Attachment_1_-_Performance_Work_Statement_(PWS).pdf

Family and Child Education Program Family Enrichment (home-based) and Culture/Language Integration Services Performance Work Statement (PWS)

A. Background

The Bureau of Indian Education serves as a State Education Agency (SEA) for 187 elementary and secondary schools and dormitories serving students located in 23 states on 63 American Indian reservations. The BIEs only funded early childhood education system and approved model is the Family and Child Education (FACE) Program. BIE FACE program implements culturally appropriate family literacy, school and community connections, adult and early childhood education, parental involvement model that provides for and promotes educational services for children from prenatal through preschool and their parents. The FACE model has three main components: 1) family enrichment /home-based services for prenatal to 3 years old 2) preschool/center-based services for 4 to 5-year-olds 3) adult education services. The FACE construct is referred to by either “program” the overall federal entity, or “site” local individual programs. The FACE program is managed and led by the BIE early childhood education staff within the Office of Sovereignty in Indian Education.

B. Period of Performance (POP)

The Period of Performance (PoP) includes one base period of one year with four additional option years. Further, a contingency of up to six months may be exercised. The PoP is expected to begin within 5 days after award.

C. Place of Performance

Please see Appendix A, FACE Program Locations

D. Scope

The purpose of the Bureau of Indian Education’s (BIE) early childhood education office is to provide a Family and Child Education (FACE) program that is grounded in Native Values. The program focuses on a community-centric model where collaboration with the family/caregivers/guardians, local resources and school are critical to a students’ academic and social-emotional success. This includes parenting education that supports student social-emotional development and academic achievement beginning in the earliest years of life with resources guiding daily involvement of family/caregivers/guardians that are developmentally appropriate.

The research on early childhood education has identified several indicators for student academic success. When these indicators are present to include consistent and positive family/caregivers/guardians’ involvement, a student’s social-emotional and academic success are impacted. These and other indicators are included in the FACE comprehensive evaluation plan to ensure the development and implementation of a quality FACE model. Recent evaluations conclude that the BIE FACE Program has increased the educational attainments of its participants both academically and socially.

The overall goals of the BIE FACE Program are below and encompass the six identified focus areas to support implementation: engagement, culture and language, curriculum & assessment, transition plans/transitioning, readiness strategies, and data collection.

• Support primary family/caregivers/guardians in their role as their child’s first and most influential teacher.

• Strengthen family-school-community connections.

• Increase family/caregivers/guardians’ participation in their child’s learning and expectations for academic achievement.

• Support and celebrate the unique cultural and linguistic diversity of each American

Indian community served by the program.

• Promote lifelong learning and school readiness.

The FACE Program addresses national educational goals as identified in the Every Student Succeeds Act (ESSA).

E. Performance Objectives

BIE manages, monitors, and funds the FACE program within the SIE office. The FACE program includes 48 plus sites and each location in collaboration with BIE will determine how to implement the family enrichment (home-based) component described in this document. The number of FACE programs is fluid and will be determined each year as BIE approves continuation applications and new FACE applications. FACE support services for family enrichment (home-based) are divided into two areas overall: program and site specific. Support for local language and culture integration will be in collaboration with all three FACE components for a richer community approach.

OBJECTIVE I: To develop and execute a comprehensive professional development system of training including face-to-face and virtual meetings that support the successful implementation of the Family and Child Education (FACE) for prenatal to 3 years of age in a personal setting.

The system will employ research-based best practices for family enrichment (home-based) standards, curriculum, assessments, and strategies to support the implementation of high-quality family engagement, family literacy, parenting best practices, child development, infant and toddler transition plans, and preschool readiness. Promotes student academic achievement beginning in the earliest years of life with direct daily involvement of parents in developmental learning activities. Support the FACE assessment process through test administration/results interpretation and development/delivery of professional support materials and training. Expanded services for the family enrichment (home-based) prenatal component of FACE to include a certified Birth Assistant that will provide an extra level of education to families during pregnancy, birth, and postpartum, as well as social-emotional and emotional wellness.

OBJECTIVE 2: Provide each FACE site with an instructional framework and methodology to include a full range of professional development and service support for language and culture integration. To include supporting the three FACE components in establishing their own culturally, linguistically, and developmentally appropriate materials that may include locally created resources. Support the use and incorporation of local knowledge keepers around culture and language.

OBJECTIVE 3: Ongoing technical assistance will be designated by BIE to support each FACE staff member and each site. These will include small in-person regional training, virtual training, site visits, virtual meetings, and phone calls to provide supportive technical assistance and ongoing program development and improvement.

OBJECTIVE 4: Model strategies to integrate local culture and language in all deliverables and daily activities for each BIE FACE site. Provide culturally relevant family engagement and family literacy resources, books, materials, and services for parent educators serving prenatal to 3-year-old children and adults participating in FACE. Both digital and print delivery methods will be utilized to distribute family literacy, preschool, and adult education products and services.

OBJECTIVE 5: Work with the FACE Data Team on needed reports, data tracking, program planning, feedback, and technical assistance opportunities. Use the BIE FACE designated data tracking and planning platform. All qualitative and quantitative data will used to measure achievement, set professional development priorities, and map continuous improvements for both the FACE program and individual sites. Support and agree to the data-sharing agreements with BIE’s identified data contractor.

All activities, resources, terms, products, etc., associated with the FACE program are reviewed and approved by the BIE FACE program. All FACE resources, terms, products, etc., that are designed and/or created for FACE are the sole property of the Federal BIE FACE program.

These FACE resources, terms, products, etc. are not to be used or published without Federal BIE FACE program written consent.

F. Skills and Knowledge

The contractor shall provide qualified personnel with relevant experience and domain knowledge in line with this task's performance work statement, in terms of necessary skills at the requisite level of knowledge and experience. All professional support assigned to build and/or enhance the existing Family Enrichment (home-based) program is expected to meet the following:

• The vendor/consultant point of contact will have a master's degree with experience in cultural and language integration.

• The vendor/consultant point of contact is a subject matter expert in designing and leading family enrichment (home-based) programs with certified prenatal to birth care, child health and development, preschool-based family engagement and literacy, and working with populations suffering from personal, intergenerational, and historical trauma.

• The vendor/consultant point of contact is a subject matter expert with experience in program implementation, organizational design/improvement using data.

• The vendor/consultant shall have extensive background and experience working with school and community family enrichment (home-based) education programs.

• The vendor/consultant shall have extensive background and experience working with local cultural and language integration and framework development that can be applied to existing educational practices/curriculum.

• The vendor/consultant shall have highly qualified staff with degrees and experience in certified prenatal to birth care, child health and development, preschool-based family engagement and literacy, and working with populations suffering from personal, intergenerational, and historical trauma.

• The vendor/consultant shall have demonstrated experience implementing and providing professional development for culturally relevant programs for certified prenatal to birth care, child health and development, preschool-based family engagement and literacy, and working with populations suffering from personal, intergenerational, and historical trauma in multiple settings across the country.

• The vendor/consultant shall have knowledge of early childhood and adult developmentally appropriate best practices and learning strategies.

• The vendor/consultant shall have the ability to support and use quality data and standards to inform continuous program improvement.

• The vendor/consultant shall have highly qualified and experienced staff in developmentally appropriate assessment administration and result interpretation

G. Deliverables

The Contractor is required to provide the following deliverables within the designated timeframes:

Deliverable Table

Deliverable Due Date Delivery Method Review/Approval Program Guide* July 31 Word and PDF once finalized Gov’t has 10 business days for review; ktr has 10 days to resubmit for approval

New Staff/Admin Training

Annually Aug/Jan

To be determined Topics to be determined based on need/priorities

Small Regional Training

Annually Sep-Jan

To be determined Topics to be determined based on need/priorities

Virtual Training/ Phone Calls/ Coaching

As required

Virtual meetings, SharePoint, etc.

Topics to be determined based on need/priorities

BIE Site visits/ meetings

As required Virtual meetings, SharePoint, In person

Follow the BIE Site review and reporting process

National Conference Biannually In-person Topics to be determined based on need/priorities

Technical Assistance As required Virtual meetings, SharePoint, In person

Topics to be determined based on need/priorities

Data collection/ evaluations/reporting

As required Submitted to BIE Data Team

Follow BIE data collection, process, and protocols

* Provide and update regularly a BIE FACE program guide to include an implementation framework supporting quality standards, opportunities for local culture and language integration for family enhancement (home-based) services that are linked to all three components of the FACE program for administrators and staff.

All activities, resources, terms, products, etc., associated with the FACE program are reviewed and approved by the BIE FACE program. All FACE resources, terms, products, etc., that are designed and/or created for FACE are the sole property of the Federal BIE FACE program.

These FACE resources, terms, products, etc. are not to be used or published without Federal BIE FACE program written consent.

Will coordinate and collaborate with the FACE data team and use the FACE Dashboard for all site data collection requirements. Will collaborate with BIE FACE leadership on data collection needs and FACE Dashboard improvements to meet the needs of each site.

H. Quality Assurance

The Government will provide a Quality Assurance Surveillance Plan (QASP) to monitor the Contractor’s performance. The QASP will provide oversight help to ensure that service levels reach and maintain the required levels for performance of this task. Further, the QASP provides the COR with a proactive way to avoid unacceptable or deficient performance and provides verifiable input for the required Past Performance Information Assessments. The QASP is a living document and may be updated by the Government as necessary. Any updates to the QASP will be provided to the Contractor.

I. Travel

Travel may be required by contractor personnel. Travel will be in accordance with Federal Travel Regulations (FTR). All travel plans and requests with associated documents shall be submitted to the Contracting Officer’s Representative (COR) for approval. The intent is to ensure travel supports mission requirements and/or is essential to the contract.

After travel, travel costs with proper documentation (e.g., receipts, copy of credit card statement, etc.) shall be submitted for contractor reimbursement with the applicable invoice. Invoices for travel shall include the name of the traveler, travel itinerary, purpose of travel (event, exercise, workshop, etc.), and any other documentation required by the COR for review, approval, and records. Travel costs that are projected to exceed standard federal travel rates shall be requested and pre-approved in writing by the COR prior to incurring the cost. For further information on Travel Costs, see Reference FAR 31.205-46.

Appendix A

FACE Sites for SY 2024 -2025

Site STATE

1 Alamo Navajo Community School NM 2 American Horse School SD 3 Aneth Community School UT 4 Atsa' Biya azh Community (Shiprock Elem.) School NM 5 Baca/Dlo'Ay Azhi Community School NM 6 Beclabito Day School NM 7 Blackwater Community School AZ 8 Bread Springs Day School NM 9 Casa Blanca Day School AZ 10 Cherokee Central Elementary School1 NC 11 Chief Leschi School System (Puyallup) WA 12 Cove Day School AZ 13 Ch’ooshgai Community School NM 14 Dennehotso Boarding School AZ 15 Dishchii’bikoh Elementary School AZ 16 Dunseith Day School ND 17 Dzilth-Na-O-Dith-Hle Community School NM 18 Enemy Swim Day School SD 19 Fond Du Lac Ojibwe School MN 20 Gila Crossing Day School AZ 21 Greasewood Springs Community School AZ 22 Haak'u Community Academy NM 23 Hanaa'dli Coimmunity School NM 24 Hannahville Indian School MI 25 Jeehdeez'a Elementary School AZ 26 Kayenta Boarding School AZ 27 Kha'p'o' Community School3 NM 28 Kin Dah Lichi'l' Olta' Inc AZ 29 Lac Courte Oreilles WI 30 Leupp Boarding School AZ 31 Little Singer Community School AZ 32 Little Wound Day School SD 33 Many Farms Community School, Inc. AZ 34 Mariano Lake Community School NM 35 Menominee Tribal School WI 36 Na'Neelzhiin Ji'Olta (Torreon) NM 37 Nazlini Community School AZ

Appendix A

38 Ojo Encino Day School1 NM 39 Oneida Nation Schools WI 40 Pearl River Elementary School MS 41 Pine Hill Schools NM

42 Pine Ridge School SD 43 Pueblo Pintado Community School NM 44 Rough Rock Community School AZ 45 Salt River Day School AZ 46 St. Francis Indian School SD 47 Tate Topa Tribal School (Four Winds) ND 48 Theodore Jamerson Elementary School ND 49 T'iis Nazbas (Teecnospos) Community School AZ 50 T'iists'oozi' bi'o'lta (Crownpoint) NM 51 To’Haali’ Community School NM 52 To'Hajiilee-He (Canoncito) NM 53 Tse'ii'ahi' (Standing Rock) Community School NM 54 Wide Ruins Community School1 AZ 55 Wingate Elementary School NM