DPA IDEA Newsletter Oct/Nov 2025

The Native American Student Information System, powered by Infinite Campus, has

recently undergone a major visual and functional update known as the "New Look." While the

core tools and features remain the same, this refreshed interface brings a more modern,

intuitive, and user-friendly experience to all users.

This update is part of Infinite Campus’s long-term commitment to continuous improvement.

Unlike traditional software updates, Infinite Campus evolves through a continuous release cycle,

with new features rolled out every four weeks. However, this interface transformation is a significant

milestone — years in the making — and represents a major leap forward in usability and design.

Key highlights of the New Look include:

• Simplified navigation: Reduced clutter that makes finding tools easier.
• Customizable menus: Users can favorite their frequently used tools.
• Quick access: Find recently used tools quickly alongside improved search functionality.
• Context-aware navigation: Easily pick up where you left off alongside your collaborators.

We understand that adjusting to a new interface takes time. Familiar workflows may feel

unfamiliar at first, and it’s natural to need a little time to reorient. However, many users find

that once they’ve had a chance to explore the new layout, the improved organization and

efficiency quickly become second nature. The DPA IDEA team encourages users to be patient

with the transition and take advantage of the new features designed to make everyday tasks

easier.

As always, we welcome your feedback and are here to support you as you navigate the New

Look. This update is more than just a facelift — it’s a step toward a more efficient and responsive

NASIS experience.

Pictured: L to R - Brian Wagner, Rachel Harrison, Dr. Janet Slowman, Melanie Star, Dr. Elizabeth Younce, Norman Shawanokasic

The Bureau of Indian Education Advisory Board for Exceptional Children held a two-day hybrid (in-person and virtual) meeting to fulfill its responsibilities under the Individuals with Disabilities Education Act of 2004.

The purpose of the meeting was to fulfill the mandates of IDEA as they pertain to Indian children with disabilities, promote the improvement of special education and related services within the BIE school system, and advise the Secretary of the Interior on the needs of Indian children with disabilities. The meeting was held on Thursday, September 25, 2025, and Friday, September 26, 2025. The onsite meeting location was at the U.S. Department of the Interior, 1849 C Street, NW, Washington, D.C. 20240.

New advisory board members will be appointed in the upcoming months. The next board meeting is scheduled for January 2026. A Zoom link and agenda will be sent out at a later date.

For questions about the BIE Advisory Board, please contact Ms. Jennifer Davis, Designated Federal Officer, Bureau of Indian Education, Division of Performance & Accountability at Jennifer.davis@bie.edu.

The Division of Performance and Accountability team gathered for the August quarterly meeting, which remains a valuable opportunity for shared learning and collaboration. Team members exchanged insights and recognized each other’s expertise across our various programs and focus areas.

Following the meeting, the team enjoyed a luncheon and awards celebration. Many members of the DPA team were honored with service pins and certificates in recognition of their dedicated years of service. The event was a meaningful way to close out the workweek and to recognize the contributions of our colleagues.

DPA - ESSA Team!

DPA - IDEA Team!

The Office of Special Education Programs continues to require states to publicly report

on the implementation and outcomes of special education services under the Individuals with

Disabilities Education Act. For the 2025–2026 school year, these public reporting

requirements remain a critical part of ensuring transparency, accountability, and continuous

improvement in services for students with disabilities.

Under IDEA, states must publicly report three primary types of data:

1. State Performance Plan/Annual Performance Report: Each state must submit and publicly share its SPP/APR, which includes data on 13 indicators (as reported by the BIE) related to compliance and results. These indicators cover areas such as graduation and dropout rates, assessment participation, least restrictive environment placement, and parent involvement.
2. Section 618 Data Collections: These include detailed demographic and service data for students ages 3–21 receiving special education services. States must report on topics such as child count, educational environments, discipline, personnel, and exiting data.
3. Local Education Agency Performance: States are also required to report how each LEA performed on the SPP/APR indicators compared to state targets. This helps schools and communities understand how local districts are progressing toward improving outcomes for students with disabilities.

Reminder: Key Data Collections for SY 2025–2026

• Child Count and LRE data were collected on October 31, 2025.
• Special Education Personnel data (including teachers, paraprofessionals, and related services personnel) was collected as part of that data.
• Disciplinary Incident data will be collected later in the school year. Schools have a responsibility to track all student discipline incidents throughout the year to ensure accurate and complete reporting.

These public reporting efforts are essential for advancing fairness and transparency in special

education, helping schools and communities identify areas for growth, and ensuring that all

students with disabilities have access to a free, appropriate public education in the least restrictive environment.

The DPA-IDEA team encourages all schools and communities to stay informed about these requirements and to use the publicly reported data to support continuous improvement across BIE-funded schools.

BIE has partnered with LRP Publications to provide three valuable resources for teachers and staff at both Bureau Operated and Tribally Controlled Schools:

• Special Ed Connection® has resources and tools to help educators understand special education requirements and services.
• ESEANow.com® is designed for education professionals focused on providing high-quality services for economically disadvantaged children and their families. It includes both regulatory and practical guidance.
• DirectSTEP® eLearning Courses contain online courses covering best practices and legal requirements for behavior management, autism, IDEA eligibility, and IEPs. The content is ideal for professional development for teachers and paraprofessionals. Courses are about 1 hour, end with an assessment (80% required to pass), and include a printable Certificate of Completion. Learners can retake courses if needed. Courses can also be used to train parents, empowering them to advocate for their children.

Passcode: ak6+1g61

Also available on the Plan4Learning Platform.

For more information, contact:

Jennifer Davis | Jennifer.Davis@bie.edu, (202) 860-7845

Indicator 11 Data Collection Now Open – Submit by November 14, 2025

The data collection window for SPP/APR Indicator 11: Timely Initial Evaluations for School Year 2024–2025 is now open.

Schools may now access the initial evaluation form to review, update, and submit data related to initial evaluations conducted during the reporting period. Please ensure that only ISEP students are included. The form is located in the "Uploads" section of Plan4Learning.

To assist with this process, a recorded video is available with step-by-step instructions on how to complete and submit the form:

• Video: Indicator 11: Initial Evaluation Data Collection and Submission
• Passcode: j2@Ad=6f

Key Reminders:

• Review and update student records.
• Add any students who should be included as initial evaluations.
• Remove any reevaluations entered in error.
• Use the dropdowns to indicate the evaluation timeline and reasons for delays.
• Rename your file using this format:
• Initial Evaluation Form SY2024-2025 Final [Your Initials] (e.g., Initial Evaluation Form SY2024-2025 Final RJW)
• Upload the completed form to Plan4Learning by November 14, 2025.
• If your school follows a state-defined timeline, please select “Other” and specify the state and timeline (e.g., NC – 90 days).

If you have any questions or need support, please contact Ronald.Worst@bie.edu .

Platform: PLAN4Learning (replacing Native Star) 806 Technologies - Sign In

As part of ongoing transition efforts from Native Star to Plan4Learning, the BIE Division of Performance and Accountability – Special Education team is excited to announce the launch of the Local School Performance Plan within the Plan4Learning platform powered by 806 Technologies.

We encourage all schools to begin their submissions early to ensure timely completion.

Submission LSPP Window:

• INITIAL LSPP: Opened on September 15, 2025, and closes on November 30, 2025

• LSPP 1ST Progress Checkpoint: Opens February 2, 2026, and closes on February 28, 2026.
• LSPP 2nd /Final Progress Checkpoint: Opens April 6, 2026, and closes on May 2, 2026.

Review the LSPP webinar recording.

Passcode: @sk^XJW3

LSPP Contacts

• Eleanor Francis-Jones, Education Program Specialist: eleanor.francis-jones@bie.edu

Plan4Learning Technical Support

• Contact: support@806technologies.com

• Website: www.plan4learning.com

The Unmet Needs Application is for schools that need funding for certain areas of their special education programs. The Unmet Needs Application process webinar was on Monday, November 3, 2025. If you are interested in applying for Unmet Needs, information is available in your school's Plan4Learning, and the recorded webinar will be posted.

When to Apply for an Unmet Need:

• The school’s special education funds are insufficient to cover the needs of students with disabilities.
• Funds include: 15% ISEP Academic Base Funds, IDEA Part B Carry-over from previous years, and Current IDEA Part B Allocation.
• The school’s enrollment of students with disabilities increases.
• SWD count increased significantly after the October 2024 Child Count due to transfers and new placements in special education.

*Unmet Needs Application is not required for ALL schools to complete

The Unmet Needs Application is due on or by December 5, 2025. Once it's finished, please upload in Plan4learning and notify Arlene.Davis@bie.edu or Joann.Fields@bie.edu.

For schools approved by the Division of Performance and Accountability/IDEA Program to implement Coordinated Early Intervening Services during SY2024-2025 (July 1, 2024-June 30, 2025), the CEIS data collection period began September 29, 2025, and closes November 28, 2025.

The 2004 reauthorization of the Individuals with Disabilities Education Improvement Act included the provision of CEIS, allowing schools to use Part B funds for this purpose.

Research-Based Rationale for Using IDEA Funds for CEIS

• Early intervention matters: The earlier a child’s learning difficulties are identified, the more quickly and effectively those difficulties can be addressed. This increases the likelihood of improvement and reduces the severity of future challenges.

• Cost-effective approach: Delaying support may lead to the need for more intensive and costly services later.

• Child-centered and practical: From the perspective of the child’s well-being — and for administrative, fiscal, and instructional reasons — providing CEIS is considered a logical and beneficial strategy.

• Prevention of overidentification: CEIS helps ensure that at-risk students are referred for special education services only when necessary, reducing inappropriate overidentification of children with disabilities.

IDEA permits schools to use Part B funds for voluntary CEIS for students:

• Enrolled in kindergarten through grade 12, with a special focus on grades K–3.

• Who received special education services in the past but are not currently receiving special education or related services (71 FR 46540, 46626, August 14, 2006).

• Pre-kindergarten students. The BIE provides funding only for students in kindergarten through grade 12.

• Current special education students. Students already receiving special education or related services are not eligible since their needs are already supported through Part B funds.

Please submit SY 2024-2025 CEIS data using the BIE CEIS Data Collection Form Smartsheet.

Parent Involvement (SPP/APR Indicator 8) Update

The Bureau of Indian Education is responsible for meeting the Special Education State Performance Plan/Annual Performance Report Indicators as required under the Individuals with Disabilities Education Act.

SPP/APR Indicator 8 focuses on parent involvement, specifically measuring the percentage of parents of students receiving special education services who report that schools facilitate parent involvement to improve services and outcomes for children with disabilities. To gather data, the BIE administers a parent survey to parents and guardians of students with disabilities.

The Division of Performance and Accountability/IDEA team will conduct a live webinar during the Monthly TCS Leader Conference Call on November 20 at 11:00 a.m. PT (12:00 p.m. MT, 1:00 p.m. CT, 2:00 p.m. ET). Schools will be able to access all the information on the parent surveys, related resources and details through the Plan4Learning platform regarding Indicator 8.

For questions, please contact Melanie Star at melanie.star@bie.edu.

The BIE Special Education Child Count took place on Friday, October 31, 2025. Data was extracted from NASIS at 5:00 p.m. Pacific Daylight Time.

On Wednesday, October 1, 2025, at 12:00 p.m. (MDT), the Division of Performance and Accountability/IDEA team held a live webinar on the Child Count data collection. This session provided the same information as the pre-recorded webinar. Both the live webinar and recorded webinar links will be available in the Plan4Learning and Native Star platforms.

The purpose of the child count is to determine the unduplicated number of Children with Disabilities within the BIE education system, meeting U.S. Department of Education reporting requirements and ensuring the submission of valid and accurate data on time. The webinar and recording support all BIE-funded schools in submitting accurate child count data to the BIE and U.S. Department of Education. This will help schools prepare for the child count process, clarify how eligible children with disabilities will be counted, and share timelines and due dates.

Contacts for More Information:

• Jennifer Davis | Jennifer.Davis@bie.edu | (202) 860-7845

• Joann Fields | Joann.Fields@bie.edu | (202) 860-6168

• Ronald Worst | Ronald.Worst@bie.edu | (202) 860-4242

The Special Education Personnel Data Collection Count for School Year 2025–2026 was Friday, October 31, 2025, at 5:00 p.m. PDT. On Thursday, October 2, 2025, at 1:00 p.m. (MDT), the DPA/IDEA team conducted a live webinar on personnel count data collection. Please note that the pre-recorded webinar contains the same information as the live session. Both the live webinar and recorded webinar links are available in the Plan4Learning and Native Star platforms.

The purpose of the special education personnel count is to determine the unduplicated number of special education teachers, special education paraprofessionals and related services providers (school employees and contractors) who provide services for children with disabilities within the BIE education system, to meet U.S. Department of Education reporting requirements, and to ensure valid and accurate data is submitted on time. The goal and objectives for the webinar and recording are to support all BIE-funded schools in submitting accurate personnel data counts to the BIE and U.S. Department of Education. This will help schools prepare for the data count process, clarify how special education teachers, special education paraprofessionals, and related services providers will be counted, and share timelines and due dates.

Contacts for More Information:

• Jennifer Davis | Jennifer.Davis@bie.edu | (202) 860-7845
• Ronald Worst | Ronald.Worst@bie.edu | (202) 860-4242

The DPA/IDEA team has allocated IDEA Part B funds to all schools for the 2025–2026 school year. These funds are designated to support the excess costs associated with providing special education and related services, ensuring that all eligible students receive a Free Appropriate Public Education. For questions or additional guidance, please contact your assigned DPA/IDEA Education Program Specialist.

The BIE Division of Performance and Accountability’s IDEA team has created a series of short videos and quick reference guides to assist school-based and regional special education staff. These concise resources aim to make IDEA easier to understand and implement, helping educators feel more confident in their work.

NASIS Micro Training Series

• Session 1 – Secondary Transition Components; Passcode: +s6iAmpN
• Session 2 – Secondary Transition Components Continued; Passcode: $s*QCW9X
• Session 3 – NASIS Module IEP Editors; Passcode: *205YAKq
• Session 4 – New Look IEP module changes; Passcode: @zOb4sw&
• Session 5 – NASIS Infinite Campus IEP review Micro Training; Passcode: 01tSbwY%
• Session 6 – IEP Module Team Meeting Participants Page; Passcode: C4bK8m.h
• Session 7 – IEP Module Problem Solving; Passcode: +!I^V8HQ
• Session 8 – IEP Module Open Discussion; Passcode: !bc2*2L&