DPA IDEA Newsletter April 2025

Greetings from the DPA Special Education Program!

The Bureau of Indian Education Special Education Program completed its preliminary FFY

2025 IDEA Part B Grant Award application under the Individuals with Disabilities Education Act, as amended in 2004, Public Law 108–446. The application is available on the Special Education Page of BIE website.

The 60–day public notice period and the 30–day comment period occurs prior to the May 21,

2025, submission to the United States Department of Education, Office of Special Education

Programs. The 60–day public notice period is from March 14 through May 21,

2025.

The IDEA Part B Grant application for the state is comprised of the following sections:

• Section I and II — The state plan and description of current policies and procedures is a series of assurances and certifications of federal policies detailed by the Education Department General Administrative Regulations.
• Section III — The description of the use of IDEA funds maintained by the state for administration and for other State activities.
• Section IV — The list identifying any rule, regulation, or policy that is state-imposed and not required by IDEA or Federal regulations (Section IV).

The BIE Special Education Program will accept public comment on the application from March

14 through April 14, 2025. Persons submitting comments on specific items in the

application should identify the item, referenced by the page number, with specify input

pertaining to the specific item. Input will be considered if submitted to, and received by, the BIE

contact person listed below prior to 5 p.m., April 14, 2025.

Written comments can be sent:

By email:

Dr. Eugene Thompson, Supervisory Education Specialist

BIE Division of Performance and Accountability, Special Education Program

Email: eugene.thompson@bie.edu

OR

By mail:

Bureau of Indian Education, Division of Performance and Accountability

1001 Indian School Rd. NW, Suite 149

Albuquerque, New Mexico 87104

During the month of April, the Bureau of Indian Education will be engaged in the clarification period for the State Performance Plan and Annual Performance Report. This is a critical time for the BIE as it works to ensure compliance with the Individuals with Disabilities Education Act and enhance the quality of its reporting on special education services. During this period, the BIE engages in several key activities to address feedback from the U.S. Department of Education and improve its plans outlined below:

1. Review and Analyze Feedback: One of the first steps the BIE takes is to carefully review any feedback received from the U.S. Department of Education regarding its submitted SPP/APR. This feedback often highlights areas that require clarification, additional data, or adjustments, providing the BIE with a roadmap for improvement.
2. Gather Additional Data: If the feedback indicates gaps or inconsistencies in the reported data, the BIE may collect additional information or conduct further analyses to address these issues comprehensively. This step is crucial for ensuring that the data accurately reflects the state of special education services within the Bureau.
3. Engage Stakeholders: To create a more inclusive and effective plan, the BIE often reaches out to stakeholders, including parents, educators, and advocacy groups, during the clarification period. Gathering input from these groups helps ensure that the SPP/APR reflects the needs and perspectives of those directly impacted by special education policies.
4. Revise Plans and Reports: Based on the feedback received and additional data collected, the BIE may revise its SPPs and APRs to provide clearer, more accurate information. This can involve updating goals, strategies, and performance indicators to align with best practices and federal requirements.
5. Clarify Goals and Objectives: The BIE may also take this opportunity to refine its goals and objectives in response to feedback. Ensuring that these goals are measurable and focused on improving outcomes for students with disabilities is essential for effective reporting and accountability.
6. Document Changes: As the BIE makes revisions, it is important to document any changes made to the SPP/APR during the clarification period. Providing clear rationale for these revisions promotes transparency and accountability in the reporting process.
7. Submit Revised Documents: After making the necessary revisions and ensuring compliance with federal requirements, the BIE submits its clarified SPP/APR to the U.S. Department of Education for final approval. This submission marks a significant step in the ongoing effort to enhance special education services.
8. Implement Improvements: Following the clarification period, the BIE begins implementing the revised plans and strategies. This implementation is vital for enhancing special education services and outcomes based on the insights gained during the clarification process.

By engaging in these activities during the clarification period, BIE aims to strengthen its special education programs and ensure they effectively meet the needs of students with disabilities. This commitment to continuous improvement ultimately benefits the students and families who rely on these essential services.

Ronald Worst

Education Program Specialist

Division of Performance & Accountability - IDEA

The Division of Performance and Accountability releases determinations each year, on behalf of the Bureau of Indian Education, based on the BIE State Performance Plan and Annual Performance Report. A state’s SPP/APR evaluates its efforts to implement the IDEA’s requirements and purpose and describes how it will improve IDEA implementation. Part B determinations address requirements of IDEA Part B, which serves students with disabilities, ages 3 through 21. The DPA anticipates releasing the FFY 2023 (SY 2023-2024) annual determination to all Bureau funded schools between June 1 and July 30, 2025.

The DPA special education program has provided a Dear School Leader Letter to all BIE-funded schools sharing notice of flexibility for Tribally-Controlled Schools regarding requirements that give flexibility to follow the timeline and procedures established by the State where they are geographically located. Training and technical assistance to schools is actively being planned following the adoption and implementation of the special education policy.

The public report is updated with Indicator 8 data when surveys are completed online or scanned then emailed to entered. The online survey is live and is now open through June 30, 2025, for parents of children with disabilities to complete. For parents of children with disabilities who do not have access to the online survey, they can complete and return the paper version of the survey to your school special education program. If we can answer any questions, please reach out to Melanie Star, DPA Education Program Specialist, at melanie.star@bie.edu.

The Advisory Board for Exceptional Children will hold a two-day in-person and online meeting. The purpose of the meeting is to meet the mandates of the Individuals with Disabilities Education Act of 2004 for BIE students with disabilities.

The BIE Advisory Board meeting will be held Thursday, April 24, 2025, from 8:00 a.m. to 4:00 p.m (MDT) and Friday, April 25, 2025, from 8:00 a.m. to 4:00 p.m. (MDT). All Advisory Board activities and meetings will be conducted in-person and online. The onsite meeting location will be at the National Indian Programs Training Center, 1011 Indian School Rd., Room 234, Albuquerque, NM 87104.

The following agenda items will be covered throughout both meeting days. The reports are regarding special education topics.

1. BIE Central Office updates and changes;
2. BIE’s Special Education Program updates;
3. Southwestern Indian Polytechnic Institute: address the challenges of preparing educators for schools serving significant numbers of Native American students in Bureau-funded schools;
4. Overview of blindness and visual impairment; and
5. Advisory Board work session: address logistics for the next meeting, discuss next steps, provide recommendations for future projects or meetings, wrap-up important decisions, discuss outstanding tasks, and share working folder with board members for future meetings.

Public commenting sessions will be provided at any time during both meeting days on Thursday, April 24, 2025, and Friday, April 25, 2025.

Registration is required to attend the advisory board meeting online. Attendees register once and can attend one or both events. After registering, you will receive a confirmation email containing information about joining the meeting.

For further information about the advisory board, contact Jennifer Davis, Designated Federal Officer.

Greetings! My name is Joann Fields, and I am a new IDEA Specialist for the Division of Performance and Accountability. I am from Chinle, Arizona, and a proud parent of two. My family continues to be a central part of my life, and my roots have always been a source of strength.

My parents and upbringing motivated me to pursue education and service to give back to my community. In pursuit of further education following high school, I moved to Tempe, Arizona, to attend Arizona State University where I earned my bachelor’s degree in psychology. This degree gave me a deeper understanding of human behavior, which has proven invaluable throughout my career. I later earned my master’s degree in education from the University of Phoenix, which equipped me with the knowledge and skills to make an impact in the field of teaching and education.

I have worked in education in various roles for more than 20 years. I began my career, teaching in both early childhood and elementary school classrooms. I taught for 12 years and had the privilege of working directly with students of various ages, abilities and backgrounds. I found joy in helping young learners reach their potential and develop the foundational skills they would need for the future.

My teaching experiences shaped my understanding of the challenges and opportunities within the education system and enhanced my commitment to making a difference in the lives of children. My career path took a turn when I transitioned to working as a Special Education and Early Intervention Administrator for a tribal community. In this role, I had the opportunity to support children with disabilities and ensure they received the resources and services they required to succeed. I spent over five years in this position, advocating for children and working with families, other professionals, and leaders to develop programs that would make a lasting difference in their lives.

Following my time as an administrator, I began working with the Bureau of Indian Education under the Tribally Controlled Schools Division for over two years. This role allowed me to continue my work in special education and focus on the unique educational needs of our Native American students attending tribally controlled schools across the United States.

As I reflect on my career journey, I am proud of the impacts I've made, the relationships I’ve formed, and the opportunities I’ve had to support students, communities, and schools. In my new role with the DPA IDEA Division, I am especially excited to continue my work in enhancing educational outcomes for Native American students with disabilities.

Benchmark assessments are upon us, and preparing students is extremely important, especially students with disabilities with individualized education programs. Here are a few tips for preparing your students and supporting them during and after assessments:

Before the assessment:

• Review each student's IEP and accommodation plan.

• Communicate with parents and guardians.

• Familiarize students with the test format.

• Provide necessary assistive technology.

• Train testing staff.

• Arrange test environment.

During the assessment:

• Implement IEP accommodations.

• Monitor students' well-being (e.g. reduce anxiety by providing breaks as outlined in IEP and ensure they are using their accommodations).

• Administer the alternate assessment (if applicable).

• Ensure clear communication with students (e.g. where to ask for help, understanding directions, etc.).

• Document any issues or adjustments.

After the assessment:

• Review and document test results.

• Provide feedback to students.

• Evaluate accommodation effectiveness.

• Prepare for future assessments, including Alternate Assessment (if applicable).

With these tips, schools can create a supportive and equitable testing environment for students with disabilities, ensuring they have the necessary accommodations to succeed on statewide assessments. Thorough preparation, effective implementation during the test, and thoughtful follow-up will help students feel confident and capable, allowing them to showcase their true abilities. Continuous reflection and adjustment of strategies will foster a positive, inclusive testing experience that prioritizes every student's individual needs.

The 2025/2026 IDEA Part B school application will be available in April 2025.

It is currently being revised. Information will be submitted to the schools, including a recorded slide deck, guidance document for completing the application, allowable cost document and the IDEA Part B school application packet. Please contact your school's DPA/IDEA contact person for further information.

The textbox for the Second LSPP Checklist progress checkpoint evaluation was due on March 30. Please submit your evaluations as soon as possible if you have not already.

For questions, please reach out to Dr. Eleanor Francis-Jones, Education Specialist, at Eleanor.Jones@bie.edu or call (202) 860-7885.

NASIS Micro Training Series

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