2. Provide pricing chart outlining prices for evaluations, direct student services, and other services

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1 DCBPCS is a learning community that ensures high academic achievement for all in both Spanish and English, develops leadership, and values all cultures. DCBPCS es una comunidad de aprendizaje que asegura un alto rendimiento académico para todos los estudiantes en español e inglés, desarrolla el liderazgo y valora todas las culturas. July 7, 2014 Request for Proposals for Special Education Services Attention Interested Parties: DC Bilingual Public Charter School seeks bids for the following services in the area of Special Education. Interested parties should read the requirements attached to submit a proposal that outlines the services and qualifications. Background on DC Bilingual PCS The DC Bilingual Public Charter School, which opened in Fall 2004, draws on the 20-year history of its parent organization, CentroNía, and shares with it a philosophy rooted in respect for cultural and linguistic diversity. DC Bilingual currently serves 370 from Pre Kinder through 5th Grade. DC Bilingual Public Charter School implements an innovative developmentally appropriate, dual language curriculum, based on the most up-to-date research on child development and bilingual education. DC Bilingual structures each classroom learning environment to promote child-initiated learning, critical thinking and problem solving. DC Bilingual incorporates many nationally-recognized curriculum resources into a standards-based instructional approach including Balanced Literacy instruction in reading and writing through Readers and Writers Workshops, Every Day Math, FOSS Science kits, and Social Studies Alive. Second Step is our Character Education program for Pre-Kindergarten-5th grade. Proposal Requirements Section A. 1. Outline scope of work 2. Provide pricing chart outlining prices for evaluations, direct student services, and other services

2 3. Evidence of preparation to implement services in DC area 4. Identify any extra expense to providing services Section B. 1. Credentials (licensure, diplomas, background clearance) and resumes for all personnel providing services 2. Evidence of proper insurance for personnel, after the project award, and before work commencing with project Section C. 1. Outline availability to provide services 2. Demonstrate willingness to follow school calendar Section D 1. Sample contract with an option to renew All proposals should meet the requirements outlined above and must be received by July 25, Potential bidders are welcomed to contact DC Bilingual PCS for any questions. Bidders may be asked to be interview with DC Bilingual PCS and respond to clarifying questions. Proposals should be addressed to Hannah Buie School Operations Manager DC Bilingual PCS 1420 Columbia Road Washington DC Or via to rtyler@centronia.org and hbuie@centronia.org Sincerely, Daniela Anello Interim Principal DC Bilingual PCS

3 Service Description Position Occupational Therapist Performance Expectation -Must be trained or willing to be trained to use EASYIP special education data system to record services and Special Education required information needs towards IEP goals _ Provide group interventions services and/ or teacher support as part of the RTI for DC Bilingual -Experience with working with bilingual and Spanish speaking student and parents is strongly desired Speech and Language Pathologist Must be trained or willing to be trained to use EASYIP special education data system to record services and Special Education required information

4 needs towards IEP goals _ Provide group interventions services and/ or teacher support as part of the RTI for DC Bilingual -Experience with working with bilingual and Spanish speaking student and parents is strongly desired Physical Therapist Must be trained or willing to be trained to use EASYIP special education data system to record services and Special Education required information needs towards IEP goals _ Provide group interventions services and/ or teacher support as part of the RTI model

5 Board Certified Behavioral Analyst -Must be trained or willing to be trained to use EASYIP special education data system to record services and Special Education required information needs towards IEP goals _ Provide group interventions services and/ or teacher support as part of the RTI model Assistive Technology Evaluator Develops short and long-range plan with the education team that are consistent with student s assistive technology needs. _ Demonstrates working knowledge of current legislation, regulations, policies and ethical issues related to assistive technology. - Understands the identification and eligibility process for assistive technology services. -Understands characteristics of individuals with disabilities across the age range, including levels of severity, multiple disabilities and their influence on development, behavior and learning; with knowledge about the impact of language disorders, processing deficits, intellectual abilities, behavioral/emotional/social disorders, and physical (including sensory) disabilities on learning and behavior. - Provides effective instructional strategies for adapting or modifying curriculum to meet the assistive technology needs of individual and strategies to implement within

6 the school setting. Implements strategies for assessing learning environment. _ Understands the characteristics of environments, including materials, equipment, and spatial arrangements that facilitate development, learning and interaction among. _ Understands the aspects of schedule, routines, and transitions that promote development and learning. Demonstrates ways in which technology can assist with creating and managing the learning environment. _Provides supervision of assistive technology paraprofessional. _Consults with teachers and therapists to plan for student's needs _Prepares and utilizes assessment data to adapt for individual as appropriate assistive technology specialist: Provides frequent and appropriate information to families about the assistive technology equipment and conveys information about individual student progress in a culturally sensitive manner. _Has working knowledge of resources, strategies, networks, organizations, and unique services for individuals with disabilities and their families. Audiologist _ Facilitate support for with hearing difficulties in the educational system. _Identify student s hearing loss, the educational audiologist has knowledge and skills regarding the impact of hearing loss on learning, relevant educational goals and benchmarks, and experience with strategies and technology for support within the classroom for both the student and the teacher. _Educational audiology services should be comprehensive, collaborative, and designed to address the student s individual communication, academic, and psychosocial needs _Experience in providing audiology services to deaf and hard of hearing children preferred _Experience in hearing aid fitting, FM technology and cochlear implants _ School Based Experience Preferred _ Schedules and provides appropriate audiology evaluations for children and referred and for deaf and hard of hearing children _Interprets and explains results clearly, writes professional reports summarizing test results,

7 and makes appropriate recommendations and referrals. Participates in IEP team meetings. Recommends and fits hearing aids and assistive listening devices. Ensures that medical clearance for amplification is obtained. Provides consultation and in-service to deaf and hard of hearing and their families, district staff, speech/language specialists, and other specialists.. Examples of tests conducted include pure-tone testing, word-recognition testing, evaluation of amplification, such as Real-Ear measures, and electroacoustic analysis of hearing aids, Tympanometry testing, Otoacoustic Emissions Testing, informal assessment of auditory skills, and review of information provided by clinical audiologists. _Manages assistive listening devices. _Monitors the effectiveness of theald in the school environment in a variety of settings throughout the school year. _Troubleshoots and fixes problems with the devices. _Makes earmolds annually, or more often if needed, for who use ALD _Maintains the inventory of all ALDâ s used by member districts. _Order and distributes supplies such as batteries, chargers, earmold materials, and ALD equipment. _ Coordinates repairs and contract servicing of the ALDâ s. _Preferably Bilingual _ Auditory Processing Disorder evaluations and treatment plan experience a plus