Attachment_B_-_PWS.docx

PERFORMANCE WORK STATEMENT

Residential Placement—KHS Student

1.0 Introduction, Background, Scope

1.1 Agency: The Department of Defense Education Activity (DoDEA) serves the educational needs of the dependents of military and civilian employees by providing pre-kindergarten (PK)-Grade 12 instruction to about 72,000 students in 165 brick-and-mortar schools. Student enrollment varies based primarily on the deployment of military troops worldwide. DoDEA’s curriculum, resources, and student achievement scores on standardized assessments compare favorably to those of high-performing US public school systems. In North America DoDEA operates 52 schools located in seven states, Puerto Rico, and Cuba. In Europe and the Middle East, DoDEA operates 65 schools located in Germany, England, Netherlands, Belgium, Italy, Spain, Turkey and Bahrain. In the Pacific, DoDEA operates 48 schools located in Korea, Japan (mainland and Okinawa), and Guam. DoDEA also operates a fully accredited Virtual High School with hubs in the US, Europe, and Pacific.

1.2 Background

1.2.1 Non-DoDEA placement is one of the placements mandated for provision of special education services to DoDEA students with disabilities under the DoD Instruction 1342.12 entitled “Provision of Early Intervention and Special Education Services to Eligible DoD Dependents.”

1.2.2 The Case Study Committee (CSC) is responsible for identifying the educational needs of students with disabilities. When a CSC identifies a student whose needs exceed available school resources, the principal is immediately informed. The CSC reports the nature of the severity of the student’s needs and efforts made to utilize existing school resources to provide a free appropriate public education.

1.2.3 The District Special Education Instructional System Specialist (ISS) reviews the case and all relevant information, meets with the CSC members, and conducts a comprehensive analysis of all the district’s resources. If adequate resources are not available, the ISS contacts the Superintendent and the DoDEA HQ Special Education ISS. The latter reviews all relevant information and consults with other personnel as required. If DoDEA HQ concurs with the field’s assessment, a district-level CSC is conducted to review all information and materials with the parent. The District ISS in collaboration with DoDEA HQ personnel, research possible placement options.

1.2.4 Following the process cited above, the Case Study Committee (CSC) determined that Brehm Preparatory School is able to support the students learning needs.

· Previously the student was enrolled at Crotched Mountain Foundation in Greenfield, NH to provide residential/special education services. He was enrolled from August 2016 until December 2017 when he withdrew himself with his parents’ support. Since he withdrew from school, DoDEA Europe-East provided student with one virtual course in order to obtain credit towards high school graduation. During enrollment at Crotched Mountain, the student only earned 1.50 credit towards graduation.

· The student recently received a neuropsychological evaluation. His revised individual education program (IEP) requires a residential placement. Market research has shown no facility in Germany can meet his IEP requirements.

1.3 Scope: DODEA requires Residential/Special Education Services for a student enrolled at Kaiserslautern High School (KHS) for Compensatory Education summer 2018, school year (SY) 2018-19, and SY 2019-20. The academic instruction shall be augmented by emotional counseling services in a group setting.

2.0 Requirements

2.1 Academic Program—The Contractor shall:

2.1.1 Be a licensed residential program/school/unit by State Department of Education and/or Child Welfare Department as required by the state in which the school is located.

2.1.2 Have staff that include certified special education teachers, qualified psychiatrist(s), nurse(s), social worker(s), and therapist(s) that provide a behavioral therapeutic program and involvement with a mechanism in place for geographically distant parents to participate through email, tele-, or videoconferencing. Counseling, including emotional counseling, shall be provided as needed as determine by the treatment team.

2.1.3 Provide schooling with specifically designed programs to meet the student’s unique needs/IEP-mandated requirements.

2.1.4 Provide a program that meets state requirements for graduation, approval by Illinois State Board of Education, and accreditation standards set by the school’s accrediting agency.

2.1.5 Provide a long-term residential educational services—164 day regular school year and 20 days compensatory education—that includes supports for social/emotional stabilization, educational services, vocational component and transition/independent living skills. Note the following:

· The academic program uses multi-tiered scheduling. The first tier consists of remedial classes in math, reading, and writing, comprised of 2-4 students to one trained instructor. These classes are geared to fill in student academic holes through intensive skill-specific, ability level instruction.

· The next tier, modified classes, is a bridge between remedial and standard classes. Modified classes include math, writing, reading, and core classes for those who have moved beyond remedial but are not ready to master standard content. Modified classes have 4-6 students taught by one trained instructor in each class.

· The third tier is standard courses composed of 6-8 students working at grade level who are taught by an instructor certified in the content area. Instructors work to meet state standards and develop academic competencies that will prepare students for college expectations and the adult world.

· Curriculum tiers are fluid, meaning students may shift between them depending on their mastery levels.

· All academic tiers are strongly supported by the additional therapy and instruction provided in pull-out sessions with speech and language, assistive technology, and the therapeutic part of program. In our holistic model, these supports are imperative for students to move through the academic tiers toward greater success.

2.2 Related Programs

2.2.1 Provide opportunities for family involvement virtually and face-to-face. Note the following:

· Family involvement helps parents help their child define and shape their own goals for the future—for home, school, career and for life in general.

· The focus is on building healthy family relationships, successful reunification with family, permanency of relationships and reintegration into the community.

· The goal is for every child to learn how to live a healthy and productive life, both independently and as part of a community.

2.2.2 Provide opportunities for the student to participate in support groups such as the Formalized Social Skills Group, Transition Support Group, Adoption Group, Women’s Empowerment Group, and Dialectic Behavior Therapy Group.

2.2.3 Provide recreational/physical exercise opportunities consistent with those of other students with similar IEPs.

2.3 Safety, Security, and Transportation—The Contractor shall:

2.3.1 Provide for student safety and supervision, which shall consist of the following:

· Safe and secure facility with 24-hour supervision.

· Level of supervision based on the student’s IEP recommendation.

· Available on-site nursing and referral to outside medical services.

· Provide medical care as needed and seek financial reimbursement for such services from the student’s parents.

2.3.2 Provide three meals and dormitory lodging each day.

2.3.3 Provide transportation to and from the airport for the student, per delivery orders provided by the Contracting Officer’s Representative (COR).

2.4 Reports—The Contractor shall provide a digital student progress report four times a year and conduct annual reviews that includes at a minimum the student’s health, psychological behavioral state, and academic progress.

2.5 Post-Award Conference—The Contractor shall participate in a tele- or video-conference with DoDEA, (2) provide the medium through which the meeting occurs, and (3) provide meeting minutes within two business days of the meeting.

3.0 Constraints—The Contractor shall:

3.1 Provide for virtual family involvement with the parents at mutually agreed upon times, given that the parents are located in Germany. Provide the school calendar to the parents and DoDEA via email.

3.2 Provide, as required by the COR in writing, recommendations to local physicians, psychologists, and psychiatrists.

4.0 Government-Furnished Resources—The Government will provide the school with the student’s academic records and current IEP.

5.0 Deliverables

The Contractor shall furnish all services to be performed and all items to be delivered in accordance with the following delivery schedule:

Transportation, as required by the COR in writing

* As stated in the PWS, the Academic Program in the option year will not include the 20 day compensatory program.

6.0 Acronyms - N/A

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