. Participation in IEP meetings, staff consultations, and family engagement

iv. School calendar events, including holidays, breaks, and closures

v. After-school programs or activities (when applicable and pre-approved)

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b. The Government does not guarantee a minimum number of hours. However, the Government reserves the right to increase the number of hours or days of service to meet the requirements of IDEA and student needs.

4.3.3. SCHOOL CLOSURES

a. Contractors are not expected to work on federal holidays.

b. Contractors are expected to work on days where unforeseen school closure events occur, like inclement weather (e.g., snow days, monsoon days, flooding days, etc.), that may not be on the school’s official calendar. These days can be used by contractor personnel to work on and complete key administrative tasks tied to the contract, i.e. report writing, service logs, etc.

4.3.4 SCHEDULING AND COORDINATION

a. Work schedules will be coordinated in advance with the Special Education Coordinator and each school’s School Administrators to account for the school calendar and school closure days.

b. Providers may be asked to support after-school activities (e.g., family nights, student support events), which are reimbursable under the contract when pre-approved.

5.0 TRAVEL REIMBURSEMENT POLICY

a. Mileage will be reimbursed at the current GSA-approved rate for travel between school sites, when pre-approved.

• Mileage will be pre-approved for provides who travel 50 miles or more to a school site.

b. Lodging will be reimbursed only when overnight travel is necessary to support services across multiple school sites and will be limited to the GSA per diem lodging rate.

c. When available, BIE Quarters (government-furnished lodging) may be provided at no cost to the provider. If Quarters are available, the provider is expected to use this lodging in lieu of a hotel to reduce costs to the government.

d. All travel must be pre-approved and supported by appropriate documentation to be eligible for reimbursement.

6.0 BIE BACKGROUND CHECK INVESTIGATION

Contractor personnel shall undergo a BIE federal background check and will not start services until cleared to do by the BIE Personnel Security Office (BIE PER SEC).

a. The contractor must submit the BIE Personnel Security Intake Package (PERSEC Intake) within 3-business days after award.

b. The background check process may take up to 4 to 6 weeks.

A. No services shall commence until a favorable background check is received by the BIE.

6.1 BIE BACKGROUND CHECK REQUIREMENTS

All contractor personnel whose duties involve regular contact with or control over Indian children must undergo and pass a Bureau of Indian Education (BIE) background investigation before beginning work.

This is a mandatory contract deliverable and a critical safeguard to ensure the safety and well-being of students.

6.2 SUITABILITY AND RISK DESIGNATION

a. All positions under this contract are designated as Moderate Risk Public Trust and require a favorable adjudicated background investigation.

b. Personnel must receive:

a. A favorable suitability determination from the BIE PER SEC and Suitability Program.

b. A favorable background investigation conducted by the Defense Counterintelligence and Security Agency (DCSA).

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c. No contractor personnel may report to the school site until they are cleared by the Contracting Officer (CO) and/or Contracting Officer’s Representative (COR) to do so.

6.3 BIE BACKGROUND CHECK PROCESS

All contractor personnel must complete and pass a BIE background investigation before performing any work under this contract. This process is a critical path deliverable and directly determines when services may begin. No personnel may report to the school site or begin work until background clearance is confirmed in writing by the Contracting Officer (CO) and/or Contracting Officer’s Representative (COR).

The contractor shall:

a. Prioritize the background check process as a critical delivery. The background check directly influences the start of services.

b. Actively coordinate with the COR to ensure timely and complete submission of all required documentation.

c. Ensure all assigned personnel/candidate understand that they may not begin work until background clearance is granted.

d. Monitor and track the progress of each candidate’s intake package and respond promptly to any requests for additional information.

e. Maintain communication with the COR and provide updates as needed.

Steps in the Background Check Process

1. Initiation. Upon contract award, the COR will initiate the background check process with the contractor’s designated Project Manager. The contractor is responsible for coordinating with each candidate to ensure timely and accurate completion of all required documentation.