Att M - Scope of Work.pdf

Attachment M, Scope of Work

RFP 25-84140

State of Indiana Early Intervention Professional Development System

First Steps System for Professional Development, Training, and Technical Assistance

Purpose:

The First Steps System for Professional Development, Training, and Technical Assistance (hence forth referred to as ‘Professional Development System’) is a component of Indiana’s Comprehensive System of Personnel Development as required in 34 CFR 303.118. The Professional Development System provides a mechanism for the Family and Social Services Administration (FSSA), Division of Disability and Rehabilitative Services (DDRS), Bureau of Child Development Services (BCDS)/First Steps (FS) to coordinate training efforts into a comprehensive system of technical assistance for personnel supporting eligible infants, toddlers, and their families enrolled in the First Steps program.

The Professional Development System supports the statewide coordination of training opportunities related to the provision of early intervention to young children and their families and provides greater access to learning opportunities for service providers. The Professional Development System shall enhance the capacity of all First Steps personnel at the local level through access to national and local experts, national technical assistance centers, professional organizations, evidence-based practices, research, and early intervention related resources. The activities, training, and technical assistance provided by the Professional Development System shall support Indiana's State Systemic Improvement Plan (SSIP) and general supervision system.

This Scope of Work is divided into four components: Professional Development, Technical Assistance, the Governor’s Interagency Coordinating Council, and General Contract Requirements. The Respondent shall be responsible for meeting all requirements outlined in each of the four components mentioned above and providing high-quality, innovative services that will improve Indiana’s First Steps program.

The Respondent shall take initiative in seeking out the latest research-based best practices and incorporate those into trainings. The Respondent is encouraged to be forward-thinking and bring innovative topics and ideas to BCDS.

First Steps Background:

First Steps is Indiana’s early intervention program, authorized under Part C of the Individuals with Disabilities Education Act (IDEA), which brings together families and professionals from education, health, and social service agencies to provide children and their families an array of locally available early intervention services and resources.

Component 1: Professional Development

A. Programmatic Training

The Respondent shall develop and implement online modules, virtual learning webinars, and in-person professional development opportunities for First Steps personnel which are strategic in meeting identified personnel needs, system improvements, identified technical assistance areas, and align with Indiana’s State Systemic Improvement Plan (SSIP). In addition to developing and implementing these trainings, the Respondent shall build awareness by performing outreach and distributing marketing materials to First Steps personnel. The Respondent shall also ensure that all trainings are provided in a manner that meets the accessibility needs of all participants. The Respondent shall be responsible for utilizing a video conferencing platform to host virtual meetings, trainings, and webinars under the direction of BCDS.

In addition, the Respondent shall collaborate with the Caregiver Coaching contractor to be knowledgeable of the current caregiver coaching training model and principles and incorporate both into trainings. The Respondent shall also be responsible for incorporating LifeCourse framework, tools, and principles into trainings.

The Respondent shall ensure training opportunities occur at a regular cadence throughout each calendar year. The Respondent shall ensure First Steps professional development and credentialling hours are provided to personnel. The Respondent shall engage with a range of subject matter experts and discipline-specific organizations as it develops programmatic training resources.

1. First Steps Conference: The Respondent shall plan and implement an annual state conference each year of the contract period. The Respondent shall develop and deliver a 1.5-to-2-day statewide conference open to First Steps personnel and stakeholders to be held on or before June 30, each year. The Respondent’s responsibilities will include but are not limited to securing the location, marketing, registration, technology, conference content including break-out sessions, key-note speakers, and poster session, and post survey to attendees.

Additionally, the Respondent shall be responsible for utilizing a conference app and hosting a conference webpage. The Respondent shall organize a conference committee that is comprised of a variety of First Steps stakeholders and shall include at least one state level First Steps employee. This committee will provide input for speakers, location, schedule, fees, etc. All conference materials shall be accessible for all participants. The Respondent shall solicit sponsorships and in-kind donations to supplement the cost of the event and ensure affordability for all participants. The Respondent may require a registration fee;

however, it shall not exceed $150 in order that the conference remain accessible to all personnel.

2. National Webinar Speaker Series: The Respondent shall collaborate with the BCDS to identify appropriate speakers and topics for the development and promotion of 2 national webinars which aim to enhance personnel competency around topics which may include but are not limited to inclusion of children with disabilities in childcare settings, social emotional supports for children and their families, feeding, language development, federal initiatives, and coaching.

3. AEPS In-Person Training: The Respondent shall be responsible for facilitating the in-person

Assessment, Evaluation, and Programming System for Infants and Children (AEPS) as a train-the-trainer session, for up to twenty local trainers, within the first quarter of the contract year.

4. LMS Trainings: The Respondent shall ensure LMS training maintenance, implement online trainings, and provide virtual learning webinars. The Respondent shall be responsible for the maintenance of the existing LMS courses in consultation with the BCDS (see “Attachment L”):

B. On-Boarding Modules

The Respondent shall be responsible for maintaining, updating, and creating required on-boarding trainings for First Steps personnel as requested by the Bureau of Child Development Services (BCDS).

These modules are to be created and posted to the LMS. The Respondent shall be responsible for developing learning objectives and course content, creating training outlines and storyboards, and producing trainings. Trainings shall be offered in a variety of delivery modes such as in-person, written guidance, and via live and recorded webinars. Materials, resources, and webinars are to be posted on the IN EI Hub Learning Management System (LMS). For the list of current onboarding trainings, see “Attachment M”. Trainings shall align with federal and state Part C laws and regulations and reflect current research to support acquisition of skills and knowledge that promote early intervention best practices. All trainings developed are expected to be rooted in research and evidence to establish validity and efficacy. The Respondent shall engage with a range of subject matter experts and discipline-specific organizations as it develops on-boarding modules, and shall work with State partners for trainings on State initiatives.

C. Topical Trainings

The Respondent shall be responsible for developing learning objectives and course content, creating training outlines and storyboards, and producing trainings. Trainings shall be offered in a variety of delivery modes such as in-person, written guidance, and via live and recorded webinars. Materials, resources, and webinars are to be posted on the IN EI Hub Learning Management System (LMS).

Trainings shall align with federal and state Part C laws and regulations and reflect current research to support acquisition of skills and knowledge that promote early intervention best practices. All trainings developed are expected to be rooted in research and evidence to establish validity and efficacy. The Respondent shall engage with a range of subject matter experts and discipline-specific organizations as it develops on-boarding modules, and shall work with State partners for trainings on State initiatives.

The Respondent shall provide 2 different modes of Topical Trainings:

1. Topical Training Modules: The Respondent shall develop no fewer than two professional development topical trainings per contract year for enrolled and credentialed First Steps personnel, which shall be at least one hour long each. Training development will include but is not limited to identifying topics that are essential to early intervention best practices. The Respondent shall collaborate with the Bureau of Child Development Services and use data to identify training needs as they arise.

2. In-Person Topical Trainings: The Respondent shall develop no fewer than one in-person topical training per contract year to be delivered in no fewer than three different locations throughout the State per contract year for enrolled and credentialed First Steps personnel, which shall be no less than 3 hours in length. Training development will include but is not limited to identifying topics that are essential to early intervention best practices. The Respondent shall collaborate with the Bureau of Child Development Services and use data to identify training needs as they arise.

Please see below a list of potential topics to be covered in these trainings. Please note that this list is not intended to be exhaustive.

a. Brain development

b. Facilitating families’ understanding of infant toddler development, age-appropriate play and behavior expectations

c. Required IDEA/Part C documentation

d. FERPA

e. Best practices in early intervention home visiting

f. Early intervention team communication and collaboration

g. Eligibility determination assessment tools

h. Using reports and information to guide IFSP development

i. Writing child and family centered goals and outcomes

j. Family engagement

k. Having authentic conversations with families

l. Recognizing and respecting the uniqueness of each individual First Steps family

m. Caregiver coaching and understanding adult learning styles

n. Transition and exit from early intervention services

o. The transition from Part C/early intervention to Part B/preschool special education services and the roles and responsibilities of First Steps service coordinators and direct service providers

p. Working with medically fragile infants and toddlers

q. Infant/early childhood and caregiver mental health

r. Safety practices for home visitors

* These courses may be offered as online, self-study, or face-to-face trainings based on the State’s needs. A variety of formats are encouraged.

Note: When events are cancelled, with First Steps approval, the event shall be scheduled a minimum of one additional time. Online, self-study trainings are to be available on an ongoing basis throughout the year. In addition, all training materials available to service providers will need to be available online, at all times.

D. First Steps Newsletter

The First Steps quarterly newsletter is designed to provide ongoing information and education to personnel in First Steps. The Respondent shall be responsible for providing content to inform First Steps personnel of updates regarding professional development, such as providing dates and details of upcoming trainings and/or conferences. Additionally, the Respondent shall provide at least two brief articles a year related to topical areas in the early intervention/early childhood space. See “Attachment N” for examples of past newsletters.

Component 2: Tiered Technical Assistance

The Respondent shall be responsible for providing technical assistance in the three-tiered approach outlined below to System Points of Entry (SPOEs), agencies, and First Steps enrolled personnel.

The Tiered Levels of Technical Assistance (TA) is a three-tier approach to support early intervention programs and their personnel. The approach begins with high-quality universal TA and instruction available to all early intervention programs. The Respondent shall not permit any staff member to provide TA to an entity in which that staff member has a contract or employee/employer relationship, and will instead utilize neutral staff to provide the TA to the entity. Within the three tiers, programs are provided with supports and TA at increasing levels of intensity, based on their performance. These services may be provided by a variety of personnel, and in different modalities. Decisions about the intensity and duration of supports are based on individual programs, their needs, and their responses to the pace in achieving their desired outcomes. Movement between the tiers is fluid and access to supports shall change as the performance of a program changes. No matter what tiered level a program is placed in, programs may always access Tier 1 supports.

The Tiered Levels of Technical Assistance implementation includes the following essential components:

1. TA supports shall be delivered utilizing high-quality, research-based practices that align with Indiana’s early intervention policies and procedures including policies, procedures, and guidance provided by the federal Office of Special Education Programs (OSEP) and related federal technical assistance partners.

2. TA shall include facilitating programs’ ongoing self-assessments, monitoring programs’ progress and collecting information about a program’s ability to meet standards for providing early intervention services in Indiana and the outcomes of the children and families they serve.

3. Collected data shall be used when determining the allocation of TA supports, including the intensity, frequency, and type of support to be offered.

4. A multi-tier approach is used to efficiently differentiate support for programs. The model incorporates increasing intensities of research-based supports matched to program’s needs.

Each of the Tiered Levels of Technical Assistance is addressed below:

1. Tier 1 – Universal Supports (Meets the Requirements and Purposes of IDEA)

a. Within Tier 1, all programs have access to and may receive high-quality universal TA and instruction using research-based supports. Supports include evaluating programs to identify their needs, program development, and group supports.

2. Tier 2 – Targeted Supports (Needs Assistance in Implementing the Requirements of IDEA)

a. Within Tier 2, supports are provided to programs that do not meet the requirements of

IDEA. These programs may be provided increasingly intensive supports to match their needs. These services and supports could be provided in small group settings or at the individual program level. Intensity varies across group size, frequency and duration of support, and level of training of the professionals providing instruction or intervention.

3. Tier 3 – Intensive Supports (Needs Intervention in Implementing the Requirements of IDEA)

a. Within Tier 3, programs receive high-quality individualized, intensive supports when the program has longstanding (3 or more years of noncompliance) or significant noncompliance in implementing the requirements of IDEA. Individualized supports are typically delivered either face-to-face (including on-site, when requested) or through distance solutions, such as the use of video communication. Programs shall monitor the Corrective Action Plan issued by the State in order to confirm correction of findings and ensure compliance with IDEA and State policies and procedures.

Component 3: Governor’s Interagency Coordinating Council (ICC) Coordination IDEA requires that each state establish a state Interagency Coordinating Council, appointed by the Governor of the state, for the purpose of advising and assisting the Lead Agency in the implementation of the Part C program.

a. The Professional Development System Respondent shall facilitate all meeting activities for monthly Executive Committee meetings, biennial strategic planning meetings, workgroup meetings, and member meetings, which shall include:

i. Arranging scheduled meetings up to 6 times per year

ii. Handling all meeting logistics (meeting space, agenda, materials, and lunch)

iii. Council member name tents with First Steps branding and guidelines followed

iv. Leading strategic planning

v. Hosting a biennial strategic planning meeting

vi. Communicating to all members

vii. Staffing all ICC and Executive Committee meetings

viii. Maintaining membership and documentation needed for appointment

ix. Provide orientation to all new members

x. Facilitate ICC meeting discussions

xi. Taking notes and minutes during the meetings

xii. Ensuring the timely processing of payment of participant’s expense vouchers

xiii. Maintain and update the bylaws

xiv. Update and maintain handbook/orientation materials as directed

xv. Support and assist committee chairs in their duties

xvi. Supporting the development of the annual Governor’s report

xvii. Ensuring meeting agenda is provided to BCDS for public posting no less than 2 weeks prior to the meeting

xviii. Ensuring meeting materials such as power points and handouts, recordings, and minutes are provided to BCDS for public posting no less than one month prior to the next meeting

xix. Providing necessary technology and meeting space

xx. Meet all accessibility needs of participants

xxi. Ensuring live ASL interpretation services for all public meetings

xxii. Ensuring translation services for meeting minutes to Spanish and Burmese

b. The Professional Development System Respondent shall assist the ICC and BCDS to access national technical assistance resources aimed at defining and improving their mission, scope, and function

c. Activities related to the ICC are to be completed on an ongoing basis. Payment to support the claims process is based on the Respondent’s ability to logistically schedule, arrange, and prepare for ICC Meetings or associated activities within the agreed upon timeframe.

Component 4: General Contract Requirements

A. Fiscal Administration

a. The Professional Development System Coordination Respondent is the fiscal agent and is responsible for any subcontracting (or providing any sub-awards) as required to fulfill all the activities that support the services, training activities, and products identified by First Steps. The fiscal agent provides monthly utilization reports to collaborating entities and First Steps and develops protocols for all routine transactions related to fiscal management.

b. The Professional Development System Coordination Respondent is responsible for all components of First Steps Programmatic Training including but not limited to, hiring personnel needed to carry out the Scope of Work, fiscal management for the provision of training development, management, and implementation, recruitment of and contracting with trainers, securing training locations, contract reporting, and claims submission.

c. The Professional Development System Coordination Respondent is responsible for fiscal administration for the Interagency Coordinating Council (ICC).

d. The Respondent shall review all materials before submission to BCDS to ensure all content is accurate and complete.

Administrative/Indirect Costs may not exceed 5% of the total contract amount.

B. Staffing

The Professional Development System Respondent shall employ the staff positions listed below.

These staff may work on-site or virtually; however, all staff shall be expected to travel as required by BCDS. All contracted personnel shall maintain professional behavior and attire when representing the BCDS in public settings, ensuring conduct and appearance reflect the values of professionalism expected of a state agency. In addition, the Respondent shall provide the resumes for the staff positions outlined below which shall be approved by BCDS.

1. Training Coordinator

The Respondent shall identify and hire a training coordinator who will serve as a liaison for the fiscal agent and communicate directly with Bureau of Child Development Services (BCDS) staff. The training coordinator will supervise associate trainers and facilitators and hire additional trainers and speakers on an as needed basis. The training coordinator is responsible for submission of required monthly and quarterly reports to support the Respondent’s claims. The training coordinator will also be responsible for the duties as assigned below:

i. Remain current on federal and state IDEA/Part C updates and communicating updates and information.

ii. Ensure that the training coordinator is versed and competent on adult learning styles, differentiated learning styles, and universal design for learning (UDL)

iii. Ensure all trainings, webinars, events etc. are accessible and offer accommodations and interpreter services for the attendee as required by ADA.

iv. Submit monthly documentation of activities and progress thereof, including conference planning, in-person workshops and trainings, online modules development, and webinar facilitation to support the claims payment process.

v. Provide “Certificates of Course Completion” for participants for all trainings offered.

Certificates of Course Completion” shall include the title of professional development training, alignment with the Division of Early Childhood (DEC) Recommended Practice competencies, credentialing hours, date, and participant’s name. Certificates may be emailed to the participant.

vi. Submit quarterly reports summarizing training evaluations and include all participant comments to First Steps, to support the claims payment process.

vii. Meet with the Bureau of Child Development (BCDS) state team representatives on a regular quarterly basis to review status of project strands, share updates, problem solve so that each partner has clear expectations to manage and meet, report on training and technical assistance activities

viii. Maintain, modify, and revise existing curriculum and/or develop curricula to reflect federal and state legislative updates, the latest research, and best practices in early intervention.

ix. Work directly with the BCDS and Quality Review vendor to identify statewide and regional training needs.

x. Develop and offer a variety of modes of training, such as in-person, large and small group trainings, webinars, etc. (the Respondent is encouraged to offer a variety of formats).

xi. Network and communicate with local and national institutions for higher education, early childhood technical assistance centers, professional associations including University Centers for Excellence in Developmental Disabilities (UCEDD) to understand and incorporate current research and national trends in early intervention and be able to train Indiana First Steps personnel within best practices.

xii. Attend national conferences related to early intervention and early childhood special education including but not limited to, the Office of Special Education Programs (OSEP), Zero to Three, Division of Early Childhood of the Council for Exceptional Children. All conference attendance requests shall be reviewed and approved by BCDS.

xiii. Submit monthly reports to First Steps on technical assistance and support provided to service coordinators and their supervisors, agencies and their providers, and State, to support the claims payment process.

xiv. Report quarterly on the continued availability of trainers through the utilization of the train the trainer model, to support the claims payment process. The lead coordinator will facilitate the train the trainer model for all core training by building a network of regional trainers (including service coordinator supervisors) in order to support and maintain training capacity at the regional level

xv. Collaborate with the BCDS team and IN EIHub Learning Management Team to maintain and update all trainings and resources as related to personnel professional development.

xvi. Coordinate multiple training sites and event details such as, location, dates, times, directions/parking, marketing of event, materials and alternative learning modes to address regional training needs throughout the state.

2. Technical Assistance Coordinator

The Respondent shall employ a Technical Assistance Coordinator who will oversee the Tiered Technical Assistance and shall meet the qualifications outlined below:

i. The Technical Assistance Coordinator should have experience coordinating and/or providing technical assistance to programs and/or agencies that serve children with learning disabilities.

ii. The Technical Assistance Coordinator shall have a comprehensive understanding of federal and State regulations, and national best practices as they relate to early childhood special education and remain knowledgeable and up to date on developments within the special education space.

iii. The Technical Assistance Coordinator should have experience collaborating with a variety of system partners.

3. Interagency Coordinating Council (ICC) Coordinator

The Respondent shall employ an ICC Coordinator who will oversee the ICC. The ICC Coordinator shall meet the following requirements:

i. The ICC Coordinator shall have experience with strategic planning and meeting facilitation for large groups, and Robert’s Rules of Order.

ii. The ICC Coordinator may work on-site or virtually; however, they shall be required to attend all workgroup meetings in-person and travel as required by BCDS.

C. Respondent Professional Development and Technical Assistance

The Professional Development System Respondent shall assist the ICC and BCDS to access national technical assistance resources aimed at defining and improving their mission, scope, and function.

As part of this technical assistance, the Respondent shall be responsible for attending various conferences and other professional development opportunities:

1. Respondent leadership shall attend the local Indiana Early Intervention Conference annually.

2. Respondent leadership shall attend a national early intervention conference annually.

3. The Respondent shall submit their annual professional development plan, including any conferences they plan to attend during the fiscal year for approval from BCDS.

4. Collaborate with Quality Review teams and BCDS to address any areas in need of technical assistance and support

5. Partnerships between Institutions of Higher Education (IHE). Respondent shall work with IHEs utilizing the Comprehensive System of Personnel Development framework from the Early Childhood Personnel Center (www.ECPCta.org) to build relationships and link to Indiana resources. Virtual convening will be used to provide status updates, share resources and information, and ensure a strong collaborative technical assistance process between all parties.

D. Quality Assurance and Reporting

To ensure that the State of Indiana is continuing to provide the highest quality of service to children and families enrolled in the First Steps Program, the Respondent shall participate in a Quarterly Business Review with BCDS to discuss the progress of the project and any challenges that arise. In advance of this Quarterly Business Review, the Respondent shall submit a Quarterly Performance Report to the State Contract Manager and BCDS with a thorough performance analysis that details the following information, as relevant to the Respondent:

a. The Respondent shall provide a report to BCDS on all training activities provided as part of this Scope, including the following metrics:

i. Number of trainings provided since last report

ii. Topics discussed during each training

iii. Number of people that attended each training

iv. Method used to evaluate the quality and effectiveness of each training

b. The Respondent shall also report on all technical assistance provided during each quarter.

c. The Respondent shall also report on the status of their budget as part of the Quarterly

Performance Report. This shall include the following:

i. Claims justification for the prior quarter

ii. Budget projections for the next quarter

d. The Respondent shall detail how they shall ensure that their staff gain a comprehensive and holistic understanding of Indiana’s First Steps Program landscape, and how they shall continue to improve their knowledge base and understanding as the State undergoes any changes or shifts. The Respondent shall also propose performance standards on how they shall measure the understanding and improvement of their employees.

http://www.ecpcta.org/

In addition, the Respondent shall develop a satisfaction survey to be sent to all participants after the completion of each training. The Respondent shall collect, analyze, and report these results to BCDS on a quarterly basis. The Respondent shall review all materials before submission to BCDS to ensure all content is accurate and complete.

E. Implementation, Transition, and Contract Turnover

a. Initial Transition: The Respondent, in conjunction with BCDS, will ensure that the process of transition from the existing Respondent upon contract award, results in predictable, seamless transition where services continue to be delivered in a timely and accurate manner without degradation in service levels. The Respondent shall be responsible for developing an implementation plan for approval by BCDS within the first quarter following contract execution.

b. End of Contract Transition (Contract Turnover): The Respondent recognizes that the service(s) to be performed under this Contract are vital to the State and shall be continued without interruption and that, upon Contract expiration, a successor may continue them. The

Respondent agrees to:

i. Exercise its best efforts and cooperation to affect an orderly and efficient transition to a successor

i. Transmit all completed and in-progress projects to BCDS

ii. Hold regular transition meetings to share information with the successor

The Respondent shall, upon the State's written notice, negotiate in good faith a plan with a successor to determine the nature and extent of phase-in, phase-out services required. The plan shall specify a date for transferring responsibilities for each division of work described in the plan and shall be subject to the State's approval. The Respondent shall provide sufficient experienced personnel during the phase-in, phase-out period to ensure that the services called for by this Contract are maintained at the required level of proficiency.

In aggregate, the State spends approximately $500,000.00. Because this number is based on past usage and may fluctuate up or down, the State is not in a position to guarantee that future spending will be at these levels. Nevertheless, this amount is provided as an aid to Respondents in responding to this RFP.

These figures are only an estimate and are not to be construed as an amount to be offered under this RFP. However, when completing Minority and Women’s Business Enterprises Participation Plan Form (Attachment A), the Indiana Economic Impact Form (Attachment C) and IVBE Participation Plan Form (Attachment A1) please use the total bid amount from the Cost Proposal (Attachment D).