B08_Scope_of_Work-SPED_Teacher__SRDS.pdf

Bureau of Indian Education Santa Rosa Day School (SRDS)

Special Education Teacher - Professional Services

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STATEMENT OF WORK (SOW)

1.0 BACKGROUND/PURPOSE.

The Bureau of Indian Education (BIE) is seeking a short-term contract for a qualified Special Education Teacher for the Santa Rosa Day School (SRDS) in Sells, Arizona, to ensure compliance with the Individuals with Disabilities Education Act (IDEA) and to deliver high-quality Special Education services to its students.

To achieve this, BIE is pursuing a staffing services contract to support SRDS, a K–8 institution located in Sells, Arizona under the Phoenix Education Resource Center (ERC), for the remainder of the 2025–26 school year and for the 2026-2027 school year.

SRDS serves approximately 93 students and provides an inclusive, culturally responsive education that supports the unique needs of Tohono O’odham students while preserving their language, culture, and traditions. For the 2025–2026 school year, SRDS had 8 students who receive special education services, two of which are high needs. To meet the needs of students who require intensive support, SRDS maintains a self-contained classroom for high-needs learners.

SRDS proudly serves kindergarten through eighth-grade students in the central and northern regions of the Tohono O'odham Nation, including the Gu Achi District, Sif Oidak District and Hickiwan District. SRDS believes that academic success comes from strong partnerships between our parents/guardians, teachers and students working together to enhance the learning experience and create effective educational plans. SRDS’ program promotes academic excellence, community development, and the preservation of the Tohono O'odham language and culture. We provide a holistic curriculum aligned with state education standards while addressing students’ social, emotional, physical, and spiritual needs. Tradition and culture are integral to the learning experiences at SRDS and Tohono O’odham Elementary Schools.

At SRDS education is a team effort. We value and encourage the active involvement of parents/guardians and community members to support our students' growth. Our dedicated faculty and staff work closely with families to help students develop life skills and reach their full potential. Teamwork, communication, and active participation create a supportive and nurturing environment.

1.1 VENDOR EXPECTATIONS

The selected vendor will be responsible for:

• Recruiting and retaining qualified personnel for the position through the duration of each school year.

• Ensuring compliance with IDEA timelines and BIE protocols.

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

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

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

2.0 OBJECTIVES.

The objective of this contract is to ensure the consistent, high-quality delivery of special education and related services to students with disabilities enrolled at SRDS. The contract is designed to be short-term to address staffing shortages and difficulty the school has faced with hiring a permanent Special Education Teacher.

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

A. Ensure Timely and Compliant Service Delivery

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

Performance Measures:

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

• All IEP meetings attended as scheduled.

• Prior Written Notices and evaluation reports submitted on time.

Assessment Tools:

• NASIS documentation review

• Quarterly compliance audits

• IEP meeting logs and timelines

B. Improve Student Access to Specialized Support

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

Performance Measures:

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

Assessment Tools:

• Weekly service logs in NASIS

• Monthly service delivery reports

• Quarterly review of missed/make-up sessions

C. Enhance Student Outcomes Through Direct Services

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

Performance Measures:

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

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

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

• Quarterly progress reports

• IEP goal tracking data

• Observations and fidelity check by SPED Coordinator and School Principal.

D. Supporting Culturally Responsive Practices

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

Performance Measures:

• 100% of providers complete annual cultural competency training.

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

• Training certificates

• IEP documentation review

• Feedback from families and school staff

E. Strengthening School-Based Teams

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

Performance Measures:

• Monthly consultation logs submitted.

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

• Consultation records

• Training agendas and sign-in sheets

• Staff feedback surveys

F. Ensure Accountability and Data-Driven Decision Making

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

Performance Measures:

• 100% of service logs entered weekly.

• 100% of progress reports submitted quarterly.

• NASIS data audits

• Monthly documentation reviews

G. Providing Responsive and Ethical Professional Services

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

Performance Measures:

• 100% of staff maintain active licensure and clearance.

• No substantiated complaints of ethical violations.

• Personnel files and licensure tracking

• Background check verification

• Incident and complaint logs

3.0 SCOPE OF WORK.

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This is a Firm-Fixed Price Contract. The contractor shall provide services under an all-inclusive hourly labor rate for each labor category. The hourly rate must include all costs associated with labor, fringe benefits, overhead, general and administrative expenses, profit, materials, equipment, 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 Special Education Teacher.

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

3.1 SPECIAL EDUCATION TEACHER - TASKS, RESPONSIBILITIES AND ACTIVITIES

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

I. Teaching and Instruction

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

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

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

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

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

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

g. Apply specialized teaching approaches to address learning difficulties.

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

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

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

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

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

II. Case Management

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

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

c. Serve as a Case Manager for assigned students.

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

e. Maintain service logs for ancillary providers.

f. Oversee IEP documentation in NASIS.

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

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

III. Child Find

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

IV. IEP Facilitation and Oversight

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

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

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

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

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

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

V. Planning and Organization

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

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

VI. Administrative and Professional Development

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

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

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

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

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

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

VII. Documentation and Reporting

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

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

VIII. Parent Connection and Communication

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

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

c. Conduct surveys to maintain parent engagement and communication.

IX. Communication

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

X. Key Personnel Requirements 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 Special Education Teacher must meet the following qualifications.

a. Master’s degree or higher in Special Education from an accredited institution. Provide proof of graduation certificate.

b. Hold a valid Arizona Certification and License for Special Education, appropriate for the grade levels served (K–8). Provide proof of a valid and active certification and licensure.

a. Emergency, provisional, or conditional certificates may be accepted if issued by the Arizona Department of Education.

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

XI. Required and Preferred Experience

Required Experience:

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

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

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Preferred Experience:

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

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

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

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

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

XII. Condition of Employment

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

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

c. A signed letter of commitment that states the identified candidate is in fact committed to working as the Special Education Teacher at SRDS. 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.

4.0 GENERAL REQUIREMENTS

4.1 PERIOD OF PERFORMANCE

SPED Related Services shall be provided for one base year plus one option year.

4.2 PLACE OF PERFORMANCE.

All SPED related services will take place on SRDS campus. The school will provide a clean and comfortable workspace for the provider while on-site for services, evaluations, office work, meetings, and consultations.

Location: SRDS, 44 mi South of Casa Grande, AZ on Rt 15 Sells, AZ 85634

4.3 HOURS OF OPERATION AND ESTIMATED 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 SPED Teacher may be required to work to support Compensatory Education Services during the summer months or during summer school, based on student need and at the direction of the SRDS.

4.3.1 CORE WORK HOURS

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

b. Direct services to students shall occur during the student instructional day, generally between 8:00 AM and 3:30 PM Monday through Thursday, unless otherwise coordinated with school leadership.

Fridays are an early release day. Direct services will take place between 8:00 AM to 12:30 PM.

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

4.3.2 ESTIMATED HOURS AND FLEXIBILITY

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

i. Student caseloads and IEP service requirements

ii. Assessment and evaluation schedules

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

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

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

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

4.3.3. SCHOOL CLOSURES

a. The SPED Teacher is not expected to work on federal holidays.

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

i. This is the only time the SPED Teacher shall be authorized to work remotely from their home.

4.3.4 SCHEDULING AND COORDINATION

a. Work schedules will be coordinated in advance with the Special Education Coordinator and the Principal to account for the school calendar and school closure days.

b. The SPED Teacher will be asked to support after-school activities (e.g., family nights, student support events) and is expected to participate.

5.0 BIE BACKGROUND CHECK INVESTIGATION

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

a. The contractor must submit the BIE Personnel Security Intake Package (PERSEC Intake) within 3-business days after award and facilitate the paperwork with the key personnel.

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

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

5.1 BIE BACKGROUND CHECK REQUIREMENTS

All contractor personnel whose duties involve regular contact with or control over Indian children must undergo and pass a Bureau of Indian Education (BIE) background investigation before beginning work. This is a mandatory contract deliverable and a critical safeguard to ensure the safety and well-being of students.

5.2 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 SPED Teacher 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.

5.3 BIE BACKGROUND CHECK PROCESS

The SPED Teacher 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.

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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:

1. 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.

2. 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.

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3. 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.

4. 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.

5. 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.

6. 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.

7. 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:

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

b. Additional Documentation: Any additional documentation requested based on the Position

Designation Level (PAL) must be submitted within five (5) calendar days of the request.

c. 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:

i. Step 1: Schedule and complete a US Access fingerprinting appointment

ii. Step 2: Complete and submit the e-Application (e-APP)

d. 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.

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6.0 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 SPED Teacher 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 SPED Teacher, 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.

7.0 CONFIDENTIALITY & THE PRIVACY ACT

The SPED Teacher 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.

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8.0 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 SRDS special education program and services. Upon contract completion or termination, all contractors must return BIE-owned property, documentation, records, and confidential information.

9.0 GOVERNMENT-FURNISHED EQUIPMENT & HOUSING

9.1 GOVERNEMENT FURNISHED EQUIPMENT

The SRDS 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, and others, as needed to perform key job duties outlined for each position.

• Government PIV Card

9.2 GOVERNMENT FURNISHED QUARTERS

Due to the shortage of available housing in the surrounding area and the impracticality of commuting from the nearest town, BIE will provide housing in BIE Quarters for personnel assigned under this agreement. The estimated monthly rent is approximately $500, and utilities are estimated at $100 per month, this is subject to change annually. No travel reimbursement or mileage will be authorized under the contract. If the individual opts to reside in BIE Quarters, then they will enter into a lease agreement with the BIE Quarters Program, and the individual will be responsible for the monthly costs for rent and utilities. These will not be reimbursable costs under the contract.

10.0 CONTRACTOR REQUEST FOR REMOVAL OR REPLACEMENT OF KEY PERSONNEL

To maintain continuity of services, the Contractor must adhere to the following procedures when requesting the removal, replacement, or temporary substitution of Key Personnel:

10.1 PRE-APPROVAL REQUIREMENT

a. The Contractor must obtain written approval from the Contracting Officer prior to diverting, replacing, or removing any Key Personnel.

b. A minimum of 60 calendar days’ notice must be provided to the CO and School Administrator, unless the change is due to unforeseen circumstances (e.g., termination for cause or voluntary resignation with short notice).

10.2 JUSTIFICATION AND DOCUMENTATION

The Contractor shall submit a written request that includes:

a. A justification for the proposed change.

b. A transition plan to ensure continuity of services.

c. A proposed replacement candidate who:

i. Meets or exceeds the qualifications of the original individual.

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ii. Has a current résumé, licensure/certification, and a signed Letter of Commitment.

iii. Is available to begin work upon BIE approval and background clearance.

10.3 PERFORMANCE IMPACT AND REMEDIES

If the key personnel, vacates the contract without providing at least sixty (60) calendar days’ written notice, the Contractor acknowledges that such action will directly impact contract performance and student services. In such cases:

a. The Contractor shall submit a corrective action plan within five (5) business days detailing how continuity of services will be maintained.

b. The Government reserves the right to:

i. Reduce payment proportionate to service disruption or missed deliverables.

ii. Assess liquidated damages for failure to meet performance requirements tied to IDEA timelines and IEP compliance.

iii. Consider non-renewal or termination for default if continuity of services cannot be restored within a time frame specified by the Contracting Officer.

c. Any costs incurred by the Government to secure interim coverage may be deducted from the Contractor’s invoice.

11.0 OVERSIGHT AND PERFORMANCE MANAGEMENT

The overall oversight of the SPED Teacher’s performance will be led by the PHX ERC’s Special Education Coordinator, in close collaboration with the SRDS Principal or his/her designee, and school-level staff.

The Special Education Coordinator, in coordination with the SRDS Principal, Assistant School Administrator, and the Contracting Officer’s Representative (COR), will provide ongoing oversight of the contractor’s performance.

a. Oversight activities will include:

i. Direct observation of the provider’s daily work and interactions with students, staff, and families.

ii. Review of deliverables to ensure alignment with the Scope of Work (SOW), including timeliness, accuracy, and completeness.

iii. Assessment of professionalism, effectiveness, and adherence to school expectations and contract requirements.

b. Performance evaluations will be conducted periodically and will be based on:

i. Compliance with the SOW and contract terms.

ii. Quality and timeliness of required documentation and service logs.

iii. Feedback from school staff and school administrators.

iv. Observed conduct and engagement with the school community.

c. Any concerns regarding performance will be documented and addressed through the COR, in coordination with the Special Education Coordinator and SRDS Principal, following the procedures outlined in the contract.

i. If deficiencies are identified, the Contractor must implement corrective actions within a timeframe specified by the COR.

ii. Continued non-compliance may result in contract termination or non-renewal.

12.0 TERM AND SEVERABILITY

The key personnel position under this SOW is intended to be short-term, and temporary to address the staff shortages and vacancy at SRDS.

12.1 GOVERNMENT

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Once SRDS hires and onboards a permanent full-time BIE Special Education Teacher, BIE reserves the right to release the contractor. The BIE will provide written notice to the Vendor and allow for a transition period to ensure continuity of services. During this period, the contractor and BIE will develop a transition plan that will include the transfer of caseloads, services, and activities to the new BIE employee. BIE will provide at least fifteen (15) days’ written notice prior to release.

It is expected that the contractor will remain on the contract until the transition is complete. This requirement is critical to support a smooth transition and maintain uninterrupted services for special education students, who need consistency and time to adjust.

13.0 Deliverables & Performance Requirements

Deliverable Action / What it proves

Responsible Timeline Mode of Delivery Submit To

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

Provide proof of minimum qualifications and readiness to staff the six roles

Vendor PM & Each Provider

At solicitation & award

PDF via BIE email and attach to contract file

SRDS Principal &

COR

BIE PERSEC

Intake (background check)

Complete required forms; send PDFs to COR, then mail originals & fingerprints; track shipment

Vendor PM & Each Provider

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

Email (PDF) to COR;

mail originals w/ tracking; complete US Access fingerprints & e-APP

COR → BIE PER

SEC (Albuquerque)

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

Finish required IT/safety training before access to BIE systems

Each Provider Pre-service certificates kept current

Training certificates

(PDF)

COR (retain in personnel file)

NASIS service logs

Enter direct minutes, missed & make-up minutes for each student

Each Provider Weekly (100% entered)

NASIS entry Special Education Coordinator (SEC) & school case managers.

Quarterly progress reports

Document progress toward IEP goals; show measurable outcomes

Each Provider Quarterly PDF (formal) & NASIS upload

SEC; shared with parents at progress reporting times, parent teacher conferences or IEP meetings.

IEP/MDT

participation

Attendance, PLAAFP input, goals, minutes, Prior Written Notice as applicable

Each Provider Per IEP calendar, within

IDEA

60-day window for initial/re-eval

NASIS IEP sections & signed PDF for student file

SEC, SRDS

Principal, parents/guardians

14 | P a g e

Consultation Logs Monthly consultation & capacity-building documentation per site

Each Provider Monthly NASIS Log Form SEC & SRDS Principal

Cultural competency training during the In-Service, if applicable and as provided

Annual completion;

integrate culturally responsive strategies

Each Provider Annually Attendance Sign-In Sheet from Training.

SEC

On-site schedule & site visit plan

Calendar of service days per school; supports 95% direct service target

Vendor PM & Each Provider

Monthly / Quarterly

Calendar (Excel/SharePoint)

SEC & SRDS

Principal

Incident/security reporting (as needed)

Report on IT/security incidents per DOI/IA protocols

Each Provider Immediate upon incident

Ticket in IAIT/SCAN systems; email copy

IAIT Help Desk;

COR notified

Daily lesson plans & Schoology activities

Prepare & implement instruction; use Schoology 1–2× per week

SPED Teacher Daily/Wee kly

Schoology posts & lesson plan docs

SRDS Principal &

SEC

IEP case management

Lead monthly IEP meetings; compile NASIS docs;

PWN when changes

SPED Teacher Per IEP calendar;

monthly facilitation

NASIS entries & signed PDFs

SEC, parents, IEP team

Service logs (teacher minutes)

Log minutes aligned to IEP using BIE Service Log, Attendance records

SPED Teacher Weekly or As Applicable

NASIS service log SEC

Child Find documentation

Lead screenings/ identification activities

SPED Teacher Ongoing (per school calendar)

Logs & referral forms SEC & SRDS Principal

Progress reports & goal tracking

Quarterly progress toward IEP goals

SPED Teacher Quarterly PDF & NASIS SEC & parent/ guardians

Professional development Sessions

Facilitate PD;

provide agendas, sign-ins

SPED Teacher ≥1 per semester per school

PD packet (agenda, sign-ins)

SEC & SRDS

Principal

Parent engagement Sessions

Conference notes;

survey results

SPED Teacher Per school calendar

PDFs/scans SEC & SRDS Principal