Attachment_1__Statement_of_Work.pdf

STATEMENT OF WORK

Professional Staffing Services

1.0 BACKGROUND

The Bureau of Indian Education (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. BIE is seeking a staffing contract for three positions: School Psychologist, Speech Language Pathologist, and Occupational Therapist to support Isleta Elementary School (IES) located in Isleta Pueblo, New Mexico, and the T’siya Day School (TDS) in Zia Pueblo, New Mexico, for the 2026-2027 school year and potentially four (4) additional school years (option years).

The IES is operated by the BIE under the direction of the Associate Deputy Director, Bureau Operated Schools (ADD-BOS) and an Education Program Administrator (EPA). 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.

Isleta Elementary School

Isleta Elementary School (IES) serves grades K through 6 and serves approximately 90 students. 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. As you enter the building and glance up, you will see a flock of geese flying North, telling us it is time to plant. Walk into the courtyard, and you will find two cisterns that collect rainwater that is to be used in the school garden and the landscaping throughout the school grounds. Cross over the bridge and you will be led to the gymnasium, which is a generous building designed for students/community gatherings and celebrations. Lively green is the color scheme used to represent the primary wing (lower grades K-3), where planting, cultivating, and watering is done. The blue tiles represent the water, and the purple tiles represent the mountains. This is a place where students sprout and are nourished like a tender plant reaching the sun. The warm fall orange and tan colors are in the intermediate wing (upper grades 4- 6), which represent the harvest. This is a place for older students to collect knowledge and to mature. The subdued color scheme is welcoming and calming. Tile placement throughout the playground area adds to represent the Rio Grande, a river that has sustained life for hundreds of years. A traditional outdoor horno was built. This is a place to bake, gather, and feast on homemade treats, made by students and staff.

The IES academic programs help preserve tribal customs and build upon the rich Isleta Pueblo history.

Qualified and experienced teaching staff helps students to prepare and adjust to society’s continued technological advances while embracing all aspects of their true identities and ancestry. IES understands the unique learning and teaching strategies necessary for growth of its community. Eager children enter the doors of our learning center and exit them as leaders. IES has approximately 20 Students with Disabilities with an Individual Education Plan (IEP) annually, who range from mild to moderate cases of specific learning disabilities, speech language impairments, other health impaired, as well as autism.

T’siya Day School

The T’siya Day School (TDS) is located in T’siya, NM, which is a Pueblo Tribal community. TDS is a K- 8th grade school, serving approximately 55 students. Health and safety are the top priorities as we

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 2 establish effective learning programs to guide and support students from childhood through adolescence.

T’siya Day School’s constant connection to the Pueblo community will nurture all students as they develop academically, socially, emotionally, and spiritually.

The TDS is home to the Zia Suns. The mission is to make sure all students are educated in a holistic approach, academically, socially, and culturally. All students have access to high-quality learning resources and modalities for success in all academic settings. TDS tries to welcome students to an exciting learning environment where every day presents a new opportunity to grow. As the students soar and reach new academic heights, their futures become brighter. From childhood to adolescence, TDS students discover and develop a wide range of academic interests, skills, and talents.

The TDS academic programs help preserve tribal customs and build upon T’siya Day School’s history.

TDS embraces the Keres language, Zia pueblo arts, culture, and traditions. Qualified and experienced teaching staff help students to prepare and adjust to society’s continued technological advances while embracing all aspects of their true identities and ancestry. TDS understands the unique learning and teaching strategies necessary for the growth of its community. Eager children enter the doors of our learning center and exit them as leaders. TDS has approximately 10 Special Education Students with an Individual Education Plan (IEP) annually, who range from mild to moderate cases of other health impaired.

2.0 PURPOSE OF THE CONTRACT

IES seeks three (3) contract personnel TDS seeks one (1) contract personnel One (1) School Psychologist One (1) School Psychologist One (1) Speech Language Pathologist One (1) Occupational Therapist

These positions will be shared between the two schools, and the contractor personnel will split their work week between the two schools. Contract Personnel will help create effective behavior changes focused on positive, healthy behaviors. 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.

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 all-inclusive hourly rate shall 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). 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).

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. Contract Personnel will promote positive student behaviors to create a safe, effective learning environment for all students. The positions will provide services and supports to both general education and special education students. For students who qualify for special education and/or related services, services shall be provided in accordance with P.L. 108-446, the Individuals with Disabilities Education Act of 2004 and/or Pub. L. No. 93-112, Section 504 of the Rehabilitation Act of 1973, as applicable.

3.0 SCOPE OF WORK

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 3

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

4.0 TASKS & REQUIREMENTS

4.1 CONTRACTOR (PROFESSIONAL STAFFING FIRM)

The Contractor Firm shall:

a. Recruit, screen, and interview potential applicants within 30-days of award for each position under this SOW. This includes validating that each potential applicant meets the minimum qualifications and educational requirements for the position.

b. Present potential applicants to BIE for final approval before proceeding with hiring and placing the applicant. All potential applicants must have the skills, competencies, and experience. The BIE reserves the right to interview all potential applicants before proceeding to ensure the individual is a good fit and understands the scope and nature of this work.

c. Present a complete Applicant Package for each potential applicant. A complete Applicant Package includes:

a. The applicants resume – which must be no more than 4 pages in length.

b. A copy of the applicant’s current certifications and/or licenses.

d. Upon BIE’s approval, hire and assign the Contract Personnel to perform the respective duties of the position for which the individual is being hired. A Contract Personnel will be under the supervision of the School Principal or his/her designee at each location.

e. Status of Contract Personnel: The Contract Personnel shall have the status of independent contractor to the BIE, IES and shall not be employees of the BIE. The Contract Personnels will remain exclusive employees of the staffing firm. Because the Contract Personnel is not an employee of the BIE or IES, the Contract Personnel is excluded from participating in any fringe benefit plans or programs of the BIE or IES, including, but not limited to, health, sickness, accident or dental coverage, life insurance, disability benefits, severance, accidental death and dismemberment coverage, unemployment insurance coverage, workers’ compensation coverage, and pension or Thrift Savings Plan (401(k)) benefit(s). Thus, the staffing firm is the common law employer of Contract Personnel, and is responsible for the following:

f. Pay Contract Personnel’ wages and provide them with the benefits that the staffing firm offers to them, if any.

g. Pay, withhold, and transmit payroll taxes; provide unemployment insurance and workers’ compensation benefits; and handle unemployment and workers’ compensation claims involving Contract Personnel.

h. Require Contract Personnel to sign an agreement acknowledging that they are not entitled to holidays, vacations, disability benefits, insurance, pensions, or retirement plans, or any other benefits offered or provided by the BIE; and

i. Require Contract Personnel to sign a confidentiality agreement before they begin their assignments to the BIE.

j. Comply with federal, state and local labor and employment laws applicable to the Contract Personnel, including the Immigration Reform and Control Act of 1986; the Internal Revenue Code (“Code”); the Employee Retirement Income Security Act (“ERISA”); the Health Insurance Portability and Accountability Act (“HIPAA”); the Family Medical Leave Act; Title VII of the Civil Rights Act of 1964; the Americans with Disabilities Act; the Fair Labor Standards Act; the Consolidated Omnibus Budget Reconciliation Act (“COBRA”); the Uniformed Services Employment and Reemployment Rights Act of 1994; and, the Patient Protection and Affordable Care Act (ACA).

k. Comply with all provisions of the ACA applicable to the Contract Personnel, including the employer shared responsibility provisions relating to the offer of “minimum essential coverage” to “full-time” employees.

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 4

l. Facilitate the federal background check with assigned BIE Security Personnel and the BIE, IES point of contact, to ensure Contract Personnel completes the federal onboarding, vetting and background clearance process required by BIE. The Contract Personnel must receive a favorable clearance before they can enter on duty at the IES.

m. Make reasonable efforts to provide a similarly qualified replacement in case a Contract Personnel does not report to work. A replacement must be identified within 15-business days.

n. Fill position without creating expectations of long-term employment. The length of placement under this contract will be short-term but is contingent upon when BIE selects, hires, and onboards a permanent BIE personnel person to fill the position of the Contract Personnel positions.

o. Require Contract Personnel to provide on-site services at the IES in Isleta Pueblo, New Mexico and at TDS in Zia Pueblo, New Mexico.

p. Require Contract Personnel to participate in required school personnel meetings and required, BIE training as identified by the Principal or his/her designee.

q. Ensure Contract Personnel is provided with the housing, transport and other tools required for the provision of the services. This includes responsibility for any travel arrangements directly associated to providing services to students.

r. Ensure the Contract Personnel does not claim additional hours worked unless expressly agreed by BIE in advance of the additional hours being worked.

s. Identify a Project Manager to coordinate contract activities. The Project Manager is not a chargeable labor category under the contract.

t. Invoice monthly.

4.2 GENERAL TASKS & RESPONSIBILITY OF CONTRACT PERSONNEL

The following apply to all Contracted Personnel identified under this contract, including School Psychologist, Speech-Language Pathologist, Occupational Therapist, Special Education Teacher (if ordered), and Physical Therapist (if ordered). Each Contracted Personnel shall perform only those duties that are within the scope of their professional licensure, certification, education, training, and applicable federal, state, tribal, Bureau of Indian Education (BIE), and school requirements.

A. Student Support Services

i. Design instructional, intervention, and therapy programs based on individual student needs and established plan (i.e., Individualized Educational Plan).

ii. Re-assess and modify intervention plans when necessary; provide progress reports to parents, teachers, and case managers; maintain records in accordance with federal regulations.

iii. Maintain professional knowledge of and rapport with each assigned student to facilitate effective delivery of services.

iv. Research evidence-based interventions, assessment tools, supports, approaches, and community resources to determine appropriate services and recommendations for students.

v. Consult with and instruct educators. Facilitate professional development for educational personnel that incorporates evidence-based practices, supports, research, and instructional strategies that foster positive learning environments.

vi. Collaborate with educational teams in the development, implementation, and monitoring of individual student plans and positive support strategies.

B. Assessment, Evaluation, and Eligibility Determination

i. Upon receipt of parental consent for evaluation, conduct comprehensive psychoeducational, educational, behavioral, social-emotional, adaptive behavior, cognitive, academic, or other assessments, as appropriate and within the contractor's

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 5 professional licensure or certification, to determine eligibility for special education and related services under the Individuals with Disabilities Education Act (IDEA)

ii. Conduct initial evaluations, reevaluations, and triennial evaluations, as appropriate and within the contractor's professional licensure or certification, within all applicable IDEA, Bureau of Indian Education (BIE), and agency timelines.

iii. Review and analyze student records, intervention data, Child Study Team referrals, teacher concerns, parent requests, cumulative records, observations, and other relevant educational information to determine evaluation needs and identify any additional assessments required, as appropriate and within the contractor's professional licensure or certification.

iv. Prepare comprehensive, legally defensible evaluation reports documenting assessment procedures, findings, educational impact, eligibility determinations, and recommendations in accordance with IDEA, BIE requirements, and professional standards, as appropriate and within the contractor's professional licensure or certification.

v. Evaluate students for eligibility under applicable IDEA disability categories, including but not limited to Specific Learning Disability (SLD), Intellectual Disability (ID), Autism, Emotional Disability, Other Health Impairment (OHI), Developmental Delay, and other disability classifications, as appropriate and within the contractor's professional licensure or certification

vi. Participate in multidisciplinary evaluation teams and Eligibility Determination Team (EDT) meetings to present evaluation findings, explain assessment results, determine eligibility, and provide recommendations regarding special education and related services.

vii. Develop evidence-based recommendations for specially designed instruction, accommodations, modifications, assistive technology, related services, instructional interventions, and other educational supports based upon assessment findings.

viii. Collaborate with teachers, administrators, related service providers, parents, and multidisciplinary teams regarding educational programming, instructional planning, intervention strategies, and implementation of evaluation recommendations.

ix. Participate in reevaluation planning by determining whether existing evaluation data are sufficient or whether additional assessments are necessary to support eligibility decisions and educational planning.

x. Monitor compliance with IDEA evaluation timelines, procedural safeguards, assessment requirements, and applicable federal, state, tribal, and Bureau of Indian Education (BIE) regulations.

xi. Select appropriate assessment instruments based on referral concerns, available background information, and professional judgment.

xii. Provide all assessment instruments, protocols, scoring materials, and reporting software necessary to perform contracted evaluation services unless otherwise provided by the school.

xiii. Continually supervise students to ensure a safe, culturally supportive, non-threatening, nurturing, therapeutic and educational environment where all students can thrive.

C. Case Management

i. Review student files and Individualized Education Program (IEP) information to understand each student's educational, behavioral, and social-emotional needs.

ii. Document services, therapy and intervention sessions, consultations, observations, and evaluations using school-approved documentation procedures and service logs.

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 6

iii. Consult with other service providers (e.g., special education teachers, speech-language pathologists, counselors, social workers, physical therapists, and occupational therapists) to develop cohesive intervention plans and multidisciplinary supports.

iv. Consult with school personnel regarding behavioral concerns, intervention planning, threat assessment procedures, crisis response, and implementation of positive behavioral supports.

v. Follow school policies and procedures for management of physical student files and digital records using the school's information system (e.g., Native American Student Information System or NASIS), including successful completion of all required security and information training (e.g., Information Management and Technology (IMT) Training).

vi. Coordinate evaluation timelines and compliance activities to ensure initial evaluations, reevaluations, eligibility determinations, and required documentation are completed within IDEA timelines.

vii. Review educational records and assessment histories to determine evaluation needs and ensure compliance with procedural safeguards.

viii. Meet regularly with the special education coordinator, case manager(s), or designated school personnel to review student caseloads, evaluation timelines, upcoming initial and triennial evaluations, required documentation, and outstanding action items.

D. Child Find

i. Participate in Child Find activities through consultation, screening, data review, observations, and evaluation planning to identify students who may require special education or related services.

ii. Assist multidisciplinary teams in the development and implementation of screening procedures and referral processes for newly enrolled and potentially eligible students.

iii. Assist school personnel in identifying students whose academic, behavioral, social-emotional, or adaptive functioning may indicate a disability requiring evaluation under IDEA or Section 504.

iv. Assist in reviewing intervention data, MTSS/RTI documentation, and referral information to determine when comprehensive evaluations are warranted.

v. Consult with instructional staff regarding prereferral interventions and educational supports prior to special education referral, when appropriate.

vi. Schedule and coordinate evaluations promptly upon receipt of a complete referral package and parental consent, in collaboration with school personnel.

E. IEP Participation

i. Participate in IEP meetings and multidisciplinary team (MDT) meetings for the purpose of developing educational plans and providing information regarding student academic, behavioral, adaptive, and social-emotional functioning.

ii. Participate in Eligibility Determination Team (EDT) meetings to present and explain evaluation results, determine eligibility criteria, and provide recommendations regarding special education services and supports.

iii. Contribute to the development of IEPs in collaboration with teachers, parents, school personnel, and other professionals.

iv. Assist IEP teams in developing measurable IEP goals, as appropriate.

v. Provide recommendations regarding accommodations, modifications, behavioral supports, counseling services, and related services based on evaluation findings.

vi. Present educational assessment findings and explain educational implications to parents, school personnel, and multidisciplinary team members.

vii. Assist IEP teams in developing measurable academic goals, present levels of academic

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 7 achievement and functional performance (PLAAFP), accommodations, modifications, and specially designed instruction based on evaluation results.

viii. Provide recommendations regarding eligibility, educational programming, instructional strategies, transition planning (when appropriate), and least restrictive environment

(LRE).

F. Planning & Organization

i. Develop and maintain a schedule for evaluations, observations, direct student services, consultations, site visits, multidisciplinary team meetings, assessment planning, consent procedures, required documentation, and other psychological and educational services in consultation with special education case manager(s).

ii. Develop and maintain a planning calendar to monitor evaluation timelines, referrals, upcoming initial and triennial evaluations, IEP meetings, assessment deadlines, travel schedules (when applicable), and compliance requirements.

iii. Design individual student plans based on student needs and IEP requirements consistent with IDEA and agency guidelines.

iv. Participate as a member of school crisis response, threat assessment, safety, and student support teams, as applicable and as requested by the school administration.

v. Coordinate assessment schedules with campus personnel to ensure compliance with evaluation timelines and minimize instructional disruptions.

vi. Maintain assessment materials, protocols, testing security, and scoring procedures in accordance with publisher requirements and professional standards.

vii. Schedule and make themselves available to meet in-person on-site with students, guardians/parents and staff to coordinate visits, services, and evaluations.

G. Administrative and Professional Development

i. Provide services during the school year as required by student IEPs, evaluation timelines, and school needs in accordance with the approved school year calendar.

ii. Provide school psychology services during extended school year (ESY) as mandated on the IEP and in accordance with the approved summer school calendar.

iii. Provide compensatory services to support students who have experienced a loss of services due to failure to properly implement the IEP; compensatory services may occur during the school day, after school, or during the summer in agreement with the IEP team.

iv. Complete required online trainings to access BIE systems and establish a BIE email.

v. Participate in required school staff meetings and BIE training, as applicable.

vi. Maintain all required professional licensure, certifications, and continuing education necessary to perform contracted services and immediately notify the Contracting Officer Representative (COR) and/or Contracting Officer (CO) and school administration of any change in licensure or certification status.

vii. Adhere to the government, state, tribal, and local ordinances, laws and protocols, including COVID-19 protocols.

viii. 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.

ix. Participate in professional personnel development days and trainings offered by BIE, in support of the larger school-wide initiative.

x. Must adhere to all school level policy and procedures related to unexpected and scheduled leave, work schedule, communication channels, and duty assignments.

H. Documentation and Reporting

i. Evaluate and record student progress according to each student's IEP.

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 8

ii. Provide progress reports to parents/guardians, case managers, and teachers according to each student's IEP or service requirements.

iii. Maintain assessment protocols, evaluation reports, eligibility documentation, student data, student records, intervention reports, service logs, and supporting documents in accordance with applicable confidentiality requirements, federal regulations, professional standards, Bureau of Indian Education (BIE) policies, and school recordkeeping procedures.

iv. Contribute to the preparation of routine special education reports, including but not limited to special education data collection reports, Child Find activities, and program reviews, in collaboration with administrators and special education case manager(s).

v. Maintain testing protocols, assessment records, eligibility documentation, and supporting evaluation data in accordance with confidentiality requirements and professional standards.

vi. Document educational recommendations, instructional implications, and eligibility rationale in all evaluation reports.

I. Parent Connection and Parent Communication

i. Meet with students and families on a regular basis to provide recommendations and strategies that support student behavioral, social-emotional, and academic success when necessary.

ii. Conduct surveys and outreach activities to maintain parent connection and communication.

iii. Participate in parent/teacher conferences as requested.

iv. Confer with parents and guardians regarding student progress, assessment procedures, evaluation results, eligibility determinations, concerns, accommodations, instructional recommendations, services, and the special education process in a clear and understandable manner.

J. Communication:

i. Meet with the special education program supervisor (e.g., Principal, Special Education Coordinator) and case manager(s) to discuss student caseloads, evaluation timelines, counseling services, behavioral interventions, and upcoming assessments.

4.3 GENERAL QUALIFICATIONS REQUIREMENTS FOR ALL POSITIONS

A. Experience:

i. Minimum of five (5) years providing school-based services and a resume to demonstrate direct experience with the types of tasks and responsibilities outlined in this scope of work.

ii. Candidates with less than five (5) years of experience, including recent graduates, may also be considered if both education and certification/licensure requirements are satisfied for the position.

B. Preferred Qualifications:

i. Demonstrated autism-informed training.

ii. Experience working in Native American communities.

4.4 CONDITIONS OF EMPLOYMENT

Prior to entering on duty with BIE, the Contract Personnel is subject to a suitability or fitness determination including:

a. Appointment is subject to a suitability or fitness determination, as determined by a completed background investigation.

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 9

b. Must be able to obtain and maintain a background clearance.

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

5.0 SCHOOL PSYCHOLOGIST POSITION DESCRIPTION

5.1 TASKS AND JOB DUTIES

The School Psychologist shall provide comprehensive psychological services that support students' academic achievement, behavioral functioning, social-emotional well-being, and access to a free appropriate public education (FAPE), in accordance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and 25 Code of Federal Regulations Part 39 – Indian School Equalization Program (ISEP). In addition to the Section 4.2 General Tasks and Responsibilities, the School Psychologist shall:

A. Provide individual and group counseling services consistent with student IEPs and behavioral intervention plans.

B. Conduct Functional Behavioral Assessments (FBAs) and develop behavioral recommendations to address challenging behaviors.

C. Assist educational teams in developing, implementing, and monitoring Behavior Intervention Plans (BIPs).

D. Conduct behavioral observations and social-emotional assessments to support evaluation and intervention planning.

E. Provide crisis intervention, threat assessment consultation, suicide risk consultation, and post-crisis support in accordance with school policies.

F. Support implementation of Multi-Tiered Systems of Support (MTSS), Positive Behavioral Interventions and Supports (PBIS), and Response to Intervention (RTI) through consultation and data analysis.

G. Provide professional development to school personnel regarding behavior management, trauma-informed practices, mental health, and positive school climate.

5.2 QUALIFICATIONS, EDUCATION AND SKILLS

A. Experience:

i. Minimum of five (5) years providing school-based psychology services and a resume to demonstrate direct experience with the types of tasks and responsibilities outlined in this scope of work.

B. Education:

i. Master's degree, Educational Specialist (Ed.S.), Specialist in School Psychology (SSP), or doctoral degree in School Psychology or closely related field from an accredited or pre-accredited institution recognized by the U.S. Department of Education.

C. Certification and Licensure:

i. Valid, unrestricted license/certification from a state or U.S. Territory that grants legal authority to provide school psychological services.

ii. Meet the standards of professional and ethical conduct prescribed by their discipline or licensing board.

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

6.0 SPEECH LANGUAGE PATHOLOGIST POSITION DESCRIPTION

6.1 TASKS AND JOB DUTIES

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 10

The Speech-Language Pathologist (SLP) shall provide speech-language pathology services designed to improve students' communication skills and educational performance, in accordance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and 25 Code of Federal Regulations Part 39 – Indian School Equalization Program (ISEP). In addition to Section 4.2 General Tasks and Responsibilities, the SLP shall:

A. Evaluate students with suspected speech-language disorders using standardized and informal assessment procedures.

B. Develop and implement individualized speech-language treatment plans consistent with IEP goals.

C. Provide direct and indirect speech-language therapy services individually and in groups.

D. Assess articulation, phonology, fluency, voice, receptive language, expressive language, pragmatics, and augmentative and alternative communication (AAC), as appropriate.

E. Recommend communication supports, classroom accommodations, AAC systems, and assistive technology.

F. Train school personnel and families regarding communication strategies and carryover activities.

G. Monitor student progress and revise therapy approaches based upon student performance.

6.2 Educational Qualifications: Experience, Education Certifications and Licensures and

Preferred Qualifications A. Education:

i. Master’s degree (or higher) in Speech Language Pathology from an accredited or pre-accredited institution recognized by the U.S. Department of Education.

B. Certification and Licensure:

i. Valid, unrestricted license/certification from a state or U.S. Territory that grants legal authority to provide school psychological services.

ii. Meet the standards of professional and ethical conduct prescribed by their discipline or licensing board.

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

7.0 OCCUPATIONAL THERAPIST POSITION DESCRIPTION

7.1 TASKS AND JOB DUTIES

The Occupational Therapist (OT) shall provide occupational therapy services that promote student participation in educational activities and improve functional performance within the school environment, in accordance with the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, and 25 Code of Federal Regulations Part 39 – Indian School Equalization Program (ISEP). In addition to Section 4.2 General Tasks and Responsibilities, the Occupational Therapist shall:

A. Evaluate fine motor, visual-motor integration, sensory processing, self-care, adaptive behavior, and school-related functional skills.

B. Develop individualized occupational therapy intervention plans.

C. Provide direct and consultative occupational therapy services.

D. Recommend adaptive equipment, environmental modifications, sensory supports, and assistive technology.

E. Collaborate with instructional staff regarding classroom accommodations and therapeutic strategies.

F. Train school personnel and families on therapeutic activities and adaptive techniques.

G. Monitor student progress and modify interventions based on documented outcomes.

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 11

7.2 Educational Qualifications: Experience, Education Certifications and Licensures and Preferred Qualifications

A. Education:

i. Master’s degree (or higher) in Occupational Therapy from an accredited or pre-accredited institution recognized by the U.S. Department of Education.

B. Certification and Licensure:

i. Valid, unrestricted license/certification from a state or U.S. Territory that grants legal authority to provide school psychological services.

ii. Meet the standards of professional and ethical conduct prescribed by their discipline or licensing board.

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

8.0 GENERAL REQUIREMENTS

8.1 PLACE OF PERFORMANCE

Location: Isleta Elementary School Address: 1000 Moonlight Drive SW, Albuquerque, NM 87105

Location: T’siya Day School Address: 1000 Borrego Canyon Road, Zia Pueblo, NM 87053

Remote work is at the discretion of the Bureau of Indian Education (BIE).

BIE will inform the Tribal Council in writing of Contracted Personnel attendance in the Pueblo. Physical attendance on the Pueblo is subject to any relevant Tribal orders regarding travel or other restrictions or occurrences that would impede their physical attendance, including but not limited to any related public health orders.

8.2 REMOTE SERVICE DELIVERY

A. The contract personnel shall primarily provide services on-site at place of performance. Remote service delivery is not guaranteed under this contract and may only occur with prior written approval from BIE, through the Contracting Officer's Representative (COR) or Contracting Officer (CO). Remote delivery of services is strictly at the discretion of BIE, not an option to circumvent on-site services.

B. Subject to applicable federal requirements, professional standards, licensing regulations, and school policies, certain services may be provided remotely when approved by BIE, including consultation, report writing, record reviews, progress reporting, multidisciplinary team meetings, Individualized Education Program (IEP) meetings, staff training, and other administrative activities.

C. Remote delivery of direct student services, including counseling, behavioral interventions, evaluations, and assessments, shall be subject to prior BIE approval and must comply with applicable professional standards, assessment publisher requirements, student confidentiality requirements, and BIE policies.

D. BIE reserves the right to require in-person services when necessary to meet student needs, maintain compliance with IDEA, Section 504, or BIE requirements, or ensure the validity and reliability of assessments.

E. Authorization for remote service delivery on one occasion shall not be construed as approval for ongoing or future remote services. Each authorization shall be limited to the period, circumstances, and services approved by BIE.

F. Any services provided remotely shall be invoiced under a reduced rate as travel-related costs are

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 12 not necessary to fulfill the requirements of this contract.

8.3 HOURS OF OPERATION AND ESTIMATED WORK HOURS

BIE schools 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 Contract Personnel may be required to work during the summer months or during summer school, based on student need and at the direction of BIE. Service hours may increase or decrease based on school needs, student assessments and evaluations, and will be scheduled and coordinated on an ongoing basis.

Travel time to/from the school is not a reimbursable cost under this contract.

• Work Schedule: The school day for students is from 8:00 AM to 3:00 PM MDT. The Contract Personnel must complete duties on-site between 7:30 AM and 4:00 PM MDT. A 30-minute lunch break is included during workdays exceeding 6 hours and not chargeable. A Work Schedule will be established with the site supervisor to accommodate school hours and school activities.

• Hours and Availability: Hours are estimated based on current needs, with no guarantee that all hours will be requested or worked. The Contract Personnel will follow the school calendar and work on all open school days. Leave and vacation must align with the school calendar.

• Leave Procedures: The Contract Personnel must provide verbal and written notification to the site supervisor before taking a leave of absence. 24-hour notice is preferred. Leave of absence is not chargeable.

• Extra Hours: There shall be no additional hours worked unless a funded bilaterial modification is signed by both parties in advance of the additional hours being worked.

• Holidays and School Breaks: The Contract Personnel cannot claim work on days the school is closed for holidays and school breaks.

• Additional Considerations: The Contract Personnel must accommodate the schedule for staff development days, parent-teacher conferences, IEP meetings, professional learning communities, and other school activities.

The total estimated number of work hours is:

Psychology SLP OT Isleta ES 225 hours 323 hours 102 hours T’siya DS 80 hours 0 hours 0 hours TOTAL 305 hours 323 hours 102 hours

8.4 TRAVEL

The contractor shall be required to arrange, procure and finalize all travel plans to support performance of this contract. This will include traveling to/from the place of performance to be on-site to deliver services at the school. All travel costs including transportation costs are included in the established all-inclusive rate and will not be billable as a separate cost.

8.5 SCHOOL CLOSURES

A. Contract Personnel are shall not work on federal holidays.

B. Contract Personnel are 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 BIE if the school site is not accessible.

C. BIE shall provide as much advance notice as reasonably practicable regarding planned or anticipated school closures. For emergency or unforeseen closure events, BIE shall notify the

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 13

Contractor and Contracted Personnel as soon as practicable after such information becomes available.

8.6 CONTRACT PERSONNEL ONBOARDING TIMEFRAME

The Contractor is responsible for recruiting Contract Personnel with the necessary level of expertise to support the tasks and requirements in this Statement of Work. The Contractor will provide only candidates whose experience and education meets or exceeds the minimum requirements. The following outlines the key steps and projected timeframes, for the Contractor and BIE to onboard and vet the Contract Personnel.

• The Contractor shall identify and provide potential candidates for the position, within 5-days of Contract Award.

• The Government will review the applicant package to ensure it meets the minimum requirements of the contract. BIE will review the package within 2 business days of receiving it from the Contractor. If the potential candidate meets all the basic minimum requirements of the position, BIE will notify the Contractor.

• BIE and the Contractor will schedule an interview with the candidate, the principal and COR.

• The Contractor must submit the BIE Personnel Security Intake Package (PERSEC Intake) within

5-business days after the government gives the approval to proceed with the potential candidates.

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

• Contract Personnel are required to report to work within 2 weeks of the BIE Personnel Security

Office providing a favorable background check and an entering on duty date.

8.7 WORK ENVIRONMENT

Most of the work is completed in a school environment and on the IES or TDS school campus providing direct services to students. Contract Personnel may be eligible to work remotely in fulfillment of key administrative tasks of this contract as outlined in Section 8.3 Remote Service Delivery.

8.8 PERSONAL CONTACTS

Personal contacts are with students, co-workers, Area/Agency employees, Federal and non-Federal agencies, parents, other professional educators, social services agencies, law enforcement agencies, and community members, who work at or in partnership with BIE.

9.0 ADMINISTRATIVE REQUIREMENTS

9.1 SECURITY

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.

A. Identification Requirements

i. The Contract Personnel 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.

ii. Contractor personnel must ensure that all official communications, documentation, and signature lines clearly identify their role as a contractor. Example signature format: Jane Doe, School Psychologist (Contractor)

B. Mandatory Training Requirements

i. Prior to initiating services, the Contract Personnel shall complete the following mandatory training:

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 14

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

Contractor personnel must comply with all federal, Department of the Interior (DOI), Indian Affairs (IA), and court-mandated IT policies.

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

iv. SCAN Reporting Training – to understand and fulfill responsibilities related to the Safety, Training certificates must be submitted to the COR and Principal and will be maintained in the contractor’s personnel file.

C. Information Technology Usage

i. The Contract Personnel will be provided with access to BIE computers and information.

ii. The Contract Personnel shall adhere to government requirements on IT usage and access to service IA users, equipment, and software; under no circumstance is the Contractor permitted to make use of Government computer systems, information, equipment, software, supplies, or accounts for purposes other than the performance of this contract.

iii. Personal or Contractor-owned computers are not permitted on any of the government networks.

iv. The Contract Personnel shall abide by United States Federal policies and procedures, the DOI policies and procedures, IA policies and procedures, and court orders.

D. Reporting Requirements

i. Contract Personnel 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.

ii. Contract Personnel shall immediately report suspected child abuse or neglect in accordance with applicable state law, BIE policy, and mandatory reporter requirements.

iii. The Contractor shall immediately report suspected computer security breaches as soon as the breach is received, heard of, or found to the Indian Affairs Information Technology (IAIT) help desk.

E. BIE Background Check

i. Background Investigations are required for the position. All contract positions with duties and responsibilities involving regular contact with or control over Indian children are subject to a background investigation and determination of suitability for employment.

Accordingly, all such positions require a favorable background screening by the Bureau of Indian Education (BIE), Personnel Security and Suitability Program and a favorable background investigation by the Defense Counterintelligence Service Agency (DCSA).

There are additional clearance requirements for Contractors working in school locations.

ii. Contract Personnel under this contract, are required to submit to suitability clearance procedures, and shall not commence work under the contract until the COR and/or CO have cleared them to be on site.

iii. All Contract Personnel must be United States citizens. The information collected during this effort is considered unclassified, sensitive; therefore, Moderate Risk Public Trust, is the sensitivity level.

9.2 DATA RIGHTS & DOCUMENT OWNERSHIP

The Government requires unlimited rights in any material first produced in the performance of this SOW, in accordance with the FAR clause at 52.217-14. The BIE shall have unlimited rights to, and ownership of all deliverables provided under this SOW. The Contractor, agrees, that any TDS student, staff, or parent data, collected in support of this agreement, will not be used, or shared. The implementation and outcome data collected, analyzed, and used in support of the Contract Requirements, Tasks and Deliverables are explicitly for the benefit of the BIE, TDS. Upon the expiry or termination of the service contract, the

Statement of Work – Professional Staffing Services | Isleta Elementary School & T’siya Day School| 15

Contract Personnel will return to BIE any property, documentation, records, or confidential information which is the property of BIE.

9.3 CONFIDENTIALITY & PRIVACY ACT

The BIE recognizes that Contractors, may have access to confidential information concerning BIE, student and former students, their families, and other community members in the fulfillment of their job duties. The contractor agrees to maintain the confidentiality of all such Confidential Information.

In particular, and without limiting the foregoing, the BIE acknowledges and understands the confidential information to which the contractor will gain access is the confidential and proprietary information of the BIE. Thus, the contractor agrees:

• Not to disclose any confidential information to anyone other than an employee of the BIE, who has a need to know such information.

• Prevent any unauthorized use or disclosure of the confidential BIE student or former student, family, or employee information.

• Promptly notify the BIE of any unauthorized use of which the contractor learns of.

• To use such confidential information for the sole purpose of fulfilling the performance under the

SOW.

Further, work on this contract will…