B08-SOW_Behavioral_Health_Counseling__Iselta_and_Tsiya_Day_School.pdf

STATEMENT OF WORK

SCHOOL-BASED BEHAVIORAL HEALTH SERVICES

1.0 BACKGROUND

The Bureau of Indian Education is seeking contract services to support school-based Behavioral Health Services for the Isleta Elementary School (IES) located in Albuquerque, New Mexico and the T’siya Day School in San Ysidro, 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.

Isleta Elementary School (IES)

IES serves grades K through 6 and serves approximately 100 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.

T’siya Day School

T’siya Day school services grades K through 6 and serves approximately 45 students.

2.0 OBJECTIVES

The BIE seeks one Behavioral Health School 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. 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. 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.

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 10 additional hours per month).

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

v. 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.

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.

Contractor will also 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.

ii. Plan and facilitate a minimum of 2 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.

iii. Work with targeted families when needed.

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 located in the school’s Native American Student Information System (NASIS). 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 with the Associate Deputy Director – Bureau Operated School, WSCC Project Team. 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.

iv. Participate in Student Intervention/Student Assessment Team 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 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. Consult with families, teachers, administrators, and other school personnel to understand developmentally appropriate student behavior and promote positive student behavior.

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

xiii. 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, and families.

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

4.0 KEY PERSONNEL

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 CBT, 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 a state or U.S. Territory that grants legal authority to provide school counseling, psychological counseling services, or other types of counseling services, or licensed as a social worker.

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

4.4 CONDITIONS OF EMPLOYMENT

Prior to entering on duty, the contractor is subject to a background investigation and a suitability or fitness determination including:

• Must complete and pass a background investigation for Public Trust position, prior to entering on duty.

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

5.0 GENERAL REQUIREMENTS

5.1 PERFORMANCE LOCATION

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

• Physical Address of TDS: 1000 Borrego Canyon Road San Ysidro, New Mexico 87053

All contractors shall provide services in-person at the school location, unless otherwise arranged with the school Principal.

5.2 PERFORMANCE WORK HOURS

The estimated number of work hours is approximately 1,440 hours over the course of the school year.

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 Principal to accommodate school hours and school activities.

5.3 KEY PERSONNEL RESPONSIBILITIES

Key Personnel shall:

• Comply with all BIE safety policies, practices, and procedures. Review the Suspected Child Abuse and Neglect (SCAN) and Mandated Reporter policies.

• Upon request, and in accordance with BIE policies and applicable privacy laws including the Privacy Act of 1974 (5 U.S.C. § 552a) and the Family Education Rights and Privacy Act (20 U.S.C. § 1232g), provide all documents associated with all services provided at each School (i.e., treatment plans, behavior plans, evaluation forms, clinical notes, attendance sheets, etc.) to the

BIE.

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

5.4 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.

5.5 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.

5.6 PERIOD OF PERFORMANCE

The period of performance shall begin on October 1, 2023, and continue through September 30, 2024, with (1) optional years that may be exercised unilaterally by the BIE if:

• There is an ongoing requirement.

• Performance is satisfactory.

• Prices are reasonable based on current market rates.

• Funds become available for the option year.

Base Year: October 1, 2023, through September 30, 2024 Option Year #1: October 1, 2024, through September 30, 2025

5.7 SECUITY REQUIREMENTS

The Contractor shall provide security to protect the confidentiality, integrity, and availability of data in accordance with all applicable Federal Laws, regulations, policies, and industry standards in accordance with, appropriate access control, comprehensive intrusion detection, comprehensive virus protection, formal incident response procedures, vulnerability monitoring and mitigation, and periodic third-party security assessments to ensure ongoing effectiveness. 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. Contractor 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 Government Contract Officer have cleared them to be on site. All contract employees must be United States citizens. The information collected during this effort is considered unclassified, sensitive; therefore, Moderate Risk Public Trust, is the sensitivity level. Background Investigations are required for the position.

The Contractor shall 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. The Contractor 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.

Personal or Contractor-owned computers are not permitted on any of the government networks. The Contractor shall abide by United States Federal policies and procedures, the DOI policies and procedures, IA policies and procedures, and court orders.

5.8 CONFIDENTIALITY & THE PRIVACY ACT

Work on this project may require that Contract personnel have access to Privacy Information. Personnel shall adhere to the Privacy act, Title 5 of the U.S. Code, Section 552a and applicable agency privacy rules and regulations. All materials furnished or produced as a result of the contract, including but not limited to; documents, research, data, reports, and correspondence are the property of the Bureau of Indian Education and shall remain confidential in accordance with BIE policies and applicable privacy laws including the Privacy Act of 1974 (5 U.S.C. § 552a) and the Family Education Rights and Privacy Act

(20 U.S.C. § 1232g). The Contractor and employees shall not release information to any person, group, business, or organization other than the Bureau of Indian Education, the school listed in the statement of work, and individuals directly related to the performance of services provided to the students. A breach of confidentiality will be deemed a substantial breach of the contract.

5.9 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, including work plans, reports, recommendations, forms, tools, training material, process guides, policies, and all other deliverables. The Contractor, agrees, that any 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, IES and TDS and their pueblo communities to make informed decisions to improve access, delivery, and implementation of Behavioral Health supports and service. Upon the expiry or termination of the service contract, the Service Provider will return to BIE any property, documentation, records, or confidential information which is the property of BIE.

6.0 DELIVERABLES AND SCHEDULE

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:

Table 1 Item No.

Sections Deliverable Due Date Delivery Method

1 Monthly Status Report The 5th day of each Month Via Email to COR

Deliverable: Monthly Status Report It will be important for the Contract to provide a detailed informative, all-inclusive monthly status report outlining all efforts under the Contract that will contribute to a successful, well-rounded support system at each school. Minimally, the following information is requested in the Monthly Status Report.

• The Contractor will submit a status report in writing monthly on the 5th of each month. This report shall accompany the corresponding monthly voucher and should reflect all charges represented in the voucher.

• 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 report of the contractor's training accomplishments, including specific training topics/areas/ or technical assistance provided, and how many staff, parent, or student attendees per session.

• A report that outlines any concerns or potential problems/situations the Contractor is aware of that will affect the Contractor's performance under the resulting contract or the school needs to be aware of.