CTR078034_Contractor_Proposal_Response.pdf

Offeror Submittal Documents

Solicitation No.: BPM006628

Description: Refugee Program – Refugee School Impact

RFP Solicitation Instructions (04-24) Available Online at https://app.az.gov Page 17 of 36

Attachment 1 - Offer and Acceptance

TO THE STATE OF ARIZONA:

The Undersigned hereby offers and agrees to provide Refugee Program – Refugee School Impact in compliance with all Terms, Conditions, Specifications, and Amendments in the Solicitation and any written exceptions in the Offer.

Company Name Signature of Person Authorized to Sign Offer

Address Printed Name and Title

City State Zip Contact Name and Title

: Contact Email Address Contact Phone Number CERTIFICATION: By signature in the above, Offeror certifies that it:

1. Will not discriminate against any employee or applicant for employment in violation of Federal Executive Order 11246, [Arizona] State Executive Order 2023-09, 2023-01, 2009-9 or A.R.S. §§ 41−1461 through 1465;

2. Has not given, offered to give, nor intends to give at any time hereafter any economic opportunity, future employment, gift, loan, gratuity, special discount, trip, favor, or service to a public servant in connection with the submitted offer. Failure to provide a valid signature affirming the stipulations required by this clause will result in rejection of the Offer. Signing the Offer with a false statement will void the Offer, any resulting contract, and may be subject to legal penalties under law;

3. Complies with A.R.S. § 18-132 when offering electronics or information technology products, services, or maintenance;

4. Has submitted this Offer as a firm offer for 180 days following the Solicitation due date and time. After 180 days, the Offer will remain open unless revoked by Offeror via written withdrawal of Offeror’s proposal in accordance with the Arizona Procurement Code;

5. Did not and will not involve collusion or other anti-competitive practices;

6. Is not debarred from, or otherwise prohibited, from participating in any contract awarded by federal, state, or local government; and

7. For use in Request for Quotation only, certifies that the above referenced organization ____IS/ ____IS NOT a small business with less than

100 employees or has gross revenues of $4 million or less.

ACCEPTANCE OF OFFER

The Offer is hereby accepted.

The Contractor is now bound to sell the services listed by the attached contract and based upon the solicitation, including all Terms, Conditions, Specifications, Amendments, etc., and the Contractor’s Offer as accepted by the State.

This Contract shall henceforth be referred to as Contract No. ________________________________________.

The effective date of the Contract is ________________________________________.

The Contractor is cautioned not to commence any billable work or to provide any material or service under this contract until Contractor receives purchase order, contract release document or written notice to proceed.

State of Arizona Awarded this ________ day of ________________________ 20______

Procurement Officer Signature

Martin Bratt, Acting Chief Financial Officer

Frank Nagy, Grants Manager frank.nagy@rescue.org (602) 433-2440

International Rescue Committee

4425 W. Olive Ave #400

Phoenix AZ 85302 https://app.az.gov/

SOLICITATION #BPM006628/ INTERNATIONAL RESCUE COMMITTEE, INC./ MARICOPA COUNTY

1. Mark which County(ies) your organization’s offer is for? X Maricopa

2. Describe the Offeror's experience in providing similar human services. Include years in business, core areas of expertise with outcome program data to support your experience in serving Clients. Scope of Work Section 3.2. Limit your response to no more than two (2) pages.

Founded in 1933, The International Rescue Committee's (IRC) mission is to help individuals whose lives and livelihoods have been shattered by conflict and disaster to survive, recover, and gain control of their future. Since 1994, the IRC in Arizona has been dedicated to supporting refugees, immigrants, and other vulnerable populations through comprehensive resettlement services, integration programs, and advocacy efforts. With offices in Phoenix and Tucson, the IRC in Arizona has spent 30 years providing critical services in alignment with its mission to help people build futures in their new homes.

As part of the IRC's Resettlement, Asylum and Integration programs, the IRC in Arizona is part of a network of 29 offices that have successfully earned the US State Department's top rating among resettlement agencies for ten years straight. The IRC in Arizona has established a strong partnership with the Arizona Department of Economic Security (DES), Division of Aging and Adult Services, to administer funding from the Office of Refugee Resettlement (ORR). This longstanding partnership and collaboration is highlighted in the Arizona State Plan for Refugee Resettlement (August 2023), further demonstrating the IRC's credibility and impact throughout the state.

Since 2012, the IRC in Arizona has held the Refugee School Impact (RSI) contract with DES, providing critical education and integration services to refugee children and their families. Our RSI program focuses on ensuring that families are supported as they navigate the U.S. education system, providing resources such as referrals to early childhood education programs, cultural competency training for childcare providers, and support services for parents and school staff. The program’s ultimate goal is client self-sufficiency through increased academic success and integration into the community.

Over the years, the IRC has successfully scaled its RSI services in Maricopa County, with an emphasis on increasing access to quality early childhood education, school readiness, and parent education. The services the IRC offers are tailored to meet the unique needs of refugee families, reflecting our cultural competence and understanding of diverse communities. For example, in FY24 the IRC provided 3,712 services (phone calls, school meetings, orientations, field trips, school enrollments, etc.) in Maricopa County.

In fiscal years 2022, 2023, and 2024, the IRC has seen significant growth in the number of clients served by the RSI program. In FY2022, the IRC served 293 clients, including 39 parents and 254 students. In FY2023, the number of students served increased by 77%, reaching 450 students, with a 597% increase in the number of parents served (272 parents). By FY2024, the IRC served 1,022 unique individuals (596 students and 426 parents), marking a 42% increase in total clients served.

These outcomes demonstrate the IRC’s proven ability to effectively scale services while maintaining high-quality support. Our track record in Arizona reflects the IRC's extensive experience in refugee resettlement, education services, and community integration. The IRC is well-positioned to expand and replicate these successful programs to new areas, providing essential services to refugee families and supporting their long-term success.

The IRC RSI program is provided in a holistic manner, promoting access to childcare for eligible children and families to better prepare them for formal education. The IRC Early RSI program offers referrals to early childhood education options such as Early Head Start, Head Start, and preschool programs within local school districts. For working parents, application assistance for childcare is available, in addition to connecting families with appropriate childcare options. For instance, there are seven organizations which administer Head Start programming in Maricopa County. Of these, the IRC currently partners with the City of Phoenix, Maricopa County, Catholic Charities, Chicanos Por La Causa (CPLC), and Southwest Human Development.

The IRC Early RSI program makes available cultural competency training for childcare facilities and preschools so they may learn about common early childhood practices of different cultures they may be serving, including recommendations for working with refugee families. Child development classes for parents of young children are available in the child-friendly space at the IRC office or at locations throughout Maricopa County where it is most convenient for families to attend. These services promote readiness for school, positive parenting practices, and early brain development.

The IRC has been fortunate to be a DES RSI contractor in Maricopa County for the past 14 years. During that time, the IRC has successfully served thousands of eligible parents and students ages five years old (or the age they enter school) until the age of 18 through the promotion of academic performance and successful integration into institutionalized learning environments. The IRC RSI program provides a variety of services tailored directly from feedback received from clients, ethnic communities, and key community partners and stakeholders. These services have facilitated educational access and increased the capacity of school districts to support refugee families and children. For example, the IRC RSI program sets participants up for success even before they begin school by offering a comprehensive parent/student orientation, and providing backpacks with school supplies, hygiene kits, and feminine hygiene items.

Throughout the year, the IRC offers American cultural activities, educational access, and personalized adjustment assistance to promote the academic performance and successful integration of children and youth. These activities include: In/After School Programs; Summer Programs; Digital Inclusion Program;

Drop-in tutoring: New Roots Program; Friendship Day; Spring Break Field Trips; Drug Abuse Prevention Program; Family Academic Readiness; Education Casework; Special Needs Student Support; Family Resource Events; Continuing Education Support; and holiday themed events.

To promote the academic performance and successful integration of eligible children and youth, the IRC RSI program facilitates education access and increases school districts’ capacity to support children and families through training, technical assistance, and professional development opportunities. The IRC provides professional development trainings for schools as requested, plus monthly trainings at the Refugee School Meetings. These trainings total over nine per year and reach over 200 youth educators and school staff annually on topics such as: refugee resettlement overview; working with refugee students and families; trauma-informed practices for working with refugee students; and cultural competency when working with refugee students and families. The IRC also acts as community convener and hosts monthly meetings for schools and districts, resettlement agencies, and other refugee serving community partners so they may share their successes and challenges, problem solve, and work together to promote the integration of students and families within schools.

3. Describe the Offeror’s method of approach to provide Early RSI and RSI services to eligible client populations in a manner that ensures that services and support will be provided according to the Priority in Provision of Services. Scope of Work Section 3.5. Limit your response to no more than three (3) pages.

The IRC is committed to providing services to eligible beneficiaries, according to the Priority in Provision of Services, that ensures the most vulnerable clients receive the help they need. Upon referral to the RSI program, the IRC program staff conduct an intake to determine program eligibility and to verify that the client meets the criteria of the Priority of Provision of Services. Eligible beneficiaries are refugees, asylees, Cuban and Haitian entrants, certain Amerasians, adult and minor victims of trafficking certified by U.S Department of Health and Human services, Special Immigrant Visa holders, refugees admitted through Welcome Corps, and permanent residents or secondary migrants who held one of these statuses who are within their first five years after arrival. Individuals who were paroled into the U.S. from Afghanistan after July 31, 2021, or paroled from Ukraine from February 24, 2022, to September 30, 2024, may be eligible upon verification. Additionally, children ages 0-5 and their caregivers are eligible for Early RSI, and school age children (5-18) and their caregivers are eligible for RSI services.

The intake process includes determining eligibility, collecting documentation of eligibility, signing documents required by the Refugee Resettlement Program (RRP), and completing an initial assessment to determine client needs. Data collected at the initial assessment includes biodata for each family member, educational history of the children, employment information of the parents, and needs for services including childcare, preschool, internet access, educational options for older students, or resources or programming to promote school attendance and readiness. Intake information is collected by School Liaisons or other RSI staff at school enrollments, at Parent/Student Orientations, at home visits, or by phone, by interviewing clients through a series of questions and giving information about available services in a conversational manner so clients feel more comfortable sharing with staff. Employment income or cash assistance information is collected for referral to resources including applications for childcare assistance, Head Start programs, and free or reduced lunch programs.

The IRC RSI program in Maricopa County has not needed a waitlist in the past. However, the program model is prepared and there is a process in place if the need arises. Should the demand for services exceed the capacity of the IRC and there is need to place clients on a waitlist, the RSI program will utilize information from the initial client intake, internal referral form, or external referral form, and clients will be prioritized based on the priorities listed below.

Priority One includes eligible beneficiaries in their first year in the U.S., because the initial period after arrival is critical for successful integration. By focusing on these clients, we ensure that they receive the necessary support to adapt to their new environment and thrive in their new schools. The IRC utilizes client lists, the Arizona Refugee Resettlement Program Online Data System (ARRPODS), referrals from resettlement agencies (RA)s, and collaboration with schools to offer targeted support for students and families in their first year after arrival. In 2024, the IRC served 342 clients non-IRC clients referred from other RAs and schools and districts such as Glendale Elementary School District, Cartwright Elementary School District, Madison Elementary School District, Sierra Linda High School, PT Coe Elementary School, and Pueblo del Sol Elementary School.

Priority Two includes clients receiving cash assistance, as they often face additional financial challenges that may impact their ability to access essential services. By providing targeted support, the IRC helps these families achieve stability and self-sufficiency. For instance, the IRC assists families receiving cash assistance to access childcare, after school programs, resource fairs. Parents may also be referred to other internal IRC programs or outside partners to improve or gain job skills training and education, learn or improve their English, and learn financial basics so they may better achieve and maintain self-sufficiency. Internal or external referral forms are used for clients who may be eligible and benefit from RSI services.

Priority Three includes clients who are unemployed and do not receive cash assistance, as they often face additional financial challenges that can impact their ability to access essential services. By providing targeted support, we help these families achieve stability and self-sufficiency. These eligible beneficiaries are given priority to ensure they have access to resources that can help them find employment and support their families. This includes assistance with childcare, before or after school care, after school programming, and referrals to supports such as job training, employment services, or rental assistance offered by the IRC, schools and community organizations.

Priority Four includes employed refugees who require additional support. We recognize that even those who are employed may face challenges that require extra assistance, such as balancing work and family responsibilities or accessing further education and training opportunities. The IRC’s RSI program offers child development classes, resource fairs, vaccination clinics, American cultural experiences, and individualized support for families and students.

4. Describe the Offeror's method of approach in providing general language services to meet the needs of each Limited English Proficient (LEP) student and their parents. Scope of Work Section

5.12. Limit your response to no more than two (2) pages.

The IRC offers a comprehensive range of language services to meet the needs of Limited English Proficient (LEP) students and their parents. Interpretation and translation services are available to clients at no cost, regardless of the size of their language group, and are utilized at all points of contact with clients. Every effort is made to provide interpretation and translations in the clients’ primary language or one of their preferred languages. In addition, the IRC places a high value on recruitment of staff who have language capacity in the most common languages of arriving refugees. Currently, the program has five staff who speak Kirundi, Swahili, Kinyarwanda, Luganda, French, and Spanish. In fiscal year 2024, the IRC provided over 200 hours of interpretation and translation services to clients in 30 different languages.

When providing interpretation for enrolled clients, the IRC prioritizes program staff who can communicate with clients in their primary language, facilitating direct and effective communication. If IRC staff who are fluent in the client’s language are unavailable, staff will schedule in-person interpretation through IRC’s internal Interpreter Services Program. The IRC provides in-house, in-person interpretation services in 29 different languages. Prioritizing in-person language services ensures that LEP students and parents can communicate effectively with staff to access and understand necessary information in their preferred language. To supplement in-house services, the IRC contracts with Certified Languages International to provide on demand telephonic interpretation. Telephonic services are utilized when an interpreter is needed instantly, when encountering a less-common language group, or when a client may express the need to have a conversation that requires a greater level of privacy or confidentiality.

For translation services, the IRC informs the RRP if any RRP-required documentation needs to be translated, ensuring that all necessary print or digital information is accessible to LEP clients. The IRC also offers limited in-house translation services in certain available languages. If a translation language is not available in-house, the IRC utilizes translation services available through the broader IRC network.

This ensures that all translation needs are met, regardless of the client’s specific language. If translation is not available, or the client is not literate in their spoken language, the staff utilize interpretation services to ensure a client’s understanding of all documents.

5. Describe how the Offeror will provide culturally responsive services and Meaningful Access to Eligible Clients. Include how your organization’s strategies ensure that all Clients receive the same level of and access to all services with strategies to identify and eliminate barriers to access. Scope of Work Section 5.18, 5.19, and 5.20. Limit your response to no more than three (3) pages.

The IRC actively works to eradicate systemic discrimination, create an inclusive working environment, reduce disparities driven by inequality, and deliver programs that promote equity. The IRC gender equality, diversity, and inclusion (GEDI) unit works across offices and functional units to coordinate and sustain diversity, equity and inclusion (DEI) efforts. IRC has a three-year GEDI Action Plan with targets for increasing leadership diversity, frameworks for staff recruitment and management, GEDI-aligned program frameworks, and inclusive communication. Among the IRC DEI strategies of the education and youth programs are recruiting diverse staff and volunteers that represent client communities, addressing barriers for marginalized populations, and providing culturally responsive environments through volunteer and staff training.

The IRC is committed to providing culturally responsive and meaningful access to services regardless of gender identities, geographical barriers, or client groups, while respecting and addressing their diverse cultural backgrounds in accordance with Federal regulations. For example, the IRC staff are trained in cultural awareness upon onboarding and have access to abundant information about various cultures through the IRC’s education and learning resources. Additionally, all IRC direct services staff are provided training in trauma-informed care, psychological first aid, and de-escalation techniques to enhance client safety and choice and to limit adverse impacts both to clients and staff. These resources enable staff to deliver culturally sensitive, trauma-informed services and provide a framework for interacting with the unique needs of clients from different backgrounds.

The IRC’s comprehensive interpretation and translation services ensure clients can access information in their preferred language, these efforts include the recruitment of the IRC staff who speak the client’s language, in-person interpretation services, translation services, and contracted telephonic interpretation services. The IRC utilizes these tools to ensure that clients understand the RSI program and all related documentation and that the parent can independently express the content of the service plan and their rights and responsibilities. All parents are required to sign RSI Rights and Responsibilities documents and permission slips before IRC staff engages with students and families to ensure they understand the RSI program, their responsibilities, and the services being provided to their children by the RSI program.

The IRC ensures that all students and parents receive equitable services by including both parents in services, offering programming to both boys and girls, offering services to all ethnicities and nationalities, and identifying and working to eliminate barriers to equal participation. The IRC also coordinates with other local RAs and local schools for the referral of clients to the RSI program, ensuring access to services regardless of the client’s original RA. This collaboration ensures that all eligible clients can benefit from our services.

To demonstrate the diversity of the client population the IRC served in fiscal year 2024, parent participation was 47% male, and 53% female and student participation was 51% male and 49% female.

The top nationalities served by the Maricopa County RSI program were Democratic Republic of Congo, Afghanistan, Burma, and Syria, similar to the top nationalities of arrival across Maricopa County. The RSI program serves students in 32 school districts within Phoenix, Glendale, Tempe, Mesa, Peoria, Tolleson, Avondale, Chandler, Gilbert, Scottsdale, Laveen, Litchfield Park, and Surprise.

IRC staff are highly trained in the rights of students and parents for equitable and meaningful access within the school systems in Arizona. IRC staff are trained on related Arizona and federal laws and consult regularly with the Arizona Department of Education to ensure accuracy of information and training materials. The IRC offers professional development and technical assistance to schools and districts, including the requirements for interpretation and translation and the various school funding sources that may be utilized to pay for these services. Additionally, the IRC provides schools education and training on cultural differences and effective strategies for working with refugees from diverse cultural backgrounds.

The IRC coordinates with schools to identify and support students and families who need extra assistance or who face barriers to meaningful access. Through technical assistance and training, the IRC works closely with schools and districts to ensure that language services are provided as required by law. A clear distinction is made between the legal requirements for interpretation and translation services as required by federal law and the support available from the IRC. Except in cases of emergency intervention, schools are responsible for interpretation and translation needed during normal school business, including teacher meetings, IEP support, and front desk services. When the IRC is involved in planning or implementing events or activities with the schools, such as parent engagement events or after school programs, the IRC will provide the interpretation or translation services required.

The IRC advocates for parents and students’ rights within the school system and other covered entities where clients require meaningful access. Should a child or parent be turned away due to lack of English language proficiency, if the rights of special needs students are not adequately and meaningfully explained to parents, or there is an imminent threat to a client’s health and safety, the IRC will mobilize to advocate on behalf of these families, up to and including reporting to the Office of Civil Rights. The IRC primarily advocates for clients by attempting to educate schools or districts, reporting schools to the appropriate district level staff, and offering ongoing technical assistance and training. However, if the problem persists, the IRC will escalate as appropriate by reporting violations of rights to the Arizona Department of Education and, if necessary, to the Office of Civil Rights. By employing these strategies, the IRC ensures that all clients receive the same level of access to services, effectively identifying and eliminating barriers to participation.

6. Describe the Offeror’s capability to develop and maintain professional relationships with mainstream service providers, community-based organizations, ECBO’s, faith-based organizations and other relevant entities to facilitate collaboration and advocacy for clients.

Include any existing partnerships that the Offeror has developed and would utilize for RSI services. Scope of Work Section 5.23. Limit your response to no more than two (2) pages.

The IRC maintains professional relationships with a variety of service providers, RAs, nonprofit organizations, ethnic community-based organizations (ECBO)s, social service organizations, faith-based communities, elected officials, public entities, schools and school districts. As part of a wider community and client engagement strategy, the IRC recognizes and values the vital roles these entities and organizations play in successful refugee resettlement and integration. The IRC employs a full-time Senior Community Engagement and Advocacy Manager who is responsible for coordination, partnership engagement, collaboration strategy, and client advocacy and engagement. Through these activities, the IRC is able to expand quality and timely services, increase advocacy efforts, empower local refugee communities towards successful and lasting integration, and promote pathways towards self-sufficiency for refugees.

The IRC aims to ensure clients are engaged as equal, influential partners both within the IRC and in the broader community. Our highest priority is in elevating clients’ voices and having them represented in our work, while also building partnerships with multi-ethnic/sector/racial stakeholders to deepen community relationships to better support clients as they integrate into a new society. Some of the existing Ethic Community Based Organizations ECBOs and faith-based stakeholders the IRC partners with includes:

Fresh Start (Haitian CBO); Haitian American Center for Social Development; First Haitian Trinity Church;

Congolese Community of AZ; Hope of Life International Church; Mwangazau Pendo; First African Church of God of Prophecy; Salama Foundation; Christian Ministry Church; Burundi America Association for Humanity & Opportunity; Somali United Council; Tempe Mosque; Phoenix Rumi Center; Islamic Circle of North America (ICNA); Afghan Association of AZ; Arizona Muslim Alliance's Refugee Taskforce; AMWA - American Muslim Women's Association of AZ; and many more.

The IRC Client Community Engagement & Advocacy team (CCEA) aims to ensure clients are engaged as equal, influential partners both within the IRC and in the broader community. This team plays a key role in elevating client voices — having them represented in all aspects of IRC’s work, while also building partnerships across Arizona, including with diaspora network — to better support clients as they integrate into a new society, deepen community relations, and support those who welcome them. Their vision is to build power in refugee and immigrant communities, and the organizations that serve them by providing a platform for collective action to drive positive social change anchored in and driven by client voice.

Through strategic engagement, the CCEA team brings together multiethnic, multi-racial and multi-sector constituencies to advocate for laws, policies, and programs that lead to justice and opportunity for all refugee and immigrant communities regardless of immigration status. The IRC conducts regular outreach to local schools and school districts to better facilitate collaboration and advocacy for clients. During FY2024, the RSI team attended 45 outreach or partnership meetings with 22 educational institutions and 11 community organizations.

The IRC also attends, tables, and gives presentations at the annual Office of English Language Acquisition Services (OELAS) conference. At this conference, the IRC reaches schools and districts throughout the state of Arizona to make connections, educate about refugee student needs, and offer services to schools. The RSI program also tabled at school community and back to school events at Cartwright Elementary School District, Valencia Newcomer School, Washington Elementary School District, Lutheran Social Services of the Southwest’s Family Resource Center, Isaac Elementary School District, and Phoenix Union High School District in the past year.

The RSI program also recently contacted 45 school districts and five charter schools and charter school districts within Maricopa County to request information about the number of current refugee students and existing support systems in place for refugee students at the schools. The IRC already had working relationships with over half of the school districts in Maricopa County. From this outreach, Wilson Elementary School District, La Joya Community High School, Roosevelt Elementary School District, Pendergast Elementary School District, Fowler Elementary School District, and Agua Fria Union High School District expressed interest in learning more about refugees and how to identify and further support refugee students and families. This interest led to professional development opportunities being scheduled at three new schools/districts.

The IRC conducted outreach to the local ECBOs for feedback and information about the needs of families and students. Two focus groups and two meetings were attended by client representatives and community leaders from multiple African and Muslim communities and the Haitian community. This feedback and information were used to inform programming and outreach activities of the RSI program.

Primary issues identified included struggles with child discipline and parenting, drug abuse, language barriers, lack of understanding of the education system, and lack of access to resources. As a result, caregiver engagement events at the IRC office or local schools are planned monthly to offer resources, connections to local resource organizations, and presentations for caregivers on the school system and their rights to services including interpretation.

The IRC also hosted a training by the Arizona Department of Education specifically on Responsibilities for Translation & Interpretation in schools for non-English speaking families with 45 people in attendance from 15 school districts. The IRC’s RSI program partners with Rise Up Glendale to provide drug abuse prevention information. The RSI program translated their fliers into multiple common refugee languages, started a project to create videos in several refugee speaking languages to introduce the topic of drug abuse and prevention, and are working with Rise Up Glendale to customize their curriculum for parents, students, and families to be culturally relevant and translated for refugee participants. The IRC RSI program hosted a parenting class in partnership with Cornerstone Behavioral Health and is expanding outreach to other organizations that provide parenting information and classes for families with children of all ages.

The IRC hosted nine monthly networking meetings in fiscal year 2024 during the school year.

Representatives from 25 school districts or charter schools/districts were in attendance with an average attendance of 34 people per meeting. Also in attendance were refugee serving community organizations invited to coordinate services that may not be available through the schools or the RSI program. For example, Chicanos por la Causa’s (CPLC) Refugee Youth Mentorship Program representatives and Arizona Cactus-Pine Girl Scout Council, and the Arizona Department of Education’s Refugee Student Support’s lead specialist regularly attend these meetings.

Referrals are submitted to the Refugee Youth Mentorship program for services not covered by the RSI program within two business days of identification of need. The Girl Scouts provide free troop programming at schools for refugee students and coordinates with the IRC to provide summer programming for refugee students.

Key community partners for the IRC RSI program in FY24 included:

Food and nutrition services : Childhood Nutrition Team North Phoenix; St. Mary's food bank;

Arizona Kosher Food Pantry; WESD Ocotillo Food pantry; WESD Alta Vista Food Pantry; Honor Health Food Pantry;

Outreach, referrals and general services : City of Phoenix Refugee Division; Lutheran Social Services of the Southwest; Catholic Charities Refugee Resettlement.

General services depending on need : Matforce & Rise Up Glendale – Drug Abuse Prevention;

Salvation Army; Arizona Baptist Children's Services; Issac Family Resource Center; Glendale ESD Family Hub; Chicanos por la Causa

Diapers : National Diaper Bank Network; City of Phoenix diaper program; Food for events:

Nothing Bundt Cakes; Einstein bagels.

Nutrition education : Salad and Go, IRC New Roots; Clothing: Welcome to America Project;

Vaccinations: Phoenix Fire Department Baby Shot program; Maricopa County Department of Public Health (MCCDPH) West Valley Immunization Clinic.

Adult ESL : Friendly House.

Sleeping tight bags : Project Sleep Tight USA; English learning for students: EnGen Learning.

7. Describe how the Offeror will ensure that there is no gap in client services within thirty (30) days of the contract award. Scope of Work Section 5.42. Limit your response to no more than two

(2) pages.

The IRC has provided comprehensive RSI services to students, families, and schools in Maricopa County since 2012 and is currently contracted with DES for these services. The IRC RSI staff are highly qualified, trained and experienced administering the RSI program. They are prepared to continue offering high quality services to eligible beneficiaries and local educational institutions during a contract transitional period. The IRC currently contracts and manages 12 other DES ORR related contracts. The IRC is fortunate that it has a large global network, which means that cashflow is available to support programming so there is no interruption in services for clients during the contract or amendment process.

8. Describe how the Offeror will ensure that Early RSI and RSI services are only provided to the Clients that meet the eligibility requirements as specified in Section 3.4. Scope of Work Section

6.1 and 7.1. Limit your response to no more than two (2) pages.

Eligible beneficiaries for Early RSI and RSI services are refugees, asylees, Cuban and Haitian entrants, certain Amerasians, adult and minor victims of trafficking certified by U.S Department of Health and Human services, Special Immigrant Visa holders, refugees admitted through Welcome Corps, and permanent residents or secondary migrants who had held one of these statuses who are within their first five years after arrival. Individuals who were paroled into the U.S. from Afghanistan after July 31, 2021, or paroled from Ukraine from February 24, 2022, to September 30, 2024, may be eligible upon verification.

Children ages 0-5 and their caregivers are eligible for Early RSI, and school age children (5-18) and their caregivers are eligible for RSI services.

The intake process for Early RSI and RSI services includes determining eligibility, collecting documentation of eligibility, signing documents required by RRP, and completing an initial assessment to determine client needs. The IRC ensures beneficiaries of services are eligible in advance of providing RSI services. For new arrivals, the IRC partners with local RAs to receive referrals of their newly arrived clients through ARRPODS software provided by the Arizona Refugee Resettlement Program (RRP). All clients approved by RRP in the ARRPODS database are eligible if they have children ages birth to 18 and are within their first 5 years after arrival or, for Afghan and Ukrainian parolees arrived within the specific dates for eligibility and meet criteria provided by the Office of Refugee Resettlement. The IRC also travels to other resettlement agency offices to provide comprehensive Parent/Student Orientation. These clients already have their eligibility determined and documents uploaded into ARRPDOS before the orientation takes place. They are also added to the IRC’s internal client list for evaluation of needs and inclusion in services.

When working with schools to provide services in partnership with the IRC, student beneficiary information must be shared with the IRC to determine eligibility before providing services. Due to federal educational privacy laws under the Federal Educational Rights and Privacy Act (FERPA), agreements must be put in place and approved by the local school board before this information may be shared. For example, the IRC has currently has Memorandum of Understanding (MOU) agreements with six school districts in Maricopa County (Alhambra Elementary School District, Glendale Elementary School District, Madison Elementary School District, Cartwright Elementary School District, Agua Fria Union High School District, and Tolleson Union High School Districts). These districts reported approximately 250 refugee students in attendance. MOU agreements are in the process of going to school boards for approval at nine additional school districts where the majority of new arrivals were placed in the last two years. Once student information is shared, the IRC verifies eligibility and ensures all documentation is signed and uploaded into ARRPODS. When eligibility cannot be determined but is suspected, the IRC contacts the family to offer a home visit to determine eligibility and collect documentation if the family is eligible and chooses to participate and conduct an initial assessment to determine needs.

When partnering with schools or other organizations to provide events that are open to the public, the IRC works with local community organizations and other nonprofits to provide services and resources in addition to RSI funded resources. The IRC staff at the check in table checks for eligibility by searching ARRPODS to determine if the client is already approved for services by RRP. IRC staff will also check the internal client list. If an attendee is not in ARRPODS or the internal client list, IRC staff will ask questions to determine if they may possibly be eligible. If the participant is believed to be eligible but not yet verified, they will be provided with services and resources not funded by the RSI program and RSI staff will follow up with a home visit to determine eligibility. Once eligibility determination is made and documentation is collected, then the client will be provided with the same RSI funded resources they would have received at the event. If the participant is determined to not be eligible, then they would have received services and resources provided by partnering organizations and not funded by the RSI program.

By taking these measures to determine eligibility, this ensures Early RSI and RSI services will only be provided to clients that meet eligibility requirements of the program.

9. Describe the Offeror's experience and strategies in providing assistance, facilitating childcare access by removing barriers, improving systems, training and increasing childcare provider's knowledge of Clients' need. Scope of Work Section 6.3. Limit your response to no more than two

(2) pages.

Removing Barriers The IRC intake process identifies parents with children ages birth to five who may need help accessing childcare. Challenges to accessing childcare for families typically include cost, transportation, and language barriers. The Early Childhood Coordinator assists working families with completing an application for childcare assistance through the Arizona Department of Economic Security for consideration, as needed. If a family does not qualify for DES childcare assistance, the IRC helps the family identify alternative licensed childcare options. For families who receive approval for DES childcare assistance, the IRC assists the family to research their available DES childcare provider options. Things like location and distance from home and work, hours of operation and holidays observed, transportation to school for school-aged children, and convenience for the family are all discussed and considered to help the family make the best decision for their unique circumstances. In addition, the IRC staff may organize and attend pre-enrollment tours of childcare facilities with the families. Throughout the process, IRC staff provides transportation and interpretation for the family.

Improving Systems The Early Childhood Coordinator attends partnership meetings, virtual webinars and/or local Early Childhood conferences to expand on strategies, learn educational concepts, create new partnerships, and obtain new resources. These connections lead to advocacy opportunities which help educate childcare professionals and leadership staff of childcare providers so they may improve systems so refugee families may better access childcare.

Trainings for Childcare Providers To further demonstrate the strength of the IRC’s RSI program removing barriers, improving systems, training and increasing childcare providers knowledge of client’s needs, the IRC’s Early Childhood Coordinator developed specialized training for childcare providers on common early childhood practices of different refugee cultures. The IRC will conduct in-person trainings to childcare partners, as well as provide guidance on how to connect with children by using English Language Learning methods, including, but not limited to, visual cues, modeling, or opportunities to practice with hands on experience.

The Early Childhood Education Coordinator in Maricopa County has over 30 years of experience working in early childhood settings and leadership in early childhood programs, including behavioral health, special needs, and English Language Learning. This extensive experience will be utilized in advising and assisting childcare settings on the needs of refugee families.

10. Describe how the Offeror will provide services and/or resources that support early childhood education for children's academic and social preparation for formal schooling. Scope of Work Section 6.4. Limit your response to no more than three (3) pages.

The Early RSI staff, with the assistance of an interpreter, connects families with Early Head Start and/or Head Start to access an appropriate learning environment. Early Head Start is a free program for families with children ages birth to two years and 11 months that offers specialized home visits to work with caregivers and young children together to teach parents strategies for supporting cognitive, social, and emotional growth to help prepare children for school. In certain locations, Early Head Start also offers free childcare for working parents in an environment that supports young children’s growth and development.

These Early Head Start locations also offer classes for caregivers to learn about child development and strategies to support their child’s development. For children ages three to five years old, Head Start offers free center-based preschool, usually at a local elementary school. The Head Start program provides developmentally appropriate learning to prepare children for school by promoting their English language learning and social, emotional, and cognitive development. Head Start also offers free classes for parents to learn about child development and activities they can participate in with their child at home so the child is better prepared for school.

For parents preparing to begin employment, the IRC will help them apply for DES assistance for childcare and find childcare locations that are respectful and supportive of their child’s cultural heritage and home language while encouraging English language acquisition. The IRC will address barriers to accessing childcare by offering personalized support, interpretation, and transportation assistance.

Identification of potential developmental delays in young children as early as possible is critical to connecting them with the support services they need so they are better prepared socially and academically for formal schooling. The IRC RSI staff have experience guiding parents through the referral and evaluation process of the Arizona Early Intervention Program (AzEIP) for newborn to two years nine months old children and the Child Find process located in family’s home school district for children ages three to five. Throughout the process the IRC RSI staff: advise the family on the next steps; inform them of their rights and responsibilities as parents within the school system; provide transportation assistance if needed; advocate for families to have access to interpretation; and ensure the evaluation process is properly adapted for refugee children. If a child is diagnosed with developmental delays, the child will receive free support and assistance from professionals in cognitive, speech, and motor development.

Parents receive education on child development and learn how to aide in that development while at home with their child.

For families that wish to learn more about how to support their child’s milestones and skills, the IRC’s Early RSI program will provide parent/child sessions to support parents in learning about brain development, milestones by age, and how to engage their child through play while developing cognitive skills. These classes will align with Arizona Early Learning Standards and will be presented by highly skilled staff with an educational and experiential background in early childhood education. Classes will be held in the child development room at the IRC office, which offers a learning environment with a variety of age-appropriate materials for families to engage in the activities presented each week. For parents facing barriers to transportation, the IRC will provide access to transportation or deliver the program in a secure location closer to their home such as, but not limited to, a conference room located in housing complex, library, health facility, place of worship, or community center. Interpretation will also be provided for classes, either by a staff member that speaks the language, an in-person interpreter, or by phone interpretation as a last resort if in-person interpretation cannot be located.

Direct formal English language instruction is not developmentally appropriate for this age range, so the early childhood classes will specifically target academic skills for formal schooling and English language learning including language and literacy, receptive language, expressive language, emergent literacy, mathematics, physical development, fine motor development, and gross motor development. These skills may all be learned and practiced in a child’s first language and will enhance development of the areas of the brain responsible for language and literacy making it easier for children to learn English in preschool or school. Pre-literacy skills including phonological awareness and phonemic awareness are the foundations that enable preschool children to later match sounds to their letters (phonics) and learn to read.

The early childhood classes will provide modeling and ways to practice with parents to develop several social skills in the context of daily routines, activities, and play. These social skills may include the following:

Develop awareness in self: by developing a sense of personal identity as they begin to recognize the characteristics that make them unique as individuals and to build self-esteem.

Recognize and express feelings and demonstrate self-regulation: by developing emotional literacy through the ability to identify and acknowledge their feelings and feelings of others through daily interactions.

Develop relationships and skills, through…