STATEMENT OF WORK

SCHOOL-BASED BEHAVIORAL HEALTH COUNSELOR SERVICES

1.0 BACKGROUND

The Bureau of Indian Education (BIE) is seeking contract services to support school-based Behavioral Health Counselor Services for the Isleta Elementary School (IES) located in Isleta Pueblo, New Mexico, and the T’siya Day School (TDS) in Zia Pueblo, New Mexico. The BIE serves as a branch of the State Education Agency (SEA) responsible for providing educational services for several elementary and secondary schools and dormitories serving students across 23 states. The IES and TDS is operated by the BIE under the direction of the Associate Deputy Director, Bureau Operated Schools (ADD-BOS) and the Albuquerque Education Resource Center (ERC). The mission of the BIE is to provide quality education opportunities from early childhood through life in accordance with a tribe’s needs for cultural and economic well-being, in keeping with the wide diversity of Indian tribes and Alaska Native villages as distinct cultural and governmental entities. Further, the BIE is to manifest consideration of the whole person by considering the spiritual, mental, physical, and cultural aspects of the individual within his or her family and tribal or village context.

The contract type for this requirement is labor hour. 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, travel, and any other costs necessary to fulfill the requirements of this contract, excluding Government- Furnished Equipment (GFE).

The contractor shall furnish all personnel, materials, equipment, travel costs, and services required to perform the work described herein for a School Behavioral Health 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.

No travel reimbursement or mileage will be authorized under the contract. All projected hourly rate shall be an all-inclusive rate, in accordance with FAR 52.212-4(k).

Isleta Elementary School (IES)

IES serves grades K through 6 and serves approximately 100 students; this includes approximately 25 students with disabilities that may require behavioral supports and intervention. The vision of IES is to educate the whole child based on the core community values so each child has the knowledge and skills to be successful. Built in 2006, visual interconnectedness is what you will find as you walk through the doors of Isleta Elementary School. Every aspect of the school, from the tile colors and placement to the directional stationing of the front, help honor and set the representation of the rich cultural history and tradition of the Pueblo of Isleta, as viewed from their Elders, Parents, Staff Members, and Students.

T’siya Day School

T’siya Day school services grades K through 6 and serves approximately 45 students; this includes approximately 12 students with disabilities that may require behavioral supports and intervention. TDS envisions a future in which students are prepared academically, socially, and culturally, to meet the challenges of an ever-changing world. Our mission is to make sure all students excel above and beyond all academic expectations using both traditional and digital learning initiatives. Every one of our students has access to high quality learning resources and modalities for success in all academic settings. We welcome students to an exciting learning environment where every day presents a new opportunity to grow. As our students continue growing, soaring, and reaching new academic heights, their futures get brighter and brighter. From childhood to adolescence, T'siya Day School students discover and develop a wide range of academic interests, skills, and talents to build a bright future.

2.0 OBJECTIVES

The BIE seeks one School Behavioral Health Counselor who will promote positive student behaviors to create a safe, effective learning environment for all IES and TDS students. This position will be shared between the two schools and the contractor will split their work week between the two schools. A Behavioral Health School Counselor will help create effective behavior change focused on positive, healthy behaviors. The position will provide services and supports to both general education and special education students. The contractor will provide services to general and special education students in accordance with 25 CFR §36.42, P.L. 108-446, the Individuals with Disabilities Education Act (IDEA) of 2004 and/or P.L. 93-112, Section 504 of the Rehabilitation Act of 1973, as applicable. This position will be responsible with assisting the schools in the development and implementation of a schoolwide comprehensive behavioral support and intervention system.

3.0 SCOPE

Behavioral Health School Counseling requires specialized training and skills in promoting appropriate student behavior and preventing disruptive student behavior. School staff are not disciplinarians but should be a resource for school personnel in developing individual and schoolwide behavioral support interventions and services. The position will collaborate with school personnel and other stakeholders to establish policies encouraging appropriate behavior and maintaining safe schools where effective teaching and learning can take place. The contractor will be responsible for all necessary travel, supplies, materials, and personnel to provide professional school-based behavioral health services for IES and

TDS.

3.1 TASKS & RESPONSIBILITIES

The contractor shall provide support to students, staff, families/guardians, and the school administration in alignment with the tasks and responsibilities outlined below.

a. Student supports and services will include and is not limited to:

i. Lead Social and Emotional Learning (SEL) activities and a SEL curriculum for the general education student population.

ii. Target SEL supports for students with social, emotional, and/or behavioral difficulties.

iii. Design and implement positive behavior and intervention support plans for individual students in collaboration with classroom teachers and school administration, as needed.

iv. Coordinate and facilitate universal educational programs (mentor, peer support, conflict resolution and anger management programs) to assist students in developing pro-social behaviors.

v. Complete and analyze behavioral health screenings, evaluations, and assessments.

vi. Establish individualized goals, treatment plans, and interventions through a collaborative process with the student, parent/guardian, and school staff.

vii. Lead individual and small-group counseling that encourages students to make positive behavior choices and accept responsibility for their actions.

viii. Respond to critical incidences to support behavioral and crisis intervention.

ix. As needed, conduct mental health assessments, and develop individualized treatment plans, lead individual and group counseling sessions.

x. Serve as a care coordinator for students accessing telebehavioral health services (as applicable) ensuring communication and collaboration between providers, families, and school staff.

xi. Implement school-wide mental health awareness campaigns (e.g., stigma reduction, wellness weeks).

xii. Facilitate suicide prevention and substance abuse prevention programs.

b. School Staff supports and services will include and is not limited to:

i. Provide staff development on classroom management, student behavior and discipline strategies such as trauma sensitive approaches, restorative practices, and emotional regulation of adults and students.

ii. Collaborate with school staff in developing/facilitating psychoeducational parent groups focused on teaching skills and techniques that support the behavioral health of their child in both the school and home environment.

iii. Support after-school activities including Back to School nights, parent-teacher conferences, school-community based events, one-on-one student educational support, or other events, which may occur after normal schoolwork hours. Anticipate up to 2 hours per month.

iv. Participate in school-sponsored field trips as needed to provide behavioral health support, ensure student safety, and assist with crisis intervention if required.

i. Support staff during and after critical incidences to support intervention, restorative practice, reflection, and action planning for future.

ii. Provide professional development for school staff that incorporates evidence-based strategies, current and ground-breaking research, and modeling of instructional practices which foster therapeutic learning environments and support teachers in their implementation of positive behavior supports in their classrooms.

iii. Participate in ongoing professional development to maintain current knowledge of evidence-based practices and emerging trends in school behavioral health.

c. Family engagement supports and services will include and is not limited to:

i. Collaborate with school staff to engage parents in the behavioral health counseling process.

ii. Collaborate with school staff in developing/facilitating psychoeducational parent groups focused on teaching skills and techniques that support the behavioral health of their child in both the school and home environment.

iii. Plan and facilitate family engagement activities per school year to support social emotional learning and behavioral and mental health for families and students, aligned to skills taught in school. Anticipate up to 2 events per school year.

iv. Work with targeted students and their families when needed.

v. Ensure family engagement activities incorporate culturally relevant strategies and language accessible for all families.

vi. Provide resource guides for families on mental health topics and community supports.

d. School-wide/School administrator supports and services will include and is not limited to:

i. Assist school administration and staff in defining and measuring behavioral health issues, learning how to incorporate trauma-informed instruction practices, creating a therapeutic learning environment, and learning current trends and evidence-based behavioral health practices.

ii. Review behavior referrals and behavior reports. Conduct behavioral and behavioral health analyses and generate monthly reports for all classrooms and administration using data provided by the school.

iii. Develop and implement a comprehensive schoolwide mental health system and crisis policy using the Whole School, Whole Community, Whole Child (WSCC) Framework. This policy will include sections identifying school specific counseling protocols, referral processes, collaboration, and coordination plans for working with the local health service unit (IHS/Tribal) and other community partners, and a specific crisis protocol, using a Multi-Tier

Systems of Support (MTSS).

iv. Participate in Student Intervention Team (SIT) in the Multi-Tiered System of Supports

Framework meetings to discuss student data and match students to appropriate Behavioral Health Tier 2 and Tier 3 interventions.

v. Participate in specific team meetings to provide consultation regarding behavioral health issues, the counseling process, and behavior intervention plans.

vi. Use a broad range of culturally and age-appropriate individual, group, and family therapy interventions to provide direct support to students, families, and school administrators and staff.

vii. Develop a comprehensive repertoire of assessment strategies consistent with instructional goals, teaching methods, and individual student needs to accurately assess any student behavioral health and/or behavior skill needs/issues. Assessments should assist with maintaining a record of student progress and include opportunities for quarterly reviews.

Assessments should also be viewed as a partnership through which student, teacher, and parent/guardian understanding is enhanced.

viii. Collaborate with individual teachers, school administrators, and school staff on issues such as: Crisis intervention, learning and collaboration issues, and other factors that can affect academic progress and the development and implementation of interventions.

ix. Document service delivery and track progress for individual and small group services through the Multi-Tiered System of Supports documentation process, the Individual Education Plan service-logs, or a Section 504 plan.

x. Sets up and maintains files and records of individual and group counseling sessions.

xi. Maintain confidentiality and compliance with FERPA and HIPAA standards in all documentation and communication.

xii. Consult with families, teachers, administrators, and other school personnel to understand developmentally appropriate student behavior and promote positive student behavior.

xiii. Provide school counselor curriculum and contribute to safe classrooms through appropriate classroom management strategies that align with the School’s Functional Behavioral Initiatives.

xiv. Coordinate and collaborate with the local, tribal, and federal behavioral health partners, where needed, to avoid duplication of services and help facilitate greater access to one-on-one behavioral health counseling services and supports for students.

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

xvi. Participate in school crisis response teams, including post-crisis debriefing and recovery planning.

xvii. Conduct program evaluation and report outcomes to school administration and BIE leadership.

3.2 TRAVEL

The contractor shall be required to arrange, procure and finalize all travel plans to support performance of this contract. This will include travelling to and from his/her home or worksite each month to be on-site at the school. All travel costs including transportation costs are included in the established rate and will not be billable as a separate cost.

4.0 KEY PERSONNEL

A resume along with all supporting documentation to validate the following requirements shall be provided at time of proposal and again, at time of award. The School Behavioral Health Counselor must meet the following qualifications.

4.1 EDUCATIONAL REQUIREMENTS

The contractor must minimally:

• Possess a master’s degree (or higher) and at least 24 semester hours in any combination of the following fields: content in mental health counseling, school counseling, social and emotional development, and/or social work. (This requirement can be obtained within the degree or in addition to the degree.)

o To meet the education requirements, you must submit a legible copy of transcripts from an accredited institution with your name, school name, credit hours, course level, major(s), and grade-point average or class ranking. Official transcripts are required upon selection.

• Education must have been obtained from an accredited or pre-accredited institution recognized by the U.S. Department of Education for it to be credited towards qualifications.

4.2 EXPERIENCE QUALIFICATIONS

The contractor must demonstrate:

• A minimum of three (3) years’ experience in providing school-based counseling, behavioral health counseling (Individual, group, family etc.), and/or mental health counseling to students, children, adolescents, and/or adults.

• Strong skills in written and verbal communication, assessment, advocacy, and crisis response are very highly desired.

• Experience in conducting assessments, leading individual and group counseling sessions utilizing age-appropriate techniques including play therapy and trauma-focused cognitive behavioral therapy, and/or facilitating psychoeducational sessions focused on mental health and/or wellness topics

• Experience working within Tribal communities and schools although not required, is very highly desired.

• Experience using and implementing Social Emotional Learning and Positive Behavioral Intervention and Supports, through a Multi-Tiered System of Supports, although not required, is very highly desired.

Experience refers to paid and unpaid experience, including volunteer work done through National Service programs (e.g., Peace Corps, AmeriCorps) and other organizations (e.g., professional; philanthropic;

religious; spiritual; community; student; social). The contractor will receive credit for all qualifying experience, including volunteer experience. Their resume must clearly describe all relevant experiences.

4.3 LICENSURE OR CERTIFICATION

The contractor must:

• Possess a valid, unrestricted license/certification from New Mexico Public Education Department to provide school behavioral health counseling, school psychological services, school social work, or other types of counseling services in a K-12 school-related setting.

o Emergency and provisional certifications may be accepted under the conditions imposed by the state certification authority.

• Must meet the certification standards for the position in the State of New Mexico.

4.4 CONDITIONS OF EMPLOYMENT

The contractor shall:

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

2. Successfully pass a suitability determination based on a completed background investigation.

3. Must obtain and maintain valid state driver's license.

4. Submit a signed letter of commitment that states the identified candidate is in fact committed to working as the School Behavioral Health Counselor at IES and TDS. The letter of commitment must include key personnel name, signature, capabilities and understanding of the scope of work, onsite service, remain available up to 120 days after solicitation closes, acknowledge hours and travel requirements. The letter of commitment shall be provided as proof of documentation.

5.0 GENERAL REQUIREMENTS

5.1 PERFORMANCE LOCATION

• Physical Address of IES: 1000 Moon Light Drive SW, Albuquerque, New Mexico 87105

• Physical Address of TDS: 1000 Borrego Canyon Road, Zia Pueblo, NM 87053

All contractors shall provide services in-person at the school location, unless otherwise arranged with the school Principal and Contracting Officer Representative (COR). The school will provide a clean and comfortable workspace for the provider while on-site for services, evaluations, office work, meetings, and consultations.

5.2 PERFORMANCE WORK HOURS

The school operates on a 180-day academic calendar, typically running from August through May. The contractor shall provide services aligned with the academic calendar and school-specific schedules. The estimated number of work hours is approximately 1,464 hours, including approximately 1,440 hours during the academic year; approximately 16 hours for parent-teacher conferences; and 8 hours for family engagement events each year. The School Behavioral Health Counselor may be required to work during the summer months or during summer school, based on student need and at the direction of the IES and TDS. Service hours may increase or decrease based on school needs, student assessments and evaluations, and will be scheduled and coordinated on an ongoing basis. Work hours will be established with the Principals of IES and TDS to accommodate school hours and school activities. The contractor may expect to work up to 8 hours per school day. Travel time to/from the provider’s home to the school is not a reimbursable cost under this contract.

5.2.1 CORE WORK HOURS

a. The School Behavioral Health Counselor is expected to be available during core duty hours: 7:30 AM to 4:00 PM (Mountain 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 Friday, unless otherwise coordinated with school leadership. On designed early release days, 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.

5.2.2 ESTIMATED HOURS AND FLEXIBILITY

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

i. Student caseloads and student support plan requirements (i.e., Individualized

Education Plan, Behavioral Intervention Plan);

ii. Assessment and evaluation schedules;

iii. Participation in student support team meetings (i.e., special education, SIT, MTSS), staff consultations, and family engagement;

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

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

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 25 CFR §36.42, P.L. 108-446, the Individuals with Disabilities Education Act (IDEA) of 2004 and/or P.L. 93-112, Section 504 of the Rehabilitation Act of 1973, as applicable.

5.2.3 SCHOOL CLOSURES

a. The School Behavioral Health Counselor is not expected to work on federal holidays.

b. The School Behavioral Health Counselor is expected to work on days where unforeseen school closure events occur that may not be on the school’s official calendar, including inclement weather, tribal cultural days, infrastructure failures (no heat/power/water), health crisis, and safety threats. 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.). Remote work may be authorized by the COR if the school site is not accessible.

5.2.4 SCHEDULING AND COORDINATION

a. Work schedule will be coordinated in advance with the COR, IES Principal, and TDS Principal to account for the school calendar, school closure days, and work week.

b. Invoice schedule will be coordinated with the COR and Contractor Project Manager to establish timeframes and deadlines for invoicing, specific deliverables, and payment amount.

5.3 PAST PERFORMANCE

The technical proposal must include a listing of similar Behavioral Health experience – this may include but is not limited to direct experience, like-service contracts, similar contracts with BIE, the federal government and/or commercial, awarded to the offeror. The past performance should outline work performed that is similar in nature to the scope, requirements and tasks above. The offeror must demonstrate its record of successful performance in past contracts by including the following information for each contract:

• Identify two-three references.

• Identify and outline past performance which you consider to be the most successful, and the reasons for this determination.

• Identify other similar work or contracts that demonstrate a record of performance.

5.4 CONTRACTOR RESPONSIBILITY

The Contractor shall be responsible for all, and any travel arrangements directly associated to providing services to students at IES and TDS. All the costs shall be invoiced and paid in accordance with the Federal Travel Regulations and are incorporated into the firm fixed price.

6.0 BIE BACKGROUND CHECK INVESTIGATION

The School Behavioral Health Counselor 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 to 5 business days after award and facilitate the paperwork with the key personnel.

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

c. No services shall commence until a favorable background check is received by the BIE PER SEC.

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 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. The position under this contract is 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).

c. No contractor personnel including the School Behavioral Health Counselor 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

The School Behavioral Health Counselor 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 the candidate to ensure timely and accurate completion of all required documentation. The COR will provide guidance and support throughout the process but will work through the contractor not the candidate.

2. PERSEC Intake Package. The COR will issue a Personnel Security (PERSEC) Intake Package for each individual requiring clearance. This package includes:

a. Required Forms (All Applicants Must Complete):

• Intake Coversheet

• OF-306 – Declaration of Federal Employment

• Applicant Screening Questionnaire for Indian Children (ASQ)

• Authorization for Release of Information (AFR)

• Noncriminal Justice Applicant’s Privacy Rights (FPAR)

• Fair Credit Reporting Release (FCRR)

• Places Applicant Lived (PAL)

b. Additional Forms (May Be Required Based on Residential History as outlined on PAL) The COR will review the PAL form and notify the contractor of any additional required forms. Based on the completed PAL form, additional documentation may be required, including:

• Local Law Enforcement Inquiry (LLEI)

• Navajo Nation Authorization for Release of Information (NN-LLEI) – if applicable

• State-specific background check forms (e.g., notarized releases, fingerprint authorizations)

• OPM General Release Form

• Copy of State-Issued Driver’s License

• Fingerprint Cards – SF-87 or FD-258

3. Submission Process. The Contractor shall follow the steps below to ensure timely and accurate submission of required personnel security documentation:

a. Initial Submission to COR. The Contractor must email all completed forms in PDF format to the Contracting Officer’s Representative (COR) for review. The COR will verify the completeness and accuracy of all submitted documents.

b. Mailing of Original Documents. After COR approval, the Contractor or contractor personnel must mail the original signed documents, fingerprint cards, and all supporting materials to the BIE Personnel Security Office in Albuquerque, NM using a trackable shipping method (e.g., FedEx, USPS, UPS). The COR will provide the official mailing address.

c. Tracking Number Requirement. The Contractor must provide the COR with the shipment’s tracking number, which is required for the COR to complete the electronic intake submission.

d. Electronic Intake Submission. Upon receipt of the tracking number, the COR will electronically submit the intake package to the BIE PER SEC Office to initiate the background investigation process.

e. BIE Background Investigation: Upon acceptance of the package intake by the BIE PER SEC

Office, a BIE PER SEC Officer will be assigned to the contractor personnel’s case and will work directly with the contractor personnel to complete the investigation. All communication from this point forward will occur between the contractor personnel (provider) and the BIE PER SEC Officer.

There are two key steps the individual must complete promptly when notified by BIE PER

SEC:

• Step 1: US Access Fingerprinting Appointment. The contractor personnel must schedule and complete a fingerprinting appointment at a nearby US Access enrollment site. Once the appointment is completed, the individual must notify the BIE PER SEC team to confirm completion.

• Step 2: e-Application (e-APP) Submission. After fingerprinting is confirmed, the BIE PER SEC team will release access to the e-Application (e-APP). This is a detailed online form that may take 1–2 days to complete, so the individual should plan accordingly and complete it without delay.

Important: The overall timeline for receiving clearance is directly impacted by how quickly these two steps are completed. While the typical processing time is 4–6 weeks after both steps are submitted, the process may move faster with timely action.

f. Ongoing Communication and Oversight: Once the background investigation is submitted, the

COR will keep the Contractor informed of progress and any follow-up requirements, so the Contractor can work with the Contractor Personnel. Timely completion of these steps is essential to avoid delays in onboarding and service delivery.

g. Timelines: On average, the BIE background check process takes approximately 60 days from start to finish. To support timely onboarding and ensure compliance with federal security requirements, contractor personnel must adhere to the following timeline:

• Initial Forms Submission: Contractor personnel must submit all required initial forms within three (3) business days of contract award.

• Additional Documentation: Any additional documentation requested based on the Position Designation Level (PAL) must be submitted within five (5) calendar days of the request.

• Completion of Required Steps Initiated by BIE PER SEC: Contractor personnel must complete the two steps promptly once initiated by the BIE Personnel Security (PER SEC) team:

Step 1: Schedule and complete a US Access fingerprinting appointment Step 2: Complete and submit the e-Application (e-APP)

h. Background Check Processing Time: Once steps a–c is completed, the BIE PER SEC team typically requires 4 to 6 weeks to process the background investigation and issue a pre-employment determination.

Important Note: Delays in completing any of the above steps will extend the overall processing time. Prompt action by Contractor and contractor personnel is essential to avoid onboarding delays.

7.0 SECURITY REQUIREMENTS

The contractor shall implement and maintain robust security measures to ensure the confidentiality, integrity, and availability of all data handled under this contract. These measures must comply with all applicable federal laws, regulations, and policies.

• All personnel must be U.S. citizens.

• Incident Reporting: The Contractor shall immediately report any suspected or confirmed computer security incidents to the Indian Affairs Information Technology (IAIT) Help Desk.

• IT Usage Restrictions: Contractor personnel must comply with all federal, Department of the Interior

(DOI), Indian Affairs (IA), and court-mandated IT policies. Use of government systems, software, or equipment for non-contract purposes is strictly prohibited. Personal or Contractor-owned devices are not permitted on government networks.

A. Identification Requirements

• The School Behavioral Health Counselor must visibly always wear their Bureau-issued Personal Identity Verification (PIV) card while on school campus. The PIV card must be worn above the waist and clearly displayed during all on-site activities, including instruction, meetings, and evaluations.

• Contractor personnel must ensure that all official communications, documentation, and signature lines clearly identify their role as a contractor. Example signature format:

Jane Doe, Special Education Teacher (Contractor)

B. Mandatory Training Requirements

• Prior to initiating services, the SPED Teacher shall complete the following mandatory training:

• IMT Awareness Training – to ensure understanding of incident management protocols.

• DOI Incident Reporting Training – to comply with Department of the Interior standards for reporting workplace incidents.

• SCAN Reporting Training – to understand and fulfill responsibilities related to the Safety, Compliance, and Notification (SCAN) system.

Training certificates must be submitted to the Contracting Officer’s Representative (COR) and SRDS Principal and will be maintained in the contractor’s personnel file.

C. Reporting Requirements

The School Behavioral Health Counselor, as a contractor, must immediately report any suspected or confirmed incidents, including safety, security, or compliance concerns, in accordance with DOI and BIE protocols. Reports must be submitted through the appropriate channels, including the SCAN system and the DOI Incident Reporting platform.

8.0 CONFIDENTIALITY & THE PRIVACY ACT

The School Behavioral Health Counselor will have access to sensitive and personally identifiable information (PII) protected under the Privacy Act of 1974 (5 U.S.C. § 552a) and the Family Educational Rights and Privacy Act (FERPA, 20 U.S.C. § 1232g). All personnel must:

• Adhere to all applicable federal and agency-specific privacy regulations

• Maintain strict confidentiality of all materials and data accessed or produced under this contract

• Refrain from disclosing any information to unauthorized individuals or entities

All materials, including documents, data, reports, and correspondence, produced or accessed under this contract are the property of the BIE and must be treated as confidential. Disclosure of any information outside of authorized BIE personnel, the designated school, or individuals directly involved in service delivery is strictly prohibited and will be considered a material breach of contract.

9.0 DATA RIGHTS & DOCUMENT OWNERSHIP

In accordance with FAR Clause 52.227-14, the Government retains unlimited rights to all materials first produced under this contract. This includes, but is not limited to:

• Work plans

• Reports and recommendations

• Forms, tools, and training materials

• Process guides and policies

• Any other deliverables

Contractor personnel shall not use or share any student, staff, or parent data collected under this contract for any purpose outside the scope of this agreement. All data collected and analyzed must be used solely to support the school counseling program and services of IES and TDS. Upon contract completion or termination, all contractors must return BIE-owned property, documentation, records, and confidential information.

10.0 GOVERNEMENT FURNISHED EQUIPMENT

The BIE will provide the following resources:

• BIE issued Laptop

• Access key systems like the BIE’s Bison Connect email, SharePoint sites, Native American Student

Information System (NASIS), and others, as needed to perform key job duties outlined for each position.

• Government PIV Card

11.0 DELIVERABLES AND PERFORMANCE REQUIREMENTS

Timely submission of deliverables is essential to successful completing this requirement. Schedules for deliverables are specified in Table 1. All deliverables shall be prepared and submitted according to the format, content and scheduled described in the SOW. All deliverables will be submitted via email to the Contracting Officer Technical Representative (COR).

Table 1: The Contractor is required to provide the following deliverables within the designated timeframes:

Deliverable Responsible Timeline Mode of Delivery Submit to

Personnel package (resume, qualifications, licenses, etc.)

Vendor Project Manager (PM) & School Behavioral Health Counselor

At solicitation & award

Email documents as PDF email and attach to contract file

COR

BIE PERSEC Intake (background check)

Vendor PM & School Behavioral Health Counselor

Within 3 business days of award (forms); 4–6 weeks processing typical

Email (PDF) to COR;

mail originals with tracking info;

complete US Access fingerprints & e-APP

COR → BIE PER SEC

(Albuquerque)

Mandatory training (IMT, DOI incident reporting, SCAN Training)

School Behavioral Health Counselor

Pre-service;

certificates kept current

Email Training certificates (PDF)

COR (retain in personnel file)

Monthly Status Report Vendor PM Monthly, by the 5th day of each month

Email COR

Work Schedule Vendor PM & School Behavioral Health Counselor

Monthly, by the 5th day of each month

Email COR, IES Principal, & TDS Principal

Student Progress Report & Goal Tracking

School Behavioral Health Counselor

Quarterly, within 2 weeks following the end of each grading period.

Use required template; upload digitally on NASIS and file hardcopy in student IEP folder.

NASIS & Student File;

submission verified by Special Education case manager, IES Principal, & TDS Principal

Individualized Education Plan (IEP) Service Logs

School Behavioral Health Counselor

Monthly by the 5th day of each month

Use required template; upload digitally on NASIS and file hardcopy in student IEP folder.

NASIS & Student File;

submission verified by Special Education case manager, IES Principal, & TDS Principal

Behavioral Health Screening Summary

School Behavioral Health Counselor

Annually, by December 31

Email to Principal &

COR.

COR, IES Principal, & TDS Principal

End-of-Year Program Evaluation Report

School Behavioral Health Counselor

Annually, by April 30

Email to Principal &

COR.

COR, IES Principal, & TDS Principal

Incident Response Log School Behavioral Health Counselor

Monthly, by the 5th day of each month

Email to Principal &

COR.

COR, IES Principal, & TDS Principal

Schoolwide Behavioral and Mental Health Counseling Program Plan

School Behavioral Health Counselor

Annually, by April 30

Email to Principal &

COR.

COR, IES Principal, & TDS Principal

Deliverable: Personnel Package The Contractor must submit a resume along with all supporting documentation of the Key Personnel to validate the requirements, as outlined in Section 4.0 Key Personnel, at the time of proposal and again, at time of award.

Deliverable: BIE PERSEC Intake The Contractor must submit the BIE Personnel Security Intake Package (PERSEC Intake) within 3 to 5 business days after award and facilitate the paperwork with the Key Personnel, as outlined in Section 6.0 BIE Background Check Investigation.

Deliverable: Mandatory Training The Key Personnel must complete all mandatory training, outlined in Section 7.0 B, before access is granted to BIE systems. Submit a copy of training certificate immediately upon completion and again at the time of renewal. The certificate must display the title of the training, name of participant (i.e., Key Personnel), date of completion, and expiration date (if applicable).

Deliverable: Monthly Status Report The Contractor will submit a detailed, all-inclusive monthly status report outlining all efforts under the Contract that contribute to a comprehensive support system at each school. This report shall accompany the corresponding monthly invoice and should reflect all charges represented in the voucher. The report must include:

• A narrative on work performed and progress made on all tasks levied under the resulting contract, with attribution by name to who performed the work.

• A summary of training accomplishments, including topics covered and attendance numbers for staff, parents, or students.

• Identification of any concerns or potential issues that may affect contract performance or school operations.

• Alignment of reported activities with the corresponding monthly invoice.

Deliverable: Work Schedule Establish a work schedule in coordination with the COR and school Principals. The schedule will account for the school calendar, school closure days, and how the work week will be split between the two schools. A monthly schedule projects the planned work for the upcoming month.

Deliverable: Student Progress Report & Goal Tracking This report is required for all students with an individualized support plan (i.e., MTSS, SIT, BIP, IEP, Section 504) requiring behavioral health interventions. It will summarize behavioral health interventions and student progress towards meeting goals during each quarterly grading period. With a template provided, the report should include:

• Data on SEL activities and targeted interventions.

• Individual and group counseling outcomes.

• Analysis of behavioral trends and progress toward individualized goals.

• Recommendations for adjustments to interventions or supports.

Deliverable: Individualized Education Program (IEP) Service Log Maintain an accurate and detailed Individualized Education Program (IEP) Service Log for each student receiving behavioral health counseling services. With a template provided, the log must document the date, duration, and type of service provided, aligned with the student’s IEP goals and objectives. Entries should include the provider’s name and signature, student identifier, and any relevant notes on progress or concerns.

Update logs promptly after each session and file them online to NASIS monthly, with a hardcopy in the student's IEP folder. A designated school personnel will periodically review submission of deliverable. All documentation must comply with confidentiality requirements under IDEA and FERPA.

Deliverable: Behavioral Health Screening Summary Submitted once per year, this summary will provide:

• Aggregate data from behavioral health screenings and assessments, including the number of students screened, types of screenings administered, and overall results.

• Identification of common trends or emerging issues within the student population, such as increases in anxiety, depression, or behavioral issues.

• Recommendations for schoolwide or targeted interventions based on screening results, with specific examples of strategies or programs that could address identified needs.

• Details on the process for follow-up and referral for students identified as needing additional support, including timelines and responsible personnel.

• Assurance that all data is presented in compliance with FERPA and HIPAA standards, with a description of the measures taken to ensure data confidentiality and security.

Deliverable: End-of-Year Program Evaluation Report This annual report will evaluate the overall effectiveness of the behavioral health counseling program. It should include:

• A comprehensive review of all services provided, including SEL implementation, counseling sessions, and family engagement activities.

• Outcome data demonstrating impact on student behavior, attendance, and academic performance.

• Feedback from staff, students, and families (if collected).

• Recommendations for program improvement and sustainability.

Deliverable: Incident Response Log Submitted monthly, this log will document all behavioral health-related incidents requiring intervention.

Each entry should include:

• Date and description of the incident.

• Actions taken by the counselor and any collaborating staff.

• Follow-up steps and outcomes.

• Recommendations for preventing similar incidents in the future.

Deliverable: Schoolwide Behavioral and Mental Health Counseling Program Plan This annual deliverable will outline a comprehensive schoolwide system aligned with the WSCC and MTSS frameworks. The plan should include:

• Counseling protocols and referral processes.

• Crisis response procedures and coordination plans with local health service units (IHS/Tribal) and community partners.

• Strategies for integrating trauma-informed and culturally responsive practices.

• Goals, timelines, and metrics for evaluating program success.