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Enhancing the Deaf Communitys Ability to Self Advocate for

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Enhancing the Deaf Communitys Ability to Self Advocate for

    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    Letter of Invitation

    Phase 2

    Development of a Curriculum that Enhances

    the Deaf Community’s Ability

    to Self Advocate for the Right to

    Communication Access

    September 28, 2007

    Application Due Date:

    Electronic submission Only by November 15, 2007

    Application is available online on NCIEC Website and in print.

    Please read this entire Letter of Invitation (LOI) before beginning this application.

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    TABLE OF CONTENTS

    I. Purpose ........................................................................................................................................ 3

    II. Funding ........................................................................................................................................ 3

    III. Background .................................................................................................................................. 3

    IV. Project Overview .......................................................................................................................... 4

    V. Who is Eligible to Apply? ............................................................................................................. 5

    VI. Contact Person for the Application ................................................................................................ 5

VII. Specialized Terminology Used in this LOI .................................................................................... 5

    VIII. Project Requirements .................................................................................................................... 5

     Use of Phase 1 Findings ........................................................................................................... 5

     Other Research ......................................................................................................................... 5

     Use of NCIEC Resources ......................................................................................................... 5

     Review of Evaluation Methodology ......................................................................................... 6

     Incorporation of NCIEC Core Values and Mission ................................................................... 6

     Deliverables ............................................................................................................................. 7

     Budget ..................................................................................................................................... 7

     Administrative Requirements ................................................................................................... 7

     Required Progress Reports ....................................................................................................... 7

     Ownership of Deliverables ....................................................................................................... 7

    IX. Application Guidelines.................................................................................................................. 7

     Application Cover Sheet........................................................................................................... 7

     Applicant Capability ................................................................................................................ 8

     Project Plan .............................................................................................................................. 8

     Budget ..................................................................................................................................... 9

     Appendices .............................................................................................................................. 9

    X. Application Checklist .................................................................................................................... 9

    XI. Application Format ....................................................................................................................... 9

    XII. Application Submission Process .................................................................................................... 10

    XIII. Technical Assistance ..................................................................................................................... 10

    XIV. Selection Process .......................................................................................................................... 10

Appendix

    Application Cover Sheet ............................................................................................................................ 11 Definitions Used in this Application .......................................................................................................... 12 Phase 1 Findings ....................................................................................................................................... 14

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

I. Purpose

    Through this Letter of Invitation (LOI), the NCIEC Deaf Advocacy Training Work Team seeks one entity to carry out the activities associated with the development of a training curriculum that will enhance the 1Deaf Community’s Ability to Self Advocate for the Right to Communication Access. This project

    represents the second phase of a three-phase project.

    More specifically, this LOI allows for the development of a professionally designed curriculum that includes: 1) an instructional plan that reflects interactive learning, along with the plan’s related print and media materials; and 2) a train the trainer curriculum with accompanying instructional manual/guide.

    The successful applicant will utilize the findings of Phase 1 of the project (described below) to develop an advocacy training that is culturally relevant and linguistically appropriate for the greater grassroots Deaf Community, and modified for Deaf individuals often referred to as “language challenged” or “low

    functioning.” Based on the findings of Phase 1, the format for this educational program should not rely on

    online or distance learning delivery methods. In all cases, the project must include diverse Deaf community involvement in the curriculum development.

II. Funding

Funding Award: $50,000

Funding Period: February 1, 2008 December 31, 2008

    Source of Funding: National Consortium of Interpreter Education Centers (NCIEC), as a part of the U.S. Department of Education, Rehabilitation Services Administration, #H160C030001, Training of Interpreters for Individuals Who Are Deaf or Hard of Hearing and Individuals Who Are Deaf-Blind.

    Funding Availability: This funding opportunity is one of three separate projects. Subsequent funding for projects beyond this contract is subject to funding appropriations by the U.S. Department of Education and the outcomes of each previous contract in the overall project.

III. Background

    In October 2005, the U.S. Department of Education awarded funding to five educational institutions to establish a National Consortium of Interpreter Education Centers (NCIEC). NCIEC is comprised of one national and five regional interpreter education centers.

    The Consortium has been charged by the federal government with the task of promoting and providing effective educational opportunities for interpreters, with the goal to significantly increase the number of qualified and credentialed interpreters in the field. It is believed that this goal is best achieved by working in partnership with others, by forging collaborative links and facilitating practice and product sharing among interpreter education service providers, practitioners, educators, and consumers nationwide. In keeping with this practice, this project relies on consumer involvement in all aspects of it’s programming, with a specific focus on interpreters working with consumers of vocational rehabilitation services.

     1 For purposes of this application, the term Deaf Community refers to Deaf, hard of hearing and Deaf-Blind individuals primarily served by Vocational Rehabilitation (VR)

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    One important initiative of the NCIEC is the development and delivery of a nation-wide Deaf Community advocacy education program. This LOI represents the work being down toward this initiative.

NCIEC Core Values

    NCIEC is dedicated to the advancement of interpreter education and service to the Deaf Community. It is the hope and intent of the NCIEC that its core values are incorporated into the activities of the project. NCIEC’s vision and mission statements are as follows:

Vision:

    Envision excellence and abundance: A community of interpreters fluent in language and culture, engaging in critical thinking, and responsible for meaning transfer.

Mission

    To build and promote effective practices in interpreting education. NCIEC draws upon the wisdom and energy of experts, consumers, and other stakeholders to advance the field.

    The National Consortium is dedicated to challenging the status quo by promoting innovation, strong partner networks and multiculturalism throughout its programming. As responsible stewards of public funding, the Consortium is committed to products, programs and services that maximize resources and are replicable, measurable, sustainable and non-proprietary.

Goal

    To increase the number of qualified interpreters and advance the field of interpreting education. One important objective of the overall federal project is to provide culturally relevant and linguistically appropriate education to the diverse population of Deaf, hard of hearing and Deaf-Blind individuals regarding their rights to communication access as it pertains to interpreting.

    For more information about the Consortium, please go to http://www.asl.neu.edu/nciec/.

IV. Project Overview

    The project is being completed in the following three phases. As noted above, this LOI addresses Phase 2 of this process.

    Phase 1: Determine the most effective practices or methods needed to educate the Deaf Community

    regarding its rights to communication access as it pertains to interpreting.

     Phase 1 was awarded to Communication Service for the Deaf (CSD) and completed in July

    2007. Key Phase 1 tasks included the identification and validation of standard, best and

    effective practices in the provision of communication advocacy education to the Deaf

    Community.

    Phase 2: Based on the findings and summary reports produced in Phase 1, develop a professionally

    designed curriculum that includes: 1) an instructional plan that reflects interactive education

    with related print and media materials; and 2) a train the trainer curriculum with accompanying

    instructional manual/guide.

     The Phase 2 RFP awardee is required to incorporate the current and best practices revealed in

    Phase 1.

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    Phase 3: Based on the work completed in Phase 2, conduct all activities. Includes a train the trainer

    program, coordinating trainings with the target populations, and participating in evaluation

    activities defined in previous phases.

    Each phase is a stand-alone project with its own contract. However, one entity may apply for one or more contracts as they become available.

V. Who is Eligible to Apply?

    Any educational institution, agency, organization or group of individuals with recognized experience in curriculum design and secondary knowledge/experience in providing advocacy education with the Deaf Community. Priority will be given to those qualified applicants who represent an “of, by and for the Deaf, hard of hearing and/or Deaf-Blind” entity.

VI. Contact Person for this Application

All questions related to the LOI should be directed to Pauline Annarino. Please do not contact the Phase

    1 contractor (CSD) regarding this LOI or your application.

Pauline Annarino

    Voice or TTY: (626) 339-6789

    Videophone IP: 71.165.147.98

    Email: pgannarino@aol.com

VII. Specialized Terminology Used in this LOI

    Definitions of the specialized terminology used in this LOI are located in the Appendix. Please refer to them as you develop your application.

VIII. Project Requirements

The successful applicant/contractor will adhere to the following requirements.

1. Use of Phase 1 Findings

    The Contractor will incorporate the findings and recommendations of Phase 1 of the project into the design of the curriculum.

2. Other Research

The Contractor may incorporate other research and materials as appropriate.

3. Use of Existing NCIEC Resources

    Whenever possible, the Contractor will incorporate existing NCIEC data and other resources, which will be provided by the Consortium. Resources may include but not be limited to previous and current Needs Assessments.

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    4. Review of Evaluation Methodology

    NCIEC is dedicated to the promotion and implementation of proven effective practices. To this end, NCIEC employs the expertise of an Effective Practices Team (EPT) led by an outside expert in the field of evaluation. In keeping with this philosophy, the contractor may be asked to vet their evaluation plan through the EPT.

5. Incorporation of NCIEC Core Values and Mission

    The successful applicant will demonstrate integration of the NCIEC core values and mission in its activities and deliverables.

6. Deliverables

    At the completion of this project, the contractor will provide the Consortium with the following deliverables in live presentation, via hard copy and/or in electronic format.

     (1). Deaf Community Curriculum

    A. A comprehensive curriculum in camera-ready and electronic formats that includes the

    following information:

    1. Overview, Purpose or Introduction: a one page summary of the overall purpose of

    curriculum, including audience, topic and suggested uses for curriculum.

    2. Phase 1 Findings: a brief description of the history behind the development of the

    curriculum, based upon Phase 1 activities and outcomes/recommendations, and the

    general processes used to develop the curriculum.

    3. Goals and objectives: a description of the measurable learning outcomes expected from

    participation in the curriculum.

    4. Audience and pre-requisites: a description of the intended audience and the prior

    knowledge, skills, and attitudes of those learners likely to be successful with the

    curriculum.

    5. Description of subject matter: a description of content areas, facts, and other arenas of

    endeavor included in the curriculum.

    6. Instructional plan: a detailed instructional plan describing the activities the learners will

    engage in, and the sequence of those activities. Include trainer instructions needed in

    order to facilitate those activities.

    7. Format: a description of the intended format that will be used to provide the instruction

    (e.g., traditional classroom, self-paced online, distance education, etc.).

    8. Length of time: anticipated length of time of the instruction, optimum teaching

    timeframe, etc. (e.g., eight hours offered in one day, four Saturdays for 3 hours/each

    Saturday, etc.).

    9. Teaching environment: a description of any special requirements for classroom setup and

    supplies, and a list of any specific hardware and software requirements.

    10. Instructor Qualifications: a description of the qualifications/experience that the instructor

    will need.

    11. Materials: all print materials and media developed and necessary for successful teaching of

    the curriculum (e.g. teacher’s manual, student manual, bibliography, video, worksheets, etc.).

    12. Field Testing: description of the methods employed during the field test process. Include

    indicators used to determine successful learning, other measures indicating the effectiveness

    of the curriculum; and changes made to the curriculum based on field test results.

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    13. Assessment/Evaluation Plan: a detailed plan that the instructor will use to assess student

    learning throughout the session. In addition, a form that allows the student to evaluate the

    course and the instructor.

    B. A complete set of all media developed, including signed releases in the event actors or other

    persons were utilized in the production of the media.

    C. A copy of all assessment tools used in field testing and other evaluation activities.

    D. A design format for packaging the curriculum information.

(2) Train the Trainer Curriculum

    A comprehensive curriculum in camera-ready and electronic formats following the delivery

    requirements stated in (1) Deaf Community Curriculum [(a), (b), (c) (d) inclusive].

7. Budget

    A budget will be required as part of this application. Funds cannot be used to purchase equipment, furniture or computers. In addition, funds may not be used for overhead, indirect costs or work not conducted during this project period. These costs will be considered in-kind contributions to this project.

    Funds may be used for personnel, materials, consultants, travel, and other reasonable costs associated with this project. The applicant will be required to follow Generally Accepted Accounting Practices (GAAP) and will be required to keep financial records for a minimum of seven years and participate in any required audits.

8. Administrative Requirements

    A contract between the National Consortium of Interpreter Education Centers (via Northeastern University) and the successful applicant will be executed. The successful applicant must identify an individual who can enter into the contract on behalf of the entity.

    Contract award will be made in four payments, unless otherwise negotiated at contract execution.

    All print and media materials produced by this project must include federal language that states:

    “This project is supported by The National Consortium of Interpreter Education Centers, with

    funding from the U.S. Department of Education, Rehabilitation Services Administration,

    #H160C030001.”

    By accepting this contract, the successful applicant will agree to allow deliverables to be published through the Consortium website and other publications as determined by the NCIEC. Materials will also be placed within the National Clearinghouse for Rehabilitation Materials.

    In compliance with federal regulation governing this project, all deliverables are deemed the property of the public domain.

9. Required Progress Reports

    In addition to the final report, progress updates and interim approvals of work in progress by NCIEC will be required. This will be in the form of periodic written summaries, videoconference updates or other communication.

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

10. Ownership of Deliverables

Under U.S. copyright definitions, any materials produced would be considered “work for hire.” NCIEC

    therefore reserves the right to hold copyright of all deliverables produced under this contract.

IX. Application Guidelines

1. Letter of Invitation: Application Cover Sheet

Complete the Application Cover Sheet located on page ten of this packet.

2. Applicant Capability (maximum 3 pages)

    Describe your entity’s capability to carry out this project. Include the following information:

    (a) The size of the applicant’s entity, including the number of staff, governing board and others who

    make up the organization or institution include annual operating budget;

(b) How the entity meets the “of, by and for the Deaf, hard of hearing and/or Deaf-Blind” criteria -- also

    include the entity’s ties to the Deaf Community;

    (c) Description of the entity’s experience in advocacy, interpreting, and/or employment assistance on

    behalf of Deaf, hard of hearing and/or Deaf-Blind individuals, and/or experience in the provision of

    education to adults representative of the Deaf Community;

(d) Description of the entity’s experience in each of the following areas: 1) curriculum design, 2) media

    development and 3) educational assessment;

    (e) As an attachment, please include a sample portfolio of the work described in sections (c) and (d).

    (f) If you are lacking experience noted in sections (c) and (d), please describe your plans for partnering

    to ensure the development and production of quality, accurate products. Letters of Intent committing

    to partnership or collaboration are required.

    (g) Brief description of the entity’s ability to include diversity and the needs of diverse Deaf consumers

    in the project; and

(h) Brief description of the entity’s understanding of the Phase 1 recommendations.

3. Project Plan (maximum 8 pages)

Utilizing the data obtained in Phase 1 of the project (included as an attachment), describe the applicant’s

    plan for the development and production of a training curriculum that will enhance the Deaf Community’s Ability to Self Advocate for the Right to Communication Access. Please include the

    following information.

    (a) Curriculum Design. Please describe your understanding of and/or, when possible, plan for developing

    for the following curriculum design elements:

    1. Overview/Purpose;

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    2. Goals and objectives;

    3. Target audience;

    4. Description of subject matter (instructional content);

    5. Instructional plan;

    6. Delivery format, e.g., traditional classroom, self-study guide, online, distance education, etc.

    7. Anticipated optimum teaching timeframe;

    8. Instructor Qualifications

    9. Materials and instructional media to be developed. e.g. video, books, manuals, worksheets,

    PowerPoint, etc.; and

    10. Plan for field testing curriculum.

    11. Overall assessment/evaluation plan for use by instructors during a training session. (b) Describe the activities the applicant will undertake in developing the curriculum.

    (c) Identify person(s) who will be responsible for carrying out theses activities. Include any previous

    experience, academic qualifications and ability to readily communicate using the wide variety of

    communication modes used by the Deaf Community. Attach resumes.

    (d) Submit a work plan that provides an estimated timeline and detailed project milestones for

    completing the work described above.

    (e) Describe the project end products, including but not limited to all required deliverables identified in

    section VIII.6. Project Requirements above.

4. Budget (two pages)

Please provide a one-page budget that includes the following information:

    Personnel: Project Director or Coordinator (please indicate percentage time), Additional Staffing

    (please list)

    Materials:

    Travel:

    Other Expenses:

    Please include any in-kind contributions to the project. Modify or expand categories to fit your project.

    On a separate page, please provide a budget justification for each line item (maximum one page).

5. Appendices

    1. Resumes of key staff

    2. Organizational flow chart that shows the project staff

    3. Sample curriculum or other related portfolio of previous work

    4. Letters of Intent from Partners

    5. Letters of Reference or Support -- A minimum of three letters of reference attesting to the

    applicant’s ability to carry out the contract is required.

X. Application Checklist

; Application Coversheet

    ; Application Narrative and Budget

    ; Resume(s) of key project personnel

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    NCIEC Deaf Advocacy Team

    Enhancing the Deaf Community’s Ability to Self Advocate for the Right to Communication Access

    ; Organizational flow chart that shows the project staff ; Sample Portfolio of work

    ; Letter of Intent committing to partnership

    ; Letters of Reference or Support

XI. Application Format

(a) Typed applications only.

    (b) All margins must be one inch.

    (c) Font must be 12 point, Times New Roman.

    (d) All pages must be numbered.

    (e) Microsoft Word, Microsoft Excel and/or PDF file format. (f) Submit application on CD-ROM. Portfolio preferred on CD whenever possible. If not possible, a

    submission of portfolio as a print or hard copy is acceptable.

Incomplete applications, or applications not meeting the format requirements outlined above, may be

    rejected.

XII. Application Submission Process

    Applications must be received at NCIEC by November 15, 2007, 5:00 PM EST (Eastern Standard Time). Receipt of application will be acknowledged electronically.

Send application to: Alberto Sifuentes

    DAT Application

    Northeastern University

    405 Meserve Hall

    360 Huntington Ave

    Boston, MA 02115

Please note Time Sensitive on the outside envelope.

XIII. Technical Assistance

Any prospective applicant needing clarification regarding this Letter of Invitation should contact:

Pauline Annarino

    Voice or TTY: (626) 339-6789

    IP: 71.165.147.98

    Email: pgannarino@aol.com

XIV. Selection Process

A team comprised of NCIEC members and experts in the field will review all applications.

The review team will evaluate the quality of the proposed project design, qualifications of lead project

    personnel, feasibility of the work plan, demonstrated understanding of concepts related to curriculum

    design and production, ability to complete project within proposed timeline, and completeness of the

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