CTR056091_Contract_Documents.pdf

Solicitation Requirements Request for Proposal (RFP) Part 1 of 2

Solicitation No.: BPM003395

Description: Employment Related Services - Pre-Employment Transition Services (Pre-ETS)

RFP Part 1 of 2 Available Online at https://app.az.gov Page 1 of 62

DESCRIPTION: In accordance with A.R.S. §41-2534, the Arizona Department of Economic Security (ADES) is requesting sealed proposals from qualified vendors for Pre-Employment Transition Service.

SOLICITATION NUMBER BPM003395

SOLICITATION DUE DATE/TIME: May 4, 2021 3:00 P.M. local AZ time

SUBMITTAL LOCATION

Submit via Arizona Procurement Portal (https://app.az.gov)

Note: Questions on how to submit the bid shall be directed to the Arizona Procurement Portal Help Desk at app@azdoa.gov or (602) 542-

PRE-OFFER CONFERENCE:

Pre-Offer Conference will be held via Teleconference April 21, 2021 9:00 A.M. Local AZ time Meeting ID meet.google.com/jjv-prub-fxa Phone Number: (US)+1 502-709-7722

PIN: 501 552 310#

CONTACT PERSON:

Gloria Pinkerton, Senior Procurement Specialist Tel. (480) 798-7086 Email: GPinkerton@azdes.gov

Prospective Offerors are strongly encouraged to read the RFP in its entirety before submitting Offers, to ensure that all requirements in the RFP are understood.

● RFP Part 1 of 2 is comprised of the Notice Page, Scope of Work, Special Terms and Conditions, and Uniform

Terms and Conditions.

● RFP Part 2 of 2 contains the Special Instructions to Offerors, Uniform Instructions to Offerors and Submittal

Documents that should be submitted as the Offeror’s response.

Sealed offers in response to this solicitation shall be submitted within the State’s e-Procurement system, Arizona Procurement Portal (https://app.az.gov) by the due date and time indicated in the State’s e-Procurement system as the Bid Due Date. Late submittals will not be considered. Offers received by the due date and time will be electronically opened.

Offers submitted outside the State’s e-Procurement system, or those that are received after the due date and time, shall be rejected. Additional instructions for preparing an Offer are included in this solicitation.

Offerors shall download and save attachments to their computer, save the information entered, and submit (upload) the completed information as a new, appropriately renamed Attachment in the State’s e-Procurement system. The State’s e- Procurement system will not save information entered directly on the attachments.

It is Offeror’s responsibility to routinely check the State’s e-Procurement system for Solicitation Amendments.

Inquiries regarding the solicitation are required to be submitted online through the State’s e-Procurement system using the Discussion Forum tab, seven (7) calendar days prior to the Bid Due Date.

For submittal of an exception or to request a substitution to the solicitation, see Uniform Instructions to Offerors, section 2.4, Timeliness.

With seventy-two (72) hours prior notice, persons with disabilities may request special accommodations such as interpreters, alternative formats, or assistance with physical accessibility. Such requests are to be addressed to the Solicitation contact person named above.

https://app.az.gov/ https://app.az.gov/ mailto:appsuppliers@azdoa.gov https://meet.google.com/jjv-prub-fxa?hs=122&authuser=0 tel:%E2%80%AA+1%20502-709-7722%E2%80%AC https://app.az.gov/

Solicitation Requirements Request for Proposal (RFP) Part 1 of 2

RFP Part 1 of 2 Available Online at https://app.az.gov Page 2 of 62

Table of Contents Topic Page

Scope of Work 3 Special Terms and Conditions 18 Uniform Terms and Conditions 40 Exhibit A – Code of Conduct 49 Exhibit B – Pre-Employment Transition Services Request for Students with Disabilities 50 Exhibit C – Attendance Sheet 51 Exhibit D – Service Summary and Invoice 52 Exhibit E – Participant Satisfaction Survey 53 Exhibit F – Service Options 54 Exhibit G – Affirmation of Qualifications 59 Exhibit H – Curriculum Checklist 60 Exhibit I – Coordination Outcomes Summary and Invoice 61 Exhibit J – Service Closure Report 62

Scope of Work

RFP Part 1 of 2 Available Online at https://app.az.gov Page 3 of 62

1.0 ADES Mission and Vision Statements

1.1. ADES Mission: The Arizona Department of Economic Security (ADES) makes Arizona stronger by helping Arizonans reach their potential through temporary assistance for those in need, and care for the vulnerable.

1.2. ADES Vision: All Arizonans who qualify receive timely DES services and achieve their potential.

1.3. Rehabilitation Service Administration (RSA) Mission: RSA works with individuals with disabilities to achieve their goals for employment and independence.

2.0 Purpose

2.1 Purpose Statement: To provide a comprehensive spectrum of Pre-Employment Transition Services (Pre-ETS) to students with one or more disabilities ages fourteen (14) to twenty-two (22) who are enrolled in a secondary, postsecondary, or other recognized educational program, including vocational training with Workshop-based trainings in the following areas of service:

2.1.1 Job Exploration Counseling,

2.1.2 Work-Based Learning Experience (Service must be offered),

2.1.3 Counseling on Post-Secondary Education and training opportunities,

2.1.4 Workplace Readiness Training to assist in social skills and independent living, and

2.1.5 Instruction on Self-Advocacy.

2.2 Legal Authority: Arizona Revised Statute (A.R.S.) §41-1954(A) (6) provides ADES the authority to enter into contracts and incur obligations within the general scope of its activities and operations.

2.2.1 RSA is authorized to provide this service under Rehabilitation Act of 1973, as amended (29 U.S.C. 723[a]

Vocational Rehabilitation Services (the Act), and specifically the Workforce Innovation and Opportunity Act [WIOA] Public Law 113-128 and 114-18, signed into law July 22, 2014) and A.R.S. §23-503 Duties and Powers of Vocational Rehabilitation Division (i.e., Administration).

2.3 Projected Awards: It is the intent of ADES to make multiple awards for this service to achieve statewide coverage.

The Contractor(s) shall provide services throughout the entire Service Delivery Area (SDA) awarded. To ensure adequate statewide coverage, ADES reserves the right to allow Contractors to expand their SDA’s via amendment or pursue alternative procurement methods in the best interest of the State.

2.4 Projected Utilization: This service is provided on an as needed, if needed, basis. There is no guarantee of the number of persons to receive services. At present, the target population for this service exceeds forty thousand (40,000) individuals throughout the State.

3.0 Service Description

3.1 Taxonomy Definition: Services provide outreach, intake, eligibility, placement and follow-up activities in support of obtaining employment. Services may include but are not limited to occupational/vocational education, assessment, basic education, work experience, counseling, case management, job development and placement, work adjustment training, supported employment, supported employment extended, work exploration, and pre-vocational training.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 4 of 62

3.2 Actual Service Description: Pre-Employment Transition Services (Pre-ETS) are intended to be the first steps in a continuum of activities that are short term and general in nature. Pre-ETS should prepare students with disabilities with skills to successfully select a career path. A group Workshop setting is preferred, but any of the required services may be provided in an individual (one student) setting if an individual’s needs require an individual Workshop provision. Students with disabilities are categorized as either Vocational Rehabilitation Clients or Potentially Eligible Students and shall meet the criteria as defined in Scope of Work Section 4.4 and 4.17.

3.2.1 Contractor shall provide Work-Based Learning Experiences and at a minimum two (2) additional services out of the other four (4) areas specified in Section 2.1 with a minimum of three (3) total areas of service provided.

4.0 Definitions:

4.1 504 Plan: a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

4.2 Billing Month: any calendar month during which services are provided and for which an invoice is to be submitted.

4.3 Career Awareness: understanding how personal work-related values apply to opportunities throughout the world of work. Developing Career Awareness means imparting knowledge of career paths and job opportunities which are feasible for the Participant, and the skills and qualifications necessary to be successful in these positions.

4.4 Client: a student with one or more disabilities age fourteen (14) to twenty-two (2) who is enrolled in a secondary, postsecondary or other recognized education program, including vocational training, and receiving services from RSA at the time he/she is enrolled in Pre-ETS. Cross Reference. Participant, Potentially-Eligible Student.

4.5 Community-Based Service Provision: contract services are provided at a location in the community, normally on-site of a business in the career field being explored.

4.6 Competitive Employment: work that is performed on a full-time or part-time basis in an integrated setting and for which an individual is compensated at or above the minimum wage, but not less than the customary wage and level of benefits paid by the employer for the same or similar work performed by individuals who are not disabled.

4.7 Customized Employment: individualizing the employment relationship in ways that meet the needs of both employees and employers. It is based on an individualized determination of the strengths, needs, and interests of the person with a disability, and is also designed to meet the specific needs of the employer.

4.8 Facility-Based Service Provision: contract services are provided at a location owned or leased by the Contractor.

4.9 Individualized Education Plan (IEP): a written plan or program developed to ensure that a child with an identified disability who is attending an elementary or secondary educational institution receives specialized instruction and related services.

4.10 Individualized Plan for Employment (IPE): a written program of service developed in conjunction with the Client that comprehensively documents the purpose, goals, responsibilities, and services necessary for a VR Client’s successful rehabilitation.

4.11 Integrated Work Setting: with respect to the provision of services, a setting typically found in the community in which Participants interact with non-disabled individuals other than non-disabled individuals who are providing services to those applicants or eligible individuals.

https://app.az.gov/ http://jobs.berkeley.edu/ http://hrweb.berkeley.edu/learning/career-development/self-assessment/skills http://hrweb.berkeley.edu/learning/career-development/career-awareness/compentencies

RFP Part 1 of 2 Available Online at https://app.az.gov Page 5 of 62

4.12 Internship (Paid or Unpaid): a temporary position with an emphasis on on-the-job training rather than permanent

(part-time or full-time) employment. An Internship is an opportunity to develop specific job-related skills before being qualified for an actual job.

“For-profit” Internships in the private sector are most often viewed as employment, unless the six (6) criteria described below relating to trainees are met. Interns who qualify as employees rather than trainees typically must be paid, at least, the minimum wage and overtime compensation for hours worked over forty (40) hours in a work week.

4.12.1 The internship may include actual operation of the employer's equipment and/or performance of tasks ordinarily performed by paid employees, and so is similar to training which would be given in an educational environment.

4.12.2 The experience is for the benefit of the intern, not for the employer.

4.12.3 The intern does not displace regular employees but works under the close supervision of existing employees.

4.12.4 The employer that provides the training derives no immediate advantage from the activities of the intern; and on occasion its operations may actually be impeded.

4.12.5 The intern is not necessarily entitled to a job at the conclusion of the Internship.

4.12.6 The employer and the intern understand that the intern is not entitled to wages for the time spent in the Internship.

4.13 Job Shadowing: observation of a person employed in a career of interest over a period of one or more hours or one or more days in order to achieve a practical understanding of job criteria and duties.

4.14 Legal Blindness: visual acuity of 20/200 or worse in the better eye with corrective lenses; or visual field restriction to 20 degrees diameter or less (tunnel vision) in the better eye. Cross Reference. Significant Visual Impairment

4.15 Non-duplicated Participant: a student as defined in 4.16 who has not previously applied for Pre-ETS services.

4.16 Participant: a student with one or more disabilities age fourteen (14) to twenty-two (22) who is enrolled in a secondary, postsecondary or other recognized education program, including vocational training. A Participant may be a Potentially Eligible Student or a Client.

4.17 Potentially Eligible Students: any person with a disability who is:

4.17.1 At least fourteen (14) years old and less than twenty-three (23) years old.

4.17.2 Eligible for an Individualized Education Plan (IEP) or 504 plan (regardless of whether they choose to utilize those plans);

4.17.3 Enrolled in a secondary, postsecondary, or other recognized education program; and

4.17.4 Eligible or Potentially Eligible to receive VR services but not currently registered as a Client.

4.18 Self-Advocacy: a critical element in a person's independence, which therefore significantly impacts their success in employment. It is an individual's ability to effectively communicate, convey, negotiate and/or assert his/her own interests and/or desires.

4.19 Self-Determination: a concept reflecting the belief that all individuals have the right to direct their own lives and decide for themselves what they will do.

4.20 Significant Visual Impairment: a condition in which a person has no visual acuity, or visual acuity of less than 20/70 in the better eye with best correction with single magnification, or a field defect in which the peripheral field has been contracted to such an extent that the widest diameter of visual field subtends an angular distance no greater than seventy (70) degrees. Cross Reference Legal Blindness.

4.21 Trainee: a person performing work duties in order to learn a position. Work performed under this contract by students may only be done as trainees, and not employees.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 6 of 62

4.21.1 Trainees are not used as substitutes for regular workers. If an employer uses the workers as substitutes for regular workers, the workers are normally considered employees as opposed to trainees. If the employer would have needed to hire additional employees or require overtime had the workers not performed the work, then the workers are employees.

4.21.2 If the employer is providing Job Shadowing opportunities where the worker learns certain functions under the close and constant supervision of regular employees, but performs no or minimal work, the worker is a trainee.

4.21.3 If, however, the worker receives the same level of supervision as employees, the worker would be considered an employee rather than a trainee.

4.22 Volunteer Service: a situation in which a person donates their time or efforts to a cause or organization without monetary compensation paid, either as a one-time experience or an on-going commitment. Volunteering activities should relate to a career option of interest and directly or indirectly benefit the general public or a cause. It is treated as a form of Internship and is generally exempt from the minimum wage requirements of the Fair Labor Standards Act. Most volunteer sites are non-profit organizations or government agencies. Volunteer Services may be classified in the following categories:

4.22.1 Practicum: a course of study devoted to practical training in the field, where supervision is provided. Usually applies to a specialized field of study.

4.22.2 Service learning: work-based learning activity that integrates meaningful community service with classroom instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

4.22.3 Student Led Enterprises: school-based enterprises that produce goods or services for sale or to be used by people other than the participating student(s).

4.22.4 Simulated Workplace Experience: work-based learning activities that simulate work environments in any field.

Examples include automotive or construction programs in which sustained industry involvement allows students to develop and apply their skills in the context of industry standards and expectations.

4.23 Work Assignment: a short-term activity (usually completed in less than a day) in a work-related environment that exposes an individual to one or more facets of a specific career.

4.24 Workplace Competence: having a workable grasp of the kinds of employment available.

4.25 Work-Based Learning Experiences (WBLE): short-term work experience in a real work environment that can be facility- or community-based, paid or unpaid and is offered in settings that are as integrated as possible for each Participant.

4.25.1 Paid Work Experience can be general or vocational, focusing respectively on general workplace skills or career preparation activities within a specific industry or career area. Compliance with Section 511 of WIOA Title IV is mandatory.

4.25.2 Non-Paid Work Experience is exploratory in nature; its intent is to expose an individual to a variety of occupations for the purpose of building basic Workplace Competence.

4.26 Workplace Readiness Skills: basic skills that individuals must possess to be successful at work. Workplace Readiness Skills are a set of general skills and behaviors that are necessary for any job. Workplace Readiness Skills are also known as soft skills, employability skills, or job readiness skills.

4.26.1 Workplace readiness skills prepare individuals for any job.

4.27 Workshop: a meeting or series of meetings facilitated by a qualified service provider that focuses on intensive discussion and skill-building activities in a particular pre-employment transition area(s) of service: Job Exploration Counseling, Work-based Learning Experience, Counseling on Postsecondary Education, Workplace Readiness Training, or Instruction in Self-Advocacy. Each Workshop must be at least two hours in total, regardless of the number of meetings or sessions to complete the Workshop.

4.28 Workshop session: a single meeting that may be a part or the entirety of a Workshop.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 7 of 62

5.0 Contractor Requirements:

The Contractor shall:

5.1 Provide all services in a manner which is culturally relevant and linguistically appropriate to the population to be served.

5.2 Communicate, either directly or through the assistance of professional services, in the native language of

Participants who have limited speaking ability or whose primary language is not English and use all other appropriate and effective modes of communications used by Participants (e.g., Spanish language, American Sign Language, etc.).

5.3 Make reasonable accommodations under the American with Disabilities Act of 1990, as amended, and its implementing regulations 34 CFR 361.51 Standards for facilities and providers of services, to give people with disabilities an equal opportunity to benefit from program, services, and activities.

5.4 Comply with the Family Educational Rights and Privacy Act (FERPA), as well as any additional student data privacy laws or regulations.

5.5 Provide all services in Community-Based and/or Facility-Based locations that are safe and secure for the population to be served.

5.6 Provide tools, materials, and techniques necessary to meet the Participant’s objectives.

5.6.1 Utilize modified equipment, fixtures, material, or any other aids deemed necessary to meet the physical, mental or sensory needs of the Participant.

5.6.2 Use appropriate instructional techniques and resources in respect to cultural, gender, and lifestyle differences.

5.7 Adhere to the Code of Conduct (Exhibit A).

5.8 Establish an appeal process in accordance with Section 112(a) of the Rehabilitation Act, as amended by WIOA, Inform all students, including those who are potentially eligible for VR services and receiving pre- employment transition services that they may address inequalities and make appeals through the Client Assistance Program (CAP) of RSA.

5.9 Submit curricula for Workshops in compliance with the requirements in the Curriculum Checklist (Exhibit H), including all intended sessions provided as part of that Workshop to the RSA Transition Unit for review and approval before proceeding.

5.9.1 Curricula to be approved and changes to already approved curricula methods of teaching, training objectives, core competencies, or practices shall be sent to RSATransition@azdes.gov for review and approval.

5.10 Maintain a list of measurable and objective performance outcomes and results based on submitted and approved curriculum for each of the Workshops demonstrating continuous improvement of the quality of the program.

5.10.1 Review outcomes quarterly and adjust performance measures and strategy.

5.10.2 Provide an annual report to the RSATransition@azdes.gov, based on quarterly performance adjustments that contains at a minimum: a list of the measurable and objective performance outcomes, anticipated results of the outcomes and a review and outline of how the Contractor made adjustments to the performance measures and strategy every quarter.

5.11 Create a Participant Evaluation Skills Survey in order to measure the skills and knowledge gained or an increase in skills achieved by each Participant.

5.12 For School Coordination:

mailto:RSATransition@azdes.gov

RFP Part 1 of 2 Available Online at https://app.az.gov Page 8 of 62

5.12.1 Establish a process for contacting the school systems/districts in the targeted SDA for notification of services available to Potentially Eligible Students.

5.12.2 Coordinate with school and district administrations in order to make Pre-ETS available to all students who meet the contract requirements.

5.12.3 Develop Pre-ETS recruitment and advertisement materials to be reviewed and approved by ADES. The material shall be appropriate for the population and distributing to Potentially Eligible Students and Clients.

5.12.4 Maintain and provide to RSA upon request a record of all contacts for developing new coordination relationships with them, including date of contact, school or district contacted, contact type (email, telephone, or other communication methods), and outcome of each contact.

5.13 Develop form(s) for tracking enrollment of Participants in the Pre-ETS Program and coordination with School

Districts. In coordination with the referring school staff and/or referring RSA Counselor, and/or any other referring agency, contact the Participants with a disability and the student’s guardian/representative (where appropriate) within ten (10) business days after receiving a Pre-Employment Transition Services Request for Students with Disabilities (Exhibit B) in order to determine the Participant's service needs and appropriate services to be provided.

5.13.1 After consultation with the Participant if different services are requested, changes should be documented in writing and accompany Exhibit B.

5.14 Establish and maintain a procedure to re-engage Participants that have dropped out of the services requested on

Exhibit B before completion.

5.15 Schedule and conduct Workshops for each of the advertised services in the program.

5.15.1 Provide all services in group Workshops unless an individual's needs require individual Workshop provision.

5.15.2 No later than ten (10) business days prior to the scheduled date of each Workshop, submit a Pre-Employment

Transition Services Request for Students with Disabilities (Exhibit B) for each student for participation, to the email address listed on the form, for the students expected to participate in a Workshop.

5.15.3 Provide services within the date and times submitted in the Contractor Use Only section on request form.

5.15.4 In Person Workshops are preferred but if Participant(s) prefer a Virtual setting and have the ability and access to device-to-device technology or other access modes a Virtual Workshop can be provided.

5.15.4.1 In instances where Participants are not able to utilize a Virtual setting Contractor shall provide services

In Person.

5.16 Conduct Workshops only after prior authorization

5.16.1 Authorizations may be made by either:

5.16.1.1 An Agency Purchase Authorization for the Potentially Eligible Students in each Workshop as a group or an individual; or

5.16.1.2 An individual RSA Purchase Authorization for each VR Client to participate in the Workshop.

5.16.2 Verbal authorizations or authorizations by any means other than written authorization from the RSA case management system are not valid.

5.16.3 Prior to making any changes to the level of service provision (e.g. increase or decrease in the number of Workshops or changes in number of service sessions), obtain approval from the RSA Counselor or staff in the form of a new or an amended RSA Purchase Authorization at least five (5) business days prior to the expiration of the RSA Purchase Authorization. If the Client’s service objectives change during the service provision, contact the RSA Counselor or RSA staff and Client to obtain approval for the revision.

5.17 Conduct Workshops as follows:

5.17.1 Workshops are to be initiated no later than thirty (30) days after a Participant's enrollment into the program.

Exceptions may be granted by RSA on an individual basis after submission of a written request.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 9 of 62

5.17.2 Report attendance for each Workshop utilizing the Attendance Sheet (Exhibit C) and the Service Summary and Invoice (Exhibit D).

5.17.3 Workshops shall be no less than two (2) hours or one hundred and twenty (120) minutes of direct service to Participants.

5.17.4 Facilitate Pre-ETS Workshops to assist Participants in gaining the knowledge and skills which will enable them to be able to choose a career pathway in the following areas of service:

5.17.4.1 Job Exploration Counseling: instruction, assistance and counseling to Participants in researching various career fields, determining qualifications and skill requirements for various jobs in which Participants are interested, and surveying job outlook and current employment opportunities with local employers throughout Arizona. Job Exploration is not a job search, job placement or a job readiness service.

5.17.4.2 Work-Based Learning Experiences: short-term work experience in a real work environment that can be facility- or community-based, paid or unpaid and shall be offered in settings that are as integrated as possible for each Participant.

5.17.4.3 Counseling on Post-Secondary Education: instruction and assistance in preparation for education and/or training necessary to successfully achieve employment in the Participant's chosen field.

5.17.4.4 Workplace Readiness Training to Develop Social and Independent Living Skills: preparation in the skills required for successful employment.

5.17.4.5 Instruction in Self-Advocacy: training and support in strategies and resources Participants can use to advocate for themselves.

5.18 Review and be familiar with any referral information and disability-related issues prior to the initial meeting with the

Potentially Eligible Student or Client.

5.18.1 To the maximum extent possible, and as appropriate, in accordance with confidentiality requirements, use information provided through a RSA/VR referral or Pre-ETS request form and/or information provided by the Participant and, where appropriate, by the Participant’s family or representative(s) as a primary source of information.

5.19 Complete the Participant Evaluation Skills Survey for each Participant before and after each Workshop and/or individual session in accordance with the Reporting Requirements.

5.20 Monitor each Participant's progress in obtaining skills and/or knowledge to develop a career pathway, provide ongoing support, encouragement, and feedback to help the Participant define vocational strengths and limitations, and to improve work skills and behaviors.

5.21 Provide to each Participant a certificate of achievement to include, at minimum, the Participant's name, Workshop type/description, Presenter’s name, Instructor’s name, and Workshop date(s).

5.22 Upon service completion or closure, solicit input from the Participant to evaluate the effectiveness of service provision by providing a copy of the Participant Satisfaction Survey (Exhibit E) to the Participant to complete and sign.

5.23 Coordinate with RSA in referring interested Potentially Eligible Students to RSA for provision of more extensive services.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 10 of 62

6.0 Service Requirements

The Contractor Shall:

6.1 For Job Exploration Counseling:

Assist Participants in exploring educational and/or training requirements, labor market information and personal individual skills in possible career pathways. Job Exploration Counseling may include, but is not limited to, one or more of the activities listed in the Exhibit F, Service Options, Section 6.1 and the following:

6.1.1 Assistance in organizing the career exploration process through activities to support development of effective career exploration skills.

6.1.2 Introduction and orientation to the meaning, value and demands of different work environments.

6.1.3 Encouraging the development of methods for self-assessment and exploration to gain an increased self-awareness, understanding of abilities, interests, values, and an enhanced Career Awareness.

6.1.4 Guidance in accessing resources through available employment networks, Career One Stop Center resources and/or utilizing other community resources.

6.1.5 Provision of information on various industries, occupations, work options, and assistance in the understanding of the differences.

6.1.6 Support in identification of three (3) possible suitable careers for research to the Participant’s personal factors.

6.1.7 Encouraging exploration of expressed interest by maximizing the Participant’s decision-making power through comparing industries, companies and occupations, researching employers, reviewing occupational trends, wages, job responsibilities, educational and training requirements, job outlook, career videos, and other relevant information.

6.1.8 Coordinating job exploration activities in order to:

6.1.8.1 Increase the Participant’s informed choice and career decision-making abilities through consideration of a selection of vocational goal(s) which correspond with abilities, capabilities, and interests; and

6.1.8.2 Expose the Participant to essential facets of the workplace for selected careers and information concerning various career areas.

6.2 For Work Based Learning Experiences.

Provide Participants with a variety of WBLE, opportunities consistent with one or more of the activities listed in the Service Options (Exhibit F) section 6.2 and the following:

6.2.1 WBLE may be provided in either Integrated or Non-Integrated work settings in conjunction with private, for-profit, public or nonprofit businesses in the community and/or through web-based resources. They require in-depth Participant engagement with oversight and evaluation of acquired work-relevant skills by an identified staff person. Paid WBLE shall be paid at no less than minimum wage in Arizona except as noted below.

6.2.2 An Integrated Work Setting is the most effective and beneficial, but the RSA Counselor or RSA staff may approve WBLE services in a Non-Integrated work setting if they determine that it would be appropriate to the individual Participant’s situation.

6.2.3 WBLE shall be of sufficient variety and duration to determine with the Participant their:

6.2.3.1 Abilities, capabilities, and capacity to perform in work situations;

6.2.3.2 Understanding of individual labor tolerance, stamina, and productivity with respect to the work;

6.2.3.3 Ability to acclimate to a work environment similar to the industry setting for the chosen or desired vocational goal, and apply the acquired skills and techniques; and

6.2.3.4 Prospects for employment based on the Participant's demonstrated strengths and support needs as they relate to their disability.

6.2.4 WBLE shall include:

6.2.4.1 Exploring and arranging volunteer experiences, Internships, or other work-based training.

6.2.4.2 Monitoring the progress of volunteer, Internships, or other work-based experience.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 11 of 62

6.2.4.3 Reporting on the degree of success by the Participant through submission to RSA of a report designed by the Contractor and filled out by the Participant's work supervisor.

6.2.5 Participants may engage in more than one WBLE.

6.2.5.1 A single WBLE shall at minimum consist of two (2) hours and not exceed a maximum of one hundred twenty (120) hours.

6.2.5.2 Exceptions shall be approved by the RSA Counselor for Clients whose work stamina is limited.

6.2.5.3 Exceptions for Potentially Eligible Students shall be submitted to RSATransition@azdes.gov and approved by the RSA staff.

6.2.5.4 RSA provides Workers’ Compensation coverage for VR Clients who participate in short-term work experiences pursuant to A.R.S. §23.901.6(f), provided that no employer-employment relationship is established.

6.3 For Counseling on Post-Secondary Education:

6.3.1 Identify educational and/or training requirements for the Participant’s selected vocational goal, include a method for occupation awareness for the undecided Participants for the following sixteen (16) broad categories as identified by the US Department of Labor:

6.3.1.1 Agricultural and Natural Resources

6.3.1.2 Architecture and Construction

6.3.1.3 Arts, A/V Technology and Communications

6.3.1.4 Business and Administration

6.3.1.5 Education and Training

6.3.1.6 Finance

6.3.1.7 Government and Public Administration

6.3.1.8 Health Science

6.3.1.9 Hospitality and Tourism

6.3.1.10 Human Services

6.3.1.11 Information and Technology

6.3.1.12 Law and Public Safety

6.3.1.13 Manufacturing

6.3.1.14 Retail/Wholesale Sales and Service

6.3.1.15 Scientific Research/ Engineering

6.3.1.16 Transportation, Distribution & Logistics

6.3.2 Implement strategies as listed in the Service Options (Exhibit F) section 6.3 to promote a smooth transition from high school to postsecondary education (PSE).

6.3.3 Explore opportunities for post-secondary education and training with Participants and family members, including:

6.3.3.1 Community Colleges (AA/AS degrees, Certificate Programs and Classes);

6.3.3.2 Universities (Public & Private);

6.3.3.3 Career Pathways Related Workshops/Training Programs;

6.3.3.4 Trade/Technical Schools;

6.3.3.5 Military; and/or

6.3.3.6 Post-Secondary Programs at Community Colleges and Universities for students with intellectual and developmental disabilities.

6.3.4 Utilize educational resources for locating appropriate educational and/or training programs. Include assistance to the Participant in selecting the program(s) most suitable for the Participant.

6.3.5 Instruct and assist the Participant in identifying educational costs, exploring and finding financial aid resources, payment options for the selected educational/training program and applying for financial aid (e.g., Free Application for Federal Student Aid (FAFSA), private grants, scholarships, etc.).

6.3.6 Assist the Participant in registering for selected educational/vocational training programs by orienting to the school campus and services, introduction to the Disability Services Resource (DSR) centers on campus, coordination of disability related accommodation services and any needed special services.

mailto:RSATransition@azdes.gov

RFP Part 1 of 2 Available Online at https://app.az.gov Page 12 of 62

6.4 For Workplace Readiness Training:

6.4.1 Develop methods, strategies, techniques or tools to assist Participants in developing Workplace Readiness Skills, social skills and independent living skills.

6.4.2 Create, document, implement, maintain, and update methods for measuring successful skill acquisition.

6.4.3 Provide training in the most Integrated Setting possible. These areas are to include those listed in the Service

Options (Exhibit F) section (6.4).

6.5 For Instruction in Self Advocacy:

6.5.1 Provide training in specific skills pertinent to self-advocacy listed in the Service Options (Exhibit F) section 6.5, encourage and motivate Participants in exercising their rights, or provide information and resources to Participants to support their self- advocacy needs.

6.5.2 Guide and assist Participants in recognizing and developing natural supports in the community;

6.5.3 Instruct Participants in personal habits, responsibility and productive decision making that contribute to independence and Self-Determination;

6.5.4 Teach Participants to utilize disability-related services available in the community (e.g., Medicaid, Department of

Behavioral Health Services, the Disability Benefits 101 website (db101.org), etc.); and/or

6.5.5 Introduce Participants to blindness advocacy groups, organizations, and other agencies offering support and resources.

7.0 Licensure/Qualifications Requirements

7.1 Personnel and subcontractors providing direct services to Participants shall meet the following criteria:

7.1.1 Those who supervise contract services, provide classroom instruction, and/or determine service needs and prepare progress reports:

7.1.1.1 Have knowledge and competence, by evidence of documented training and/or work experience, in the following areas:

A. Disabilities Awareness-include the areas of impairment: deafness, blindness, physical, cognitive (learning disabilities), brain injury, developmental/cognitive, serious mental illness, etc.;

B. Barriers and issues that prevent individuals with disabilities (particularly severe disabilities) from entering and succeeding in the workplace.

C. Strategies necessary for achieving successful, long-term employment outcomes for individuals with disabilities and how these strategies will lead to improved employment outcomes;

D. Work Readiness and Employability Skills; and E. One of the following:

1. A Master’s Degree in a related field (e.g., Rehabilitation Counseling, Psychology, Sociology, Education, etc.) and documentation of one (1) year of full time employment working with individuals with disabilities; or

2. A Bachelor’s degree in a related field (e.g. Rehabilitation Counseling, Psychology, Sociology, Education, etc.) and documentation of three (3) years of full time employment in working with individuals with disabilities; or

3. A high school diploma or GED and documentation of seven (7) years of full time employment in working with individuals with disabilities.

7.1.2 Less technical direct services shall be under the direction and supervision of personnel who meet the criteria in Section 7.1.1 above and meet the following criteria:

7.1.2.1 Have a high school diploma or GED, and

7.1.2.2 One (1) year of documented experience, preferably working with individuals with disabilities and involved in the provision of vocational rehabilitation services including job development and/or coaching; and

RFP Part 1 of 2 Available Online at https://app.az.gov Page 13 of 62

7.1.2.3 Knowledge and competence by evidence of documented training and/or work experience, gained within one (1) year of their hiring date, in the following areas:

A. Disabilities Awareness to include the following areas of impairment: deafness, blindness, physical, cognitive (learning disabilities), brain injury, developmental/cognitive, serious mental illness, etc.

B. Barriers and issues that prevent individuals with disabilities (particularly severe disabilities) from entering and succeeding in the workplace;

C. Strategies necessary for achieving successful, long-term employment outcomes for individuals with disabilities and how these strategies will lead to improved employment outcomes;

D. Work Readiness and Employability Skills.

7.1.3 Those who provide Sign Language and Foreign Language services must do so through personnel who meet the following criteria:

7.1.3.1 Sign language interpreters must possess a valid Arizona Interpreter license (A.R.S. §§36-1973 and

1972).

7.1.3.2 Contractor staff or subcontractors communicating in American Sign Language (ASL) while providing services directly to a Client must be qualified through:

A. Certification by the Registry of Interpreters for the Deaf (RID): National Interpreter Certification

(NIC) NIC, NIC Advanced or NIC Master, Certified Deaf Interpreter (CDI). The CDI will be utilized alone or in conjunction with a hearing interpreter as necessary based on the Client's language needs; or

B. Certification by the Registry of Interpreters for the Deaf (RID): Certificate of Interpretation (CI), Certificate of Transliteration (CT), Comprehensive Skills Certificate (CSC), Interpreter Certification (IC), Transliteration Certificate (TC); or

C. Certification by the Board for Evaluation of Interpreters Basic; Advanced, Master, Court Interpreter Certificate; or

D. Certification by National Association of the Deaf (NAD), level IV or V; or E. A documented Sign Communication Proficiency Interview (SCPI) rating of INTERMEDIATE or above; or F. A valid and current American Sign Language Teacher’s Certification (ASLTA) Qualified or

Professional levels; or G. Assimilation into the deaf culture and being considered a native user through 1) being raised in a home where only ASL is used; 2) having been educated in a recognized school for the deaf; or 3) having lost their hearing as an adult and having completed formal training in ASL.

Native users must document their proficiency for contract purposes through one of the certifications listed above (1-6).

1. Foreign language interpreters used during service provision must have basic competence in the subject language and be able to interpret effectively, accurately and impartially.

2. Contractor staff or subcontractors communicating in the Client's native language while providing services directly to the Client must have basic competence in the subject language and be able to interpret effectively and accurately. The Contractor must verify that the employee or subcontractor is able to communicate effectively and accurately using the foreign language and must assume responsibility for their performance.

7.2 The Contractor shall maintain active professional license(s) that are in good standing with all applicable licensing and regulatory boards and/or agencies.

7.3 In the event that any of the staff providing in-person services leave the Contractor’s employment, the Contractor shall fill the position within thirty (30) days of the employee’s resignation notice.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 14 of 62

7.3.1 In the event the Contractor is unable to fill the position within thirty (30) days due to unforeseen circumstances, notify ADES regarding the circumstances in writing and submit a recruitment plan as specified in Section 7.4 below.

7.4 Notify ADES in writing and submit within five (5) business days following the Contractor’s receipt of the employee’s resignation notice, a recruitment plan that provides for filling the vacancy and how the position will be covered by existing staff pending the completion of recruitment.

8.0 Administrative Requirements

The Contractor shall:

8.1 Establish and maintain case file records for all Participants who received services to include the following:

8.1.1 For Potentially eligible students with a disability:

8.1.1.1 The Pre-ETS Request for Services for Students with Disabilities (Exhibit B) for each Workshop or individual training attended;

8.1.1.2 A copy of the Attendance Sheet (Exhibit C) for each Workshop attended;

8.1.1.3 A referral to RSA for the Potentially Eligible Student who requests formal VR services;

8.1.1.4 A copy of the Participant Evaluation Skills Surveys (created by the Contractor) for each Workshop attended; and

8.1.1.5 RSA Agency Purchase Authorization(s).

8.1.1.6 Record of the Contractor’s personnel hours spent providing services; and

8.1.1.7 Other documents relevant to the services provided.

8.1.2 For VR Clients who are students with a disability:

8.1.2.1 The Pre-ETS Request for Services for Students with Disabilities (Exhibit B) for each Workshop or individual training attended;

8.1.2.2 A copy of the Attendance Sheet (Exhibit C) for each Workshop attended, group or individual training session;

8.1.2.3 RSA Referral(s) for Services;

8.1.2.4 RSA Purchase Authorization(s);

8.1.2.5 Record of the Contractor’s personnel hours spent providing services; and

8.1.2.6 Other documents relevant to the services provided to the Client.

8.2 Fill out, sign and maintain in the personnel file for each employee or subcontractor providing services under this contract an Affirmation of Qualifications (Exhibit G).

9.0 Quality Management

9.1 Create, implement, maintain and update as needed a quality management plan to continuously monitor the delivery of services ensuring that the service provision meets the Participants' objectives.

9.1.1 Include a description of the roles and responsibilities of personnel listed on a staffing chart to provide services that meets the requirements of this contract.

9.2 Maintain a quality assurance process, to ensure high quality services are delivered consistently by staff members.

9.3 The quality management plan shall

9.3.1 Describe incident management, the corrective action process and preventions;

9.3.2 Address complaints and grievances;

9.3.3 Record all incoming and outgoing service requests for quality assurance.

9.3.4 Monitor a minimum of ten-percent (10%) of all Workshops provided for quality assurance. A report of recorded results shall be maintained and submitted to ADES upon request.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 15 of 62

9.3.5 Routine monitoring of personnel and subcontractors to ensure the effectiveness of the relationship between the Participant and direct service personnel.

9.4 ADES reserves the right to request that the quality assurance process be amended at any time.

10.0 Performance Measures/Evaluation/Standards

10.1 Each contract year, the Contractor shall meet the following minimum acceptable performance standards for all services the Contractor provides:

10.1.1 Performance Standard One (1): At a minimum, one hundred percent (100%) of the Workshops shall be conducted as requested in the Pre-ETS Request for Services Form(s).

10.1.2 Performance Standard Two (2): A minimum of one (1) Workshop Session needs to be offered and available to Participants each month of the entire calendar year for students to attend.

10.2 ADES/RSA will conduct ongoing evaluation of the Contractor’s performance in meeting the performance standards through monthly reports, invoices, interviews with Participants, and the data collected through the ADES/RSA Database and Evaluation Surveys administered by ADES/RSA.

10.3 Failure to conduct any Workshops during a contract term may result in a contract not being renewed at the end of a term.

11.0 Payment Unit

11.1 One (1) Local Workshop equals actual total time spent providing Pre-Employment Transition Services to one (1)

Participant for one (1) Workshop type at a minimum of two hours or one hundred and twenty (120) minutes.

11.1.1 A group consists of more than one (1) Participant receiving services from an individual Contractor staff person or a team of staff personnel. A group Workshop setting is preferred, but any of the required services may be provided in an individual (one student) setting if an individual’s needs require an individual Workshop setting.

11.1.2 Groups of more than fifteen (15) shall be split into two (2) or more groups.

11.1.3 Virtual Services by nature do not require travel and therefore shall be billed at the Local Workshop Rate.

11.1.4 Local County is /are determined to be those counties where a business has a legal address or any physical location that is owned, leased, or rented, in whole or in part, by the business.

11.2 One (1) Distant Workshop equals actual total time spent providing Pre-Employment Transition Services to one (1) Participant for one (1) Workshop type at a minimum of two hours or one hundred and twenty (120) minutes.

11.2.1 A group consists of more than one (1) Participant receiving services from an individual Contractor staff person or a team of staff personnel. A group Workshop setting is preferred, but any of the required services may be provided in an individual (one student) setting if an individual’s needs require an individual Workshop setting.

11.2.2 Groups of more than fifteen (15) shall be split into two (2) or more groups.

11.2.3 Distant County is/are determined to be those counties where the business does not have a legal address or any physical location that is owned, leased, or rented, in whole or in part, by the business.

11.2.3.1 If a space is rented for a one-time fee to run a Workshop then it would classify as a Distant

Workshop.

11.3 One School Coordination Outcome is a one-time payment of $700.00 for each additional high school verifying enrollment into the Contractors Pre-ETS program by initiating services to at least one Student.

RFP Part 1 of 2 Available Online at https://app.az.gov Page 16 of 62

11.4 One Student Service Coordination Outcome is a payment of $175.00 for every five (5) new Non-duplicated Participants who begin receiving Pre-ETS services during a Billing Month.