USAFE_EDIS_PWS_2012_04_17.pdf

HQ/USAFE EDIS PWS Page 0 Attachment 1

FA5613-12-R-0006

PERFORMANCE WORK STATEMENT (PWS)

FOR

EDUCATIONAL & DEVELOPMENTAL

INTERVENTION SERVICES (EDIS)

HEADQUARTERS/UNITED STATES AIR FORCES

IN EUROPE (HQ/USAFE)

17 April 2012 https://media.usafe.af.mil/Art/shields/HQ USAFE.wmf

HQ/USAFE EDIS PWS Page 1 Attachment 1

TABLE OF CONTENTS

PAGE

1.0 Description of Services 2

1.1 Acronyms 2

1.2 Objectives 2

1.3 Scope 2

1.4 Place of Performance 3

1.5 Work Hours & Schedule 3

1.6 Summary of Requirements 4

1.6.1 Task Descriptions 4

1.6.1.1 Clinical Child Psychologist (CCP) 4

1.6.1.2 Early Childhood Special Educator (ECSE) 5

1.6.1.3 Early Intervention Specialist (EIS) 6

1.6.1.4 Family Services Coordinator (FSC) 6

1.6.1.5 Pediatric Occupational Therapist (POT) 7

1.6.1.6 Pediatric Physical Therapist (PPT) 7

1.6.1.7 Speech/Language Pathologist (SLP) 8

1.6.2 General and Specific Qualifications 9

1.6.2.1 Clinical Child Psychologist (CCP) 9

1.6.2.2 Early Childhood Special Educator (ECSE) 10

1.6.2.3 Early Intervention Specialist (EIS) 11

1.6.2.4 Family Services Coordinator (FSC) 11

1.6.2.5 Pediatric Occupational Therapist (POT) 12

1.6.2.6 Pediatric Physical Therapist (PPT) 13

1.6.2.7 Speech/Language Pathologist (SLP) 14

1.6.3 General Information 15

1.6.4 Training & Travel 16

1.6.5 Staffing 17

1.6.6 Security Requirements 18

1.6.7 Deliverables 20

2.0 Services Summary (SS) 21

3.0 Government Furnished Property and Services 22

4.0 Appendices

Appendix A USAFE EDIS Personnel Requirements and Locations 23

Appendix B Applicable Directives 24

Appendix C Health Insurance Portability and Accountability Act (HPAA) 25

Appendix D Organizational Conflict of Interest (OCI) 30

Appendix E HQ USAFE Non-Disclosure Agreement 33

Appendix F Acronyms 35

Appendix G Special Contract Requirements 38

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1.0 DESCRIPTION OF SERVICES

The Air Force provides Educational Developmental Intervention Services (EDIS) for eligible children, pursuant to the Individuals with Disabilities Education Act (IDEA) and in accordance with (IAW) implementing guidance of Department of Defense (DoD) Instruction 1342.12, Provision of Early Intervention and Special Education to Eligible DoD dependents. These objectives are accomplished through various educational and health related professionals who will deliver services to children birth through 21 years of age, through the military medical system, at Air Force installations supported by DoD Dependent Schools (DoDDS).

The objective of this Performance Work Statement (PWS) is to delineate tasks, duties, skill sets, and credentials required to fulfill key positions in the EDIS. The PWS defines the necessary tasks to support and enhance the operational mission of the Air Force.

1.1 Acronyms: All acronyms used throughout this PWS are listed and spelled out in Appendix

H to this PWS.

1.2 Objectives

The purpose of this effort is to provide personal services that are comprehensive and functionally relevant to eligible infants/toddlers and their families, delivered in natural settings and embedded in daily routines, and IAW Individualized Family Service Plans (IFSP). Coordinate access to support services for families of eligible children. Conduct child find and public awareness activities. Document all services in an approved data system. Deliver services in compliance with applicable DoD and Air Force policies and standards. The Contractor shall provide EDIS at the designated USAFE locations as listed in Appendix A, USAFE EDIS PERSONNEL

REQUIREMENTS AND LOCATIONS.

1.3 Scope

1.3.1 The Contractor shall provide qualified personal services, direct-care professional staff to deliver services within the DoD military medical departments at Air Force installations supported by outside the continental United States (OCONUS) DoDDS.

1.3.2 Health Care Providers (HCPs) shall provide EDIS pursuant to the IDEA, as amended by

Public Law 102-119, and IAW the implementing guidance issued by DoD and the Air Force departments.

1.3.3 The Health Care Provider (HCP) shall serve DoD eligible infants, toddlers, pre-school and school-aged children who have developmental delays or disabilities per the DoD criteria, and their families who are assigned to duty in overseas locations supported by DoDDS.

1.3.4 The Contractor shall provide all labor, personnel, tools, equipment, transportation, and materials that are not specified otherwise as Government Furnished Support (GFS) in this PWS to perform all task as delineated in this PWS. Major performance tasks are listed in Section 2.0, Services Summary. Contractor shall perform all services IAW the PWS.

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1.3.5 Task Orders awarded against the basic EDIC contract will be Firm-Fixed Price (FFP) with cost reimbursable Contract Line Item Numbers (CLINs) for official training, travel, lodging, meals and incidental expenses. The Contractor will be reimbursed IAW Federal Acquisition

Regulation (FAR) Part 31.205-46, and the Joint Travel Regulation (JTR) for all training and travel requirements.

1.4 Place of Performance

The performance locations for EDIS USAFE requirements are identified in Appendix A, “USAFE EDIS PERSONNEL REQUIREMENTS AND LOCATIONS”. HCPs shall be assigned at a specific primary work site; however, the specific tasks for each specialty may include travel to other locations. Therefore, HCPs shall possess or be able to obtain a motor vehicle drivers license so as to be available to travel to other locations on temporary duty as required by the

Government. The majority of services will be provided to eligible children and families in the natural or least restrictive setting.

1.4.1 The service setting may include children‟s homes, DoDDS, child-care homes, childcare centers, and other community settings. A limited amount of service delivery will occur in military hospitals and clinics. Services shall be provided to hospitalized infants and toddlers by consultation only and under the close supervision of the child‟s attending physician.

1.5 Work Hours & Schedule

1.5.1 Hours Of Operation: The typical duty shift is eight (8) hours per day, excluding any break for meals. Work shall be primarily performed between the hours of 6:00 AM and 8:00 PM, Monday through Friday, with limited weekend hours sometimes required.

1.5.1.1 Hours of Performance. Hours of performance shall remain flexible and vary according to the needs of clients and may take place outside normal duty hours. Work schedules shall be established, modified, or approved by the clinic supervisor and the COR. In the event that a

HCP works beyond 40 hours in one (1) week, a future duty schedule shall be reduced accordingly. This reduction in scheduled duty hours shall be accomplished within two pay periods. Any performance of work in excess of the standard 40-hour work week (overtime) and corresponding reduced schedule (compensatory time) shall be coordinated with the Contractor, approved by the clinic supervisor and the COR in writing (email is acceptable), and not disrupt the efficient delivery of services to the children and their families. Approval for performance of overtime and taking of compensatory time shall be obtained prior to the execution of both.

1.5.1.2 Alternate Work Schedules: Alternate work schedules may be established at the

Contractor‟s request, if the proposed schedule does not disrupt the efficient delivery of services to the children and their families, and is approved by the Government. Alternate work schedules may be similar to those approved for Government employees, however approval shall be coordinated between the local clinic manager, the Contractor, and the COR, and approvals must be in writing two weeks prior to the change.

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1.5.2 Scheduled Holidays: New Year‟s Day, Dr. Martin Luther King, Jr. Birthday, President‟s

Day, Memorial Day, Independence Day, Labor Day, Columbus Day, Veteran‟s Day, Thanksgiving Day and Christmas Day.

1.5.2.1 Government agencies will not be available during scheduled holidays, inclement weather, weekends, after duty hours, or AF down days.

1.5.2.2 HCPs shall notify their immediate clinic supervisor no later than two (2) hours after the start of a workday for unplanned leave, including sick leave.

1.5.2.3 The Contractor will be compensated for services satisfactorily performed and accepted by Government Contracting Officer Representative(s) (COR).

1.6. Summary of Requirements

1.6.1 Task Descriptions

1.6.1.1 Clinical Child Psychologist (CCP) - The CCP shall:

1.6.1.1.1 Provide evaluation, consultation and direct care psychological services for infants and toddlers with disabilities and their families, who have significant behavioral disorders, including attachment, feeding and sleeping disorders; and children 3 to 21 who are receiving special education services in DoDDS.

1.6.1.1.2 Provide consultation to other EDIS team members and the Child Study Committees

(CSC) throughout the region regarding behavior modification and other strategies for intervention with specific children.

1.6.1.1.3 Provide second opinion and consultation services for evaluation and treatment planning for referred children with complex or atypical cognitive or socio-emotional development.

1.6.1.1.4 Psychological services include: (1) administering psychological and developmental tests and other assessment procedures; (2) interpreting assessment results; (3) obtaining, integrating and interpreting information about child behavior and development; and (4) planning and managing a program of psychological services, including psychological counseling, consultation on child development, parent training, and education programs.

1.6.1.1.5 For families of children 0-3: Assist the family in determining priorities, concerns, and goals for the child relating to mental health. Participate with the EDIS team and family to develop an appropriate IFSP. Ensures the mental health goals reflect the concerns and priorities of the family.

1.6.1.1.6 For children 3-21: Participate with the CSC team to develop an appropriate IEP.

Provide direct services addressing behavioral issues to children with disabilities and their

HQ/USAFE EDIS PWS Page 5 Attachment 1 families as described on the IFSP. Participate in the development and facilitation of family support groups.

1.6.1.1.7 Consult and provide technical assistance to the staff of Child Development Services and DODDS regarding behavioral and socio-emotional issues of children birth to 21 who are receiving services from EDIS IAW IDEA.

1.6.1.1.8 Provide service coordination for assigned families and as a liaison to school-based or other community-based service delivery programs. Initiate and provide appropriate contacts, including reports, letters and documents. Provide written and oral reports, enters patient specific and workload data into approved automated databases.

1.6.1.2 Early Childhood Special Educator (ECSE) - The ECSC shall:

1.6.1.2. 1 Provide early childhood special education services to infants/toddlers who are eligible under DoD criteria.

1.6.1.2.2. Assist the family in determining concerns, priorities and resources regarding their child‟s development.

1.6.1.2.3 Select and use appropriate instruments to screen and access children‟s present level of performance in cognitive, communication, social emotional, and adaptive developmental domains.

1.6.1.2.4 Provide written and oral reports of evaluation and recommend intervention approaches.

1.6.1.2.5 Provide cognitive enrichment/special instruction to infant/toddler and family through direct or indirect services in home, childcare centers, or other settings identified in the

Individualized Family Service Plan.

1.6.1.2.6 Gross motor and fine motor therapeutic activities implemented in collaboration with and under the supervision of a pediatric Physical Therapist or Occupational Therapist.

1.6.1.2.7 Consult and collaborate with other team members, staff of Child Development

Services, family childcare employees, and extended family members to develop a comprehensive network of individualized services for the infant/toddler and family.

1.6.1.2.8 Initiate appropriate contacts, and prepare reports, letters, and documents.

1.6.1.2.9 Attend IFSP meetings, arena evaluations, multidisciplinary team meetings, staff meetings, and transition meetings with the school systems.

1.6.1.2.10 Serve as service coordinator (case manager) for families and as liaison to school-based or other community-based service delivery programs. Initiate and provide appropriate contacts, including reports, letters, documents, and privacy act releases.

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1.6.1.3 Early Intervention Specialist (EIS) - The EIS shall:

1.6.1.3.1 Conduct technical assistance to EDIS teams as requested by the Government.

1.6.1.3.2 Provide professional training to Government and contracted EDIS staff in early childhood intervention practices, to include comprehensive family evaluations, developmental assessments, eligibility determination, service delivery, staff collaboration and trans-disciplinary practices, and transition services.

1.6.1.3.3 Review procedures and practices, and recommend alternative methods of service delivery that are consistent with professionally accepted practices and in concert with the

Government‟s program philosophy and policies.

1.6.1.3.4 Coordinate the implementation of the USAFE EDIS Comprehensive System of

Personnel Development, to include conducting needs assessments, recommending content of training, identifying and recommending sources of training, and delivering in-service training.

1.6.1.3.5 Conduct comprehensive child evaluations and direct services on an as-needed basis, in the event of certain staff vacancies.

1.6.1.4 Child and Family Social Worker/Family Services Coordinator (FSC) - The FSC shall:

1.6.1.4.1 Serve as a service coordinator and perform service coordination duties.

1.6.1.4.2 Provide screening, assessment, and intervention services as appropriate, according to the organization‟s mission and as required by the target age group.

1.6.1.4.3 Prepare comprehensive reports of assessment results.

1.6.1.4.4 Participate with a multi/trans-disciplinary team to conduct comprehensive intakes and evaluations (psychosocial assessments) and develop appropriate service delivery plans.

1.6.1.4.5 Conduct social-family assessments to determine families‟ understanding of their children‟s disabilities, their priorities and readiness to actively participate in early intervention, barriers to learning and to effective delivery of services, and any family circumstances that will affect the success of the intervention process.

1.6.1.4.6 Collaborate and/or consult with other team members, community agencies, families, or other personnel involved with delivering developmental, educational or medical services to eligible children and their families.

1.6.1.4.7 Enter all appropriate information/data into Government required automated data systems.

1.6.1.4.8 Participates in child-find activities in collaboration with other medical, community and/or school personnel.

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1.6.1.5 Pediatric Occupational Therapist (POT) - The POT shall:

1.6.1.5.1 Provide services to all children eligible for EIS and Special Education in the DoDDS, and prescribed in IFSPs and IEPs.

1.6.1.5.2 Perform occupational therapy prevention, maintenance, and restoration programs, motor coordination, and spatial orientation.

1.6.1.5.3 Evaluate, develop treatment plans, and implement treatment in regard to occupational performance (e.g., work, leisure, and self-care proficiencies) and performance components, which include motor, cognitive, social and psychological function IAW the professional standards established by the American Occupational Therapy Association.

1.6.1.5.4 Continually evaluate progress toward functional goals and modify treatment plan accordingly, and discontinuing treatment when appropriate.

1.6.1.5.5 Provide documentation on patient progress IAW the guidance and procedures established for the local EDIS team.

1.6.1.5.6 Discuss treatment plan and progress with families, physicians, other health professionals, and the EDIS team.

1.6.1.5.7 Attend meetings of IFSP, IEP, arena evaluations, multidisciplinary team, and transition meetings with school systems as required.

1.6.1.6 Pediatric Physical Therapist (PPT) - The PPT shall:

1.6.1.6.1 Evaluate motor functions of all assigned children, birth through school age that meet eligibility criteria for enrollment in EIS or Special Education programs in the DoDDS, and provide treatment as prescribed on the IFSPs and IEPs. Utilizes appropriate evaluation tools

(manuals, devices, etc.) to determine developmental delays or disabilities that limit day-to-day functioning.

1.6.1.6.2 Independently determine test instruments to be used with infants/toddlers and school age children, administer scores, interpret the tests and determine diagnosis relating to motor skills IAW accepted professional standards of physical therapy. Perform test and measurements of muscles, nerves, skin temperature, joint range of motion, strength, posture, functional ability, and sensation.

1.6.1.6.3 Utilize activities, strategies, and exercise to include range of motion, joint mobilization, strengthening, muscle re-education, facilitation techniques, and ambulatory and functional training with focus on the quality of movement, reflex development, muscle strength, gait, and other gross motor activity. Apply physical modalities to include moist heat, cryotheraphy, ultrasound, electrical stimulation, traction, transcutaneous electrical nerve stimulation, phonophoresis, and iontophoresis.

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1.6.1.6.4 Evaluate and interpret tests results and measurements and establish a functionally appropriate program of activities and strategies that can be implemented within the child‟s natural setting and routines, such as school or home.

1.6.1.6.5 Refer patients to other disciplines/specialty clinics as appropriate.

1.6.1.6.6 Modify program of activities and strategies based on child‟s needs.

1.6.1.6.7 Maintain appropriate documentation in the EDIS case files and, if required, the medical record.

1.6.1.6.8 Order orthotic devices and various adaptive equipment for children as indicated.

1.6.1.6.9 Coordinate with other EDIS staff members, teachers, and parents in carrying out activities and strategies as described in the IFSPs and IEPs.

1.6.1.6.10 Determine when the program of activities should be revised or terminated due to changes in the child‟s condition, his/her progress, or attainment of goals.

1.6.1.6.11 Educate patients, families, and health care professionals in the rationale and technique for the prescribed gross motor activities. Provide home program for parents to maintain progress between employee visits.

1.6.1.6.12 Conduct in-service educational programs for peers, subordinates, other EDIS team members

1.6.1.7 Speech/Language Pathologist (SLP) - The SLP shall:

1.6.1.7.1 Provide evaluations and services to all children referred to EDIS for services, IAW

MTF and professional standards.

1.6.1.7.2 Provide Speech/Language Therapy, activities, and functional strategies in: Aphasia and related disorders; Apraxia of Speech; Dysarthria; Voice Disorders; Stuttering; Delayed

Speech; Cleft Palate; Cerebral Palsy; Hearing Disorders; Poor Articulation; Tongue Thrusting, and Impaired Swallowing.

1.6.1.7.3 Providing alternative communication techniques (sign, gestures) and training to non-verbal children and their families.

1.6.1.7.4 Provide diagnostic and therapeutic services for patients with Dysphasia, including videofluoroscopic examination.

1.6.1.7.5 Attend IFSP meetings and EIS staff meetings.

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1.6.1.7.6 Provide service coordination (case management) for families and serving as liaison to school-based or other community-based service delivery program. Initiating and providing appropriate contacts, including reports, letters, documents, and privacy act releases.

1.6.2 General and Specific Qualifications

All EDIS HCPs assigned by the Contractor for the performance of this contract shall, as a minimum, meet the experience, educational, or other background requirements set forth herein and are fully capable of performing the contemplated functions of the respective labor categories in an efficient, reliable, and professional manner.

The Contractor shall ensure all HCPs possess the skills and applicable experience necessary to evaluate and treat infants, toddlers, and school-age children. Each prospective candidate shall have at least two (2) years of general experience with pediatric clients and at least one (1) year within the past five (5) years specializing with the age group for which employment is considered, including experience gained during a practicum, internship, or clinical fellowship year as part of a degree program.

The primary COR may waive all or part of the experience for a candidate with specialized early intervention applicable training beyond the minimum professional requirements for a degree or certification.

Contractor shall ensure that all HCPs are able to read, write and speak English well enough to effectively communicate with clients and others.

1.6.2.1 Clinical Child Psychologist (CCP) – The CCP shall:

1.6.2.1.1 Have a Doctorate in Psychology from an American Psychological Association (APA) approved program with successful completion of a fellowship in clinical child psychology from an APA approved fellowship, or an equivalent fellowship.

1.6.2.1.2 Have at least two years experience providing family centered services to a population of young children with disabilities and their families, including diagnosis and treatment of sleeping, feeding, attachment, and other behavior disorders using behavior management and other techniques.

1.6.2.1.3 Have the skill to provide evaluation, consultation and direct care psychological services for infants and toddlers with disabilities and their families, who have significant behavioral disorders, including attachment, feeding and sleeping disorders; and children birth to

21 who are receiving special education services in DoDDS.

1.6.2.1.4 Have formal training and experience in conducting child assessments, to include using professionally accepted standardized and criterion reference tools to measure infant/toddler development, child cognitive abilities (IQ), and/or academic achievement..

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1.6.2.1.5 Have the training and demonstrated skill in assessment of family concerns, priorities, and resources.

1.6.2.1.6 Have at least two years of professional experience working with young children and their families in their least restrictive setting that is natural to the child/family.

1.6.2.1.7 Have an extensive and professional knowledge of theories and principles of child development and special education, including knowledge of biological and environmental impacts on child development and appropriate techniques and strategies for prevention/ intervention, accommodation, and adaptation.

1.6.2.1.8 Have the skill to effectively communicate with children and families in order to establish a supportive relationship that shall result in collaborative family centered evaluations and interventions.

1.6.2.1.9 Have the ability to use interpersonal skills of valuing inter- and trans-disciplinary work, and communicating the unique viewpoint and contributions of the field of early childhood education during contacts with other professionals and child care employees.

1.6.2.1.10 Have the knowledge, skills, and abilities to assist and teach families; articulate the developmental strengths and needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families; and participate in team/group interactions, work groups and decision making.

1.6.2.1.11 Be licensed or certified in at least one State or Territory.

1.6.2.2 Early Childhood Special Educator (ECSE) – The ECSE shall:

1.6.2.2.1 Have a bachelor‟s degree, master‟s degree, or Ph.D. from an accredited Early

Childhood Education Program, Home Economics (with concentration in Child Development), Human Development, Psychology, Counseling, or any other discipline that prepares individuals to provide early intervention services pursuant to IDEA, and possess an appropriate certification in early intervention services issued by a recognized State or local authority.

1.6.2.2.2 Be an ECSE with a master‟s degree or higher and shall have at least 2 years of direct

ECSE experience within the last 5 years in IDEA related settings. Bachelor level candidates shall have at least three (3) consecutive years of direct experience during the past 5 years delivering EIS in natural settings, and may only be placed at locations with two or more ECSE positions and one position is occupied by a master‟s level HCP.

1.6.2.2.3 Have an extensive and professional knowledge of theories and principles of child impacts on child development and appropriate techniques and strategies for prevention/intervention, accommodation, and adaptation.

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1.6.2.2.4 Have a basic knowledge of the principles and practices of family-centered care as it relates to early intervention and services described in the IDEA.

1.6.2.2.5 Have a basic knowledge of interdisciplinary practices and group dynamics.

1.6.2.2.6 Have the skills and ability to provide competent face-to-face contact with infants/toddlers with disabilities, their families, other members of the team, childcare employees, preschool teachers, physicians, and county and state officials.

1.6.2.2.7 Have the interpersonal skills of compassion and empathy and the ability to assist emotionally distraught, depressed, or angry family members to develop a sense of competence regarding the child with disabilities.

1.6.2.2.8 Have the ability to use interpersonal skills of valuing inter- and trans-disciplinary work, handling professional disagreements effectively, and communicating the unique viewpoint and contributions of the field of early childhood education during contacts with other professionals and child care employees.

1.6.2.2.9 Have the knowledge, skills, and abilities to rightly evaluate infants and toddlers; assist and teach families; articulate the developmental needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families and county and state officials; and participate in team/group interactions, work groups and decision making.

1.6.2.2.10 Have a basic knowledge of developmental assessment, facilitation of child development, and theories and practices for serving young children with disabilities.

1.6.2.3 Early Intervention Specialist (EIS) – The EIS shall:

1.6.2.3.1 Have a PhD in Early Childhood Intervention, or a master‟s degree and 7 years experience with developing performance standards for state level (or equivalent) programs, teaching at the university level, or providing federal level consultation and monitoring of Early

Intervention programs.

1.6.2.3.2 Have formal training and experience in conducting child assessments, to include using professionally accepted standardized and criterion reference tools to measure infant/toddler development.

1.6.2.3.3 Be certified in their professional discipline in one state or territory (as applicable).

1.6.2.4 Child and Family Social Worker/Family Services Coordinator (FSC) – The FSC shall:

1.6.2.4.1 Have a Master‟s Degree in Psychology, Social Work, Child Development, Counseling, or other similar discipline that provides the individual with the skills required to carry out the tasks as identified in this Performance Work Statement (PWS).

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1.6.2.4.2 Have formal training and experience in conducting child assessments, to include using professionally accepted standardized and criterion reference tools to measure infant/toddler development, child cognitive abilities (IQ), and/or academic achievement, depending on the age group served and the intent of the evaluation.

1.6.2.4.3 Have the training and demonstrated skill in assessment of family concerns, priorities, and resources.

1.6.2.4.4 Have at least two years of professional experience working with young children and their families in their least restrictive setting that is natural to the child/family.

1.6.2.4.5 Have an extensive and professional knowledge of theories and principles of child impacts on child development and appropriate techniques and strategies for prevention/ intervention, accommodation, and adaptation.

1.6.2.4.6 Have the skill to effectively communicate with children and families in order to establish a supportive relationship that shall result in collaborative family centered evaluations and interventions.

1.6.2.4.7 Have a thorough knowledge of developmental assessment, facilitation of child development, and theories and practices for serving young children with disabilities.

1.6.2.4.8 Have the ability to use interpersonal skills of valuing inter- and trans-disciplinary work, and communicating the unique viewpoint and contributions of the field of early childhood education during contacts with other professionals and child care employees.

1.6.2.4.9 Have the knowledge, skills, and abilities to assist and teach families; articulate the developmental strengths and needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families; and participate in team/group interactions, work groups and decision making.

1.6.2.4.10 Be licensed or certified in at least one state or territory as appropriate to the discipline and function of the individual.

1.6.2.5 Pediatric Occupational Therapist (POT) – The POT shall:

1.6.2.5.1 Be a graduate of an accredited Occupational Therapy program approved by the

American Occupational Therapy Association (AOTA).

1.6.2.5.2 Have successfully completed the AOTA National Certification Examination and have a current membership.

1.6.2.5.3 Be board certified and currently licensed in Occupational Therapy in at least one state or territory in the United States. License shall be unencumbered and renewed annually.

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1.6.2.5.4 Possess the basic knowledge of principles and practices of family-centered care, and theories and methods for delivering services in a fully inclusive school setting or embedded in the natural routines of the family.

1.6.2.5.5 Possess the skills and abilities necessary to provide pediatric occupational therapy to children with orthopedic, neurologic, and behavioral conditions.

1.6.2.5.6 Possess a basic knowledge of medical, social, and financial conditions that are associated with developmental disabilities in young children and how these conditions are best remedied.

1.6.2.5.7 Possess a basic knowledge of typical infant/toddler growth and development and the impact of behavioral, biological, and environmental risks on such development.

1.6.2.5.8 Possess the skills and ability to independently determine test instruments to be used for children; to administer, score, and interpret the test; and determine diagnosis related to upper motor skills, activities of daily living IAW accepted professional standards of occupational therapy.

1.6.2.5.9 Possess the skills and ability to provide competent face-to-face contact with children with disabilities, their families, other members of the team, childcare employees, preschool teachers, physicians, and county and state officials.

1.6.2.5.10 Possess the interpersonal skills of compassion and empathy and the ability to assist regarding their child with disabilities.

1.6.2.5.11 Possess the ability to use interpersonal skills of valuing inter- and trans-disciplinary and contributions of the field of early childhood occupational therapist during contacts with other professionals and child care employees.

1.6.2.5.12 Have the knowledge, skills, and abilities to rightly evaluate children; assist and teach families; articulate the developmental needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families and county and state officials; and participate in team/group interactions, work groups, and decision making.

1.6.2.5.13 Have training and certification in Basic Cardiac Life Support (BCLS). Maintain current certification in BCLS while performing services under this contract.

1.6.2.5.14 Have at least two (2) years of experience within the last five (5) years in pediatric occupational therapy for ages 0 to 36 months with special needs.

1.6.2.6 Pediatric Physical Therapist (PPT) – The PPT shall:

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1.6.2.6.1 Be a graduate from an American Physical Therapy Association (APTA) accredited program.

1.6.2.6.2 Be board certified and currently licensed in physical therapy in at least one state or territory in the United States. License shall be unencumbered and renewed annually.

1.6.2.6.3 Have basic knowledge of principles and practices of family-centered care as it relates to conducting assessments and delivering physical therapy services in early intervention.

1.6.2.6.4 Have basic knowledge of principles and practices of delivering comprehensive services in a fully inclusive school setting.

1.6.2.6.5 Have training and certification in BCLS.

1.6.2.6.6 Possess knowledge, skill, and proficiency in pediatric physical therapy both inpatient and outpatient care of patient‟s acute or chronic neurologic, orthopedic, general surgical and general medical conditions. Therapeutic treatment may include patients with Human

Immunodeficiency Virus (HIV) disease.

1.6.2.6.7 Possess knowledge of typical infant/toddler growth and development to independently determine test instruments to be used with children.

1.6.2.6.8 Possess, and have the ability to use, interpersonal skills of compassion and empathy to assist those family members who may be emotionally distraught and exhibit depressed or angry behavior, to develop a sense of competence regarding the infant/toddler with disabilities.

1.6.2.6.9 Possess, and have the ability to use, interpersonal skills of valuing inter- and trans-disciplinary work, handling professional disagreements effectively, and communicating the unique viewpoint and contribution in the field of early childhood physical therapy during contacts with other professionals and child care employees.

1.6.2.6.10 Have the skills and ability to provide competent face-to-face contact with infants/toddlers with disabilities, their families, other members of the Team, childcare employees, schoolteachers, physicians, and county and state officials.

1.6.2.6.11 Have the knowledge, skills, and abilities to rightly evaluate children; assist and teach families; articulate the developmental needs of the child; consult with families, care givers, and other professionals; explain the scope of services provided to families and county and state officials; and participate in team/group interactions, work groups, and decision making.

1.6.2.7 Speech/Language Pathologist (SLP) – The SLP shall:

1.6.2.7.1 Have, as a minimum, a master‟s degree in the field of speech pathology.

1.6.2.7.2 Have a certification of Clinical Competence (CCC-SLP) as awarded by the American

Speech/Language and Hearing Association (ASHA) or a current license in speech-language

HQ/USAFE EDIS PWS Page 15 Attachment 1 pathology in at least one state or territory in the United States. License shall be unencumbered and renewed annually.

1.6.2.7.3 Possess the basic knowledge of principles and practices of family-centered care as it relates to Early Intervention Services, and knowledge of theories and practices of delivering comprehensive services in the least restrictive setting.

1.6.2.7.4 Possess a basic knowledge of medical and social conditions that are associated with developmental disabilities in young children and how these conditions may be best remedied.

1.6.2.7.5 Possess a basic knowledge of typical infant/toddler growth and development and the impact of behavioral, biological, and environmental risks on such development.

1.6.2.7.6 Have the skills and ability to independently determine test instruments to be used for infants/toddlers; to administer, score, and interpret the test.

1.6.2.7.7 Have the skills and ability to provide competent face-to-face contact with infants/toddlers with disabilities, their families, other members of the team, childcare employees, preschool teachers, physicians, and county and state officials.

1.6.2.7.8 Have the interpersonal skills of compassion and empathy and the ability to assist regarding their child with disabilities.

1.6.2.7.9 Have the ability to use interpersonal skills of valuing inter- and trans-disciplinary and contributions of the field of early childhood speech-language pathology during contacts with other professionals and child care employees.

1.6.2.7.10 Have the knowledge, skills, and abilities to appropriately evaluate infants and toddlers; assist and teach families; articulate the developmental needs of the child; consult with families, caregivers, and other professionals; explain the scope of services provided to families and county and state officials; and participate in team/group interactions, work groups, and decision making.

1.6.2.7.11 Have training and certification in BCLS. HCPs shall maintain current certification in

BCLS while performing services under this contract.

1.6.3 General Information

1.6.3.1 HCP‟s Appearance: HCPs shall maintain a professional, neat, well-groomed appearance at all times to facilitate credibility with patients, staff, and command. Tank-tops, cut-offs, shower shoes or similar items of apparel are prohibited. Clothing shall be clearly distinguishable from all U.S. military uniforms.

HQ/USAFE EDIS PWS Page 16 Attachment 1

1.6.3.2 General Qualifications: All HCPs shall read, understand, speak, and write English fluently. Additionally, all HCPs shall be proficient in the use of Microsoft Office© Suite and have the ability to input, retrieve, and format documentation via various database/software.

1.6.3.3 Contractor Program Manager: The Contractor shall provide written designation to the

Contracting Officer (CO) and COR of the name and telephone number of an individual to act as the Program Manager (PM) thirty days after award. The Contractor shall include in the designation letter any limitations on the PM‟s ability to bind the Contractor to changes/ modifications in the contract. Any changes to the PM designation shall be forwarded to the CO and COR within 10 working days from the change. The PM shall coordinate with the

Government COR to remedy any Corrective Action Reports (CAR) issued by the CO.

Responses to CARs will be reviewed for adequacy, acceptability, and timeliness. The PM shall notify the COR of all performance issues beyond the Contractor‟s control. Unresolved problems will be referred to the CO. The Contractor shall promptly remove any HCP the CO deems inappropriate for performance or whom the Government has lost confidence in their ability to perform satisfactorily.

Contractor shall submit a response to the CO for each CAR within 3 duty days of receipt.

Contractor shall respond to all CARs by e-mail correspondence or fax.

1.6.3.4 Reserved

1.6.3.5 Intellectual Property Rights: The DoD shall receive Unlimited Rights in all intellectual property, including graphic and pictorial representations and text, created by the Contractor during performance of this contract. All materials produced shall become the property of the

U.S. Government.

1.6.4 Training & Travel

1.6.4.1 Training:

1.6.4.1.1 HCPs under this contract may be selected to attend Government mandated/directed training . The Contractor will be reimbursed for per diem, lodging, transportation, tuition, required training materials, and registration fee(s) incurred IAW FAR Part 31.205-46 and the

JTR.

1.6.4.1.2 The Government will allow time necessary for HCPs to maintain necessary professional certification. HCPs attending Government approved training shall incur six months retainability upon return from the training to ensure the Government‟s return on investment of training funds. The Contractor shall reimburse the Government should their employee vacate their position short of this requirement.

1.6.4.1.3 The Government will not provide additional compensation for time spent traveling, e.g., Temporary Duty (TDY) status, training, etc. Compensation received is considered in the form of paid per diem, travel costs, and the benefits of training

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1.6.4.1.4 The Government will not pay/reimburse for HCP travel, registration, or hours while attending Continuing Education Units (CEUs) unless they are in conjunction with training identified in paragraph 1.6.4.1.1 above.

1.6.4.2 Local Vicinity Travel (LVT):

1.6.4.2.1 The Government will reimburse the Contractor, through this contract, for all

Government required local travel for the delivery of services in the natural environment and for other Government required functions required as performance under this contract.

1.6.4.2.1.1 The local mileage reimbursements will be at the current JTR rate.

1.6.4.2.1.2 Mileage will be paid from the place of business (the EDIS Office/Clinic) to the service delivery site and back to the place of business. Mileage will also be reimbursed if several service sites occur sequentially prior to returning to the place of business, and it is determined by the local supervisor to be the most efficient use of the HCP‟s time.

1.6.4.2.1.3 Mileage payments cover travel for direct services and other functions directly related to carrying out the mission of EDIS.

1.6.4.2.1.4 The Government will not pay mileage for the HCP to travel from home to the EDIS office/clinic or place of business, hence the first and last stop of the day for each HCP should be the EDIS clinic.

1.6.4.2.1.5 The local clinic manager may authorize exceptions on a case-by-case basis for unusual circumstances where it is impossible or unreasonable for the HCP to come to the clinic prior to beginning direct services to families. If the HCP chooses to go directly home from a service delivery site, then the mileage from the service delivery site to the HCP‟s residence is not paid.

1.6.4.2.1.6 All mileage claims will be authorized/verified by the local clinic manager prior to submission for reimbursement.

1.6.5 Staffing

1.6.5.1 The Contractor shall staff all regional duty locations IAW USAFE EDIS PERSONNEL

REQUIREMENTS AND LOCATIONS defined in this PWS. Contractor shall furnish and maintain the appropriate number of HCPs to fulfill each duty position required at each location.

Contractor shall ensure each position at each location is manned throughout the Period of

Performance. The Contractor shall provide initial placement of personnel identified in the

USAFE EDIS PERSONNEL REQUIREMENTS AND LOCATIONS within 60 calendar days.

The calendar day count will begin on the first calendar day after award of the contract.

1.6.5.2 The Contractor shall submit a staffing report to the COR by the 15 th calendar day of each month. The staffing Report shall accurately reflect the current number of filled contract positions

HQ/USAFE EDIS PWS Page 18 Attachment 1 and the projected fill dates of vacancies at each location identified in the USAFE EDIS

PERSONNEL REQUIREMENTS AND LOCATIONS defined in this PWS.

1.6.5.3 Contract labor vacancies shall not extend beyond 30 calendar days total for each position at each location. The calendar day count will begin on the first calendar day of vacancy.

1.6.5.4 Temporary/Back-Up HCPs: With prior written permission (e-mail correspondence will suffice) of the COR, under exceptional circumstances, temporary employees may be placed until the permanent staff is identified. In the event of an anticipated extended absence of an employee beyond 30 calendar days (e.g., extended medical leave, maternity leave, family leave, etc.), the

Contractor shall furnish a pre-approved back-up employee. Back-up HCPs shall be in place no later than 30 calendar days following approval of the employee‟s privileges. Back-up employees may be placed for up to 90 consecutive calendar days.

1.6.5.5 Price Adjustment. Any scheduled or unscheduled absence of a HCP for more than one

(1) full workday per month shall result in a downward adjustment to the monthly contract amount for services of the respective labor category at the respective MTF. The adjustment shall be 5% of the monthly amount for services of the respective labor category at the respective MTF per missed workday in excess of one full work day. An HCP‟s scheduled absence based on earned compensatory time or under an approved alternate work schedule shall not count as absence in regards to price adjustment.

1.6.5.6 Hiring of prospective HCPs shall be coordinated through the HQ USAFE/SG unless delegated otherwise. Contractor shall provide HQ USAFE/SG with the full name, duty position, duty location, and start date of each new hire.

1.6.6 Security Requirements

1.6.6.1 Child Care National Agency Check and Inquiries (CNACI) with Criminal History

Background Checks (CHBC): Since contract HCP under this contract will have access to minors under the age of 18 and/or process information requiring protection under the Privacy Act of

1974, these positions are considered Public Trust Positions. Compliance with DoD Directive

8500.1, DoD Directive 5200.2-R, AFI 33-202 and Homeland Security Presidential Directive 12

(HSPD-12) is mandatory for these positions. A back-ground investigation consisting of a

CNACI with CHBC is required for all health care providers under this contract. The Contractor shall fully adhere with the provisions of referenced publications by having each of their employees who are performing under this contract initiate and complete a CNACI. Employee will be fingerprinted and required to complete the appropriate forms (Standard Form 85P, Questionnaire for Public Trust Positions and Optional Form 306, Declaration for Federal

Employment). The contractor shall advise employees that a favorable suitability determination is required as a condition of employment under this specific contract. The employee shall apply for the CNACI prior to start of performance. Until favorable suitability is determined, EDIS contract personnel may provide direct services to children only under direct line-of-sight supervision by an employee who has had a favorable adjudicated CNACI.

1.6.6.2 Reserved

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1.6.6.3 For performance/delivery of service requirements in this PWS requiring privileges granted by the MTF Commander, IAW AFI 44-119, the Contractor shall coordinate with the local MTF Credentialing Office to ensure all required forms and documentation for the credential review are submitted. Examples of forms may include: AF Form 22, Clinical

Privileges Evaluation Summary; AF Form 494, Academic/Clinical Evaluation Report; AF Form

1540, Application for Clinical Privileges; AF Form 1540A, Application for Clinical Privileges

Update; AF Form 1562, Credential Evaluation of Health Care Practitioners.

1.6.6.4 The MTF Commander is the sole authority that can revoke or restrict the privileges of any HCP whom he/she determines is not qualified to perform the contract services. Once privileges are granted, subsequent actions taken concerning the privileges, including privilege limitations, will be governed by AFI 44-119, Chapters 6 and 9. Action that suspends, revokes, places in abeyance, or otherwise restricts the privileges of a HCP shall result in that employee not being authorized to perform under the contract. Such action does not excuse the Contractor from acquiring an immediate replacement to fill the contract position. Adverse actions may be appealed by the HCP under provisions of AFI 44-119, Chapter 9; the Contractor may not appeal adverse actions. 90 calendar days prior to contract completion the Contractor shall submit to the

COR all current HCPs‟ credential files in their possession.

1.6.6.5 Child Care National Agency Check Inquiries (CNACI): The Contractor shall submit the necessary documents for a CNACI for each HCP whose duty will occupy an information system position designated automated information systems (AIS), AIS-1, AIS-II, and AIS-III IAW AFI

31-510, Personnel Security Program Management, paragraph 3.27. Completed personnel security questionnaires are submitted to the MTF‟s supporting authorized requestor of investigations. Commanders may waive, on a case-by-case basis, the investigative requirements for access to AIS pending completion of a favorable NAC.

1.6.6.6 Contractor Identification: All HCPs shall wear company provided picture identification badges so as to distinguish themselves from Government employees. The badge shall include the person‟s full name, title, and company name. HCPs shall include the word “Contractor” in their signature block for all electronic and hard copy correspondence. When conversing with

Government personnel during business meetings or over the telephone, HCPs shall identify themselves as such to avoid situations arising where sensitive topics might be better discussed solely between Government employees. HCPs shall identify themselves on any attendance sheet or any coordination documents they may review. Where practicable, HCPs occupying collocated space with their Government program customer should identify their work space area with their name and company affiliation or as a minimum place the identifier “Contractor” after their name.

1.6.6.7 Continuation of Essential Service: As defined in DoD Instruction 3020.37, Continuation of Essential DoD Contractor Services During Crisis, the performance of these services are not considered mission essential. Should crisis be declared, the CO or his/her representative verbally advises the Contractor of the revised requirements followed by written directive from the CO.

1.6.6.8 Disclosure of Sensitive Data: The Contractor recognizes that in the performance of the contracts, it may receive or have…