Speech and Langauge Pathologist

Synopsis: This is a combined synopsis/solicitation for commercial items prepared in accordance with FAR Subpart 12.6, as supplemented with additional information included in this notice. This announcement constitutes the only solicitation; a written solicitation will not be issued. Solicitation No: A15PS00226 herein cited will be procured under FAR Part 12, Acquisition of Commercial Items. Solicitation document and incorporated provisions and clauses are those in effect through Federal Acquisition Circular 2005-78. The solicitation times have been shortened due the nature and urgency of this requirement. The contractor shall provide a quote for the following services. The NAICS Code is 611710. Contractor shall provide all services and incidentals necessary to meet the requirements of this service for the Schools listed within. STATEMENT OF WORK SPEECH AND LANGUAGE SERVICE SCOPE Bureau of Indian Affairs, Special Education, and Cooperative Agreement Unit (CAU) is in need of a contractor to provide Speech and Language Pathology services for re-evaluations and new evaluations to begin on the date of award and ending June 30, 2015. ¿ The contractor will work directly with BIE-funded schools to initiate and evaluation or a re-evaluation for students who are being referred for speech/language services. All required consents for evaluations will be completed by the referring school. The evaluator will conduct screening and in-depth assessment in the area of speech pathology including articulation, voice, stuttering, oral language, cleft palate, speech, and auditory needs. Provide a written and in-depth assessment report with recommendations to the school. Attend multi-disciplinary team meeting for the students evaluated to provide interpretation of the findings and recommendation to the schools. ¿ The role of a Speech and Language Pathologist (SLP) is to access and provide appropriate speech-language services in all grade levels with no school level underserved. The speech-language pathologist will treat speech language and communication problems in a school setting for all students who qualify to enable them to communicate to the best of their ability. Using specialized skill, the SLP will work directly with the student and provide support to them to further their academic growth. Also, the SLP will work closely with teachers of the student; other related services staff and other necessary health professionals. ¿ The SLP personnel are required to be certified and/or licensed in the State of New Mexico. They are also required to be fingerprinted and have a background check approved by the Bureau. The school considers the factors listed below to be essential in implementing these roles and responsibilities: ¿ Serving a Range of Disorders ¿ As delineated in federal regulations under IDEA, a SLP works with students exhibiting the full range of communication disorders, including those involving language, articulation (speech sound disorders), fluency, voice/resonance, swallowing, and vocational needs that have an impact on attainment of educational goals. ¿ Ensuring Educational Relevance ¿ The litmus test for role assumed by SLPs with students with disabilities is whether the disorder has an impact on the education of students. ¿ Provide Culturally Competent Services ¿ SLPs will make important contributions to ensure that all students receive quality and culturally competent services. The SLPs have expertise to distinguish a language disorder that might include cultural and linguistic differences, socioeconomic factors, lack of adequate prior instruction, and the process of acquiring the dialect of English used in the schools. This expertise leads to more accurate and appropriate identification of student¿s needs. SLPs can also address the impact of language differences and second language acquisition on student learning and provide assistance to teacher in promoting education growth. Range of Primary Responsibilities: SLPs help students meet the performance/common core standards of a particular school and state. ¿ Intervention ¿ SLPs will provide intervention that is appropriate to the age and learning needs of each individual student and is selected through an evidence-based decision-making process. Although service delivery models are typically more diverse in the school setting than in other setting, the therapy techniques are clinical in nature when dealing with students with disabilities. ¿ Data Collection and Analysis ¿ SLPs are accountable for student outcome. Therefore, the SLP¿s, data-based decision making, including gathering and interpreting data with individual students, as well as overall program evaluation are essential responsibilities. ¿ Compliance ¿ SLP is responsible for meeting federal and state mandates as well as local policies in performance of their duties. Activities may include Individualized Education Plan (IEP) development, report writing and maintain consultation logs and therapy logs. Provide a monthly schedule of school visits and schedule according to the school calendar. ¿ Evaluations and Assessments ¿ The SLPs will independently evaluate students referred to determine the nature and extent of speech or language impairment. They will select, administer and interpret diagnostic tests to evaluate nonverbal abilities, speech levels, articular errors, and language abilities. Additionally, complete initial evaluations and re-evaluation reports per school procedures. Collaboration: SLPs will work in partnership and work with others to meeting students¿ need. ¿ SLPs will work closely with reading specialist, literacy coaches, special education teacher, teachers, occupational therapists, school psychologists, audiologists, guidance counselors, and social workers, in addition to others. ¿ With families; SLPs will work with students of all ages and engage families in planning, decision-making and program implementation with are very essential for parental and family involvement. ¿ With Students; SLPs will actively engage students in goal planning, intervention, implementation, monitoring their progress and self-advocacy appropriate to age and ability level. Leadership: SLPs will provide direction in defining their roles and responsibilities and ensuring delivery of appropriate services to students with disabilities. ¿ Advocacy; SLPs will/must advocate for appropriate programs and serve for students, including reasonable workloads, and help secure other program supports. They also must work to influence the development and interpretation of laws, regulations, and policies to promote best practices. ¿ Parent Training; SLPs will provide training to parents of students of all ages with regard to communication development and disorders. They may be especially helpful to families in creating a language literacy rich environment. ¿ Other factors: ¿ Reasonable Workloads ¿ SLPs must have reasonable workloads. Therefore, school and SLPs must make ethical and judicious decisions, consistent with legal mandates about the services they provide. They must balance their scope of work to use their expertise most effectively and efficiently. ¿ Professional Preparation; SLPs must be fully prepared to meet the needs of the students with disabilities including the range and complexity of student problems require at a minimum well-prepared, master¿s level professional with a strong knowledge base in speech/language literacy development and speech/language disorders as well as skill set in diagnosis, intervention and workload management at the pre-service level. ¿ Compensatory Service Time; SLPs will be required to provide compensatory time for services that have been overlooked due to personnel changes and student absence for health and other major family incidences.