DPA ESSA Newsletter, Q3 FY 2024-25

Summer is here, and with it comes new opportunities to support and uplift our students creatively and meaningfully. Whether your work continues through summer programs or you’re planning for the upcoming school year, this issue is packed with ideas and practical strategies to help keep students engaged, supported, and thriving during the summer months.

From enrichment activities to family engagement ideas and wellness resources, we aim to equip you with tools that make a difference — even when school’s out. Let’s keep the momentum going and ensure every student has a strong, supported summer!

- Marie Silverhatband (Diné), Acting Supervisory Education Program Specialist

Summer School Programs Supported by Title I-A Funds

When well-designed, summer school helps prevent learning loss, boosts student confidence and closes achievement gaps. Title I-A funds allow schools to provide these opportunities equitably and effectively, making a real difference in students’ educational journeys.

As we look for effective ways to support student learning beyond the regular school year, summer school programs offer an excellent opportunity to help students catch up, stay on track or get ahead. Title I-A funds can be used to plan, implement, and enhance summer learning opportunities if they align to improve academic outcomes. Here's how schools can use these funds:

• Instructional Support
• Hiring certified teachers or paraprofessionals to provide instruction in reading, math and other core subjects.
• Offering small-group or one-on-one tutoring.
• Providing targeted interventions for students not meeting grade-level standards.
• Curriculum and Materials
• Purchasing curriculum materials or resources specifically for summer learning.
• Access to online learning platforms or instructional technology.
• Transportation and Meals
• Funding transportation for students who would not otherwise be able to attend.
• Providing meals to ensure students have the nutrition they need to focus and learn.
• Family Engagement
• Hosting orientation sessions or workshops for parents to understand the benefits of summer school.
• Encouraging family involvement in student learning through take-home materials or events.

Please contact Freddy Poitra at the DPA office or your Education Resource Center if you need help.

Make the Most of Title II Funds: Invest in Powerful Professional Learning

Title II, Part A funding is an excellent opportunity to strengthen your team of educators. It’s designed to support high-quality professional development that builds stronger teachers and leaders, ultimately leading to better student outcomes.

To use these funds effectively, think beyond one-time workshops. Under ESSA, professional development funded by Title II must be sustained, intensive, collaborative, job-embedded, data-driven and classroom-focused. This means the most effective use of funds includes coaching, mentoring, and collaborative planning tied directly to classroom needs and school goals.

Smart Ways to Use Title II Funds:

• Focus on Impact: Choose professional learning proven to make a difference in student learning, backed by evidence. The What Works Clearinghouse is a great place to start.
• Make It Meaningful: Build in time for teachers to apply what they learn and reflect on their practice.
• Stay Strategic: Use data to guide your spending and keep good records of what’s working.

By using Title II funds thoughtfully, schools can create a culture of continuous growth where educators feel supported and students thrive. Have questions? Contact your DPA SEP specialist.

The programs and grants may support the three programmatic content areas: Well-Rounded Education, Safe and Healthy Students, and Effective Use of Technology. A school that receives at least $30,000 in SSAE program funds must conduct a comprehensive needs assessment that includes, at a minimum, a focus on the three content areas above. To determine the allowability of an activity using Title IV-A Funds, ask the following questions:

• Is the proposed activity sensible given the needs assessment results, stakeholder engagement and prioritization of the school?
• Is the proposed activity consistent with one of the three content areas?
• Is the cost of an activity allowable under the Title IV-A program? Is it reasonable and necessary for the performance of the grant? Is it allocable to the grant (2 CFR Part 200, Subpart E)?
• Does the proposed use of funds supplement other funds that would otherwise be used to pay for the allowable activity (ESEA Section 4110)?
• Is the activity one of the prohibited activities in section 4001(b) or 8526 of the ESEA?

Taos Day School's Title IV, Part A, Student Support and Academic Enrichment programming focuses on healthy students and healthy school programs, from prevention programs to yoga and tai chi.

Programs are also designed to promote experiential educational experiences in the areas of #D Design Labs that teach students computer-aided design (CAD) and how to utilize 3D Printers to realize their final projects. Throughout the seasons, students join with outside partners to explore snowshoeing, water ecology, and fly fishing while learning about land stewardship and service.

At the end of each funding cycle, students create and disseminate a yearly Literacy magazine that showcases student work and is aligned to a community topic, such as "Honoring Our Elders, My Community," and other student-generated topics.

We look forward to years of collaboration as Title IV, Part A, Student Support and Academic Enrichment programming helps increase the general field of knowledge of all students, and teaching goes far beyond the four walls of a classroom.

How can schools use RLIS funds to support students during the summer?

By leveraging the Rural and Low-Income Schools program funds creatively and strategically, schools can offer valuable summer programs that help students maintain or improve their academic skills, participate in enriching activities, and promote overall well-being. These funds can be utilized to support students during the summer in various ways, primarily through activities authorized by the Every Student Succeeds Act:

Title I, Part A (Improving Basic Programs)

1. Academic Support: RLIS funds can be used for summer programs designed to improve academic achievement, particularly for students who need extra support. This could include summer school focused on core subjects, supplemental instruction or tutoring programs.
2. Enrichment Programs: RLIS funds can support enriching summer activities like enrichment programs, especially for English learners.

1. Professional Development: Funds can support professional development for teachers and staff involved in summer programs to enhance their skills in areas like STEM or technology integration.
2. Teacher Support: RLIS funds can be used to provide stipends for teachers who mentor or support new teachers during summer programs.

1. Well-Rounded Education: Support for a variety of summer activities that provide access to a well-rounded education, such as arts and music, STEM, college and career counseling, and community service.
2. Safe and Healthy Environments: Funding for programs that promote student well-being during the summer, such as drug and violence prevention, mental health services, and activities that encourage healthy lifestyles.

1. Engaging Parents: RLIS funds can support activities like workshops or events that encourage parental involvement in summer learning.
2. Professional development for school personnel regarding parent and family engagement strategies.
3. Providing materials to help parents improve their child's academic achievement (e.g., training on school online portals).
4. Enabling parents to participate in school-related meetings and training sessions (e.g., provide childcare).
5. Establishing a formal parental advisory council.

1. All costs associated with using RLIS funds must be reasonable and necessary for achieving the program objective(s).

As the summer months approach, CSI schools are encouraged to engage in a critical phase of the continuous improvement journey: Summer Leadership Planning. This focused planning period allows leadership teams to reflect on the past academic year, analyze student data, and develop a strong, strategic direction for the upcoming school year through the School Improvement Plan.

Why Summer Planning Matters

The summer months provide a valuable opportunity for school leadership teams to:

• Review academic performance and climate/culture data.
• Identify key areas of growth and celebrate successes.
• Align goals with BIE accountability indicators.
• Build a shared vision for student success.
• Close program close-out reports, including One Plan Summative Reviews, and update and finalize CSI expenditures.

Data-Informed Decision Making

Data helps teams set measurable goals and select research-based strategies to drive improvement efforts. Leadership teams are encouraged to conduct in-depth reviews of:

• Assessment Results (End of Year, Benchmark, Formative Data)
• Attendance and Behavior Trends
• Staff and Student Survey Feedback

Strategic Focus Areas for the One Plan

While each school’s improvement plan will be tailored to its unique needs and context, common areas of focus include:

• Improving English Language Arts (ELA) and Math Outcomes
• Enhancing Science Outcomes in Grades 3, 8, and 11
• Providing targeted professional Learning for Instruction
• Strengthening Family and Community Partnerships

Santa Fe Indian School

Joseph Skeets, Algebra 1 Teacher at Santa Fe Indian School, is reshaping student engagement and instructional practice using the XQ Math Badging framework. Skeets has created a positive, structured learning environment where students feel valued and consistently participate in various learning activities. The shift toward portfolio-based assessment has been particularly impactful. While student reactions to the portfolio vary — some love it for being less stressful and reflective, others find it overwhelming — the majority are actively compiling their work and engaging deeply with the process. This approach challenges students to explain their reasoning, not just provide answers, helping them see math as more relevant and connected to real-world thinking. Using Learning Principles and badging structures promotes collaboration and helps students reflect on their learning journey. Skeets has expressed interest in building stronger communication with families to highlight student growth through portfolios. This innovative work paves the way for more meaningful learning experiences beyond traditional exams.

Cheyenne-Eagle Butte

Math classes at Cheyenne-Eagle Butte also started using XQ Math Badging this past academic year. Students were introduced to a highly engaging math task during one modeling lesson. It began with a “Which One Doesn’t Belong” math activity, an accessible (low floor, high ceiling) activity that requires students to own and justify their thinking. The instruction also modeled facilitation of student discussion through strategies, including pair shares and table talks. Since then, teachers at Cheyenne-Eagle Butte have been working to improve their facilitation of activities that promote student discourse while deepening their mathematical understanding.

Upcoming

• DPA One Plan Office Hours in June and July
• BIE Summer School Improvement Training (Virtual) – July 22-24, 2025
• Beyond Textbook Summer Conference – July 9-10, 2025

Past

WestEd Training — Data Convening #3 occurred in Flagstaff, Arizona, on April 29, 2025, and in Albuquerque, New Mexico, on May 1, 2025. The focus of the training was Our Story in the Making: Always Sharing Your Story and Celebrating the Journey.

As the school year concludes, 21st Century programs are transitioning into their summer phase, with 60 schools actively offering enriching activities beyond traditional academics. These programs provide students with opportunities for academic enrichment, family engagement and various support services during non-school hours.

In the final year of their grant cycle, many BIE schools are preparing to offer summer programming as part of their wrap-up. These programs not only help prevent summer learning loss but also foster essential life skills, promote social and emotional development, and provide a safe and supportive environment for students.

The latest 21st CCLC grant competition closed at the end of March 2025, drawing applications from 90 BIE schools eager to join the upcoming cohort. Grant awards will range from $50,000 to $240,000 annually over five years, with over $7 million allocated annually. Award announcements are expected in the coming weeks, before July 4, 2025.

For more information, contact your BIE 21st CCLC State Coordinator, Sarah Price, at sarah.price@bie.edu or 505-895-2864.

School Highlight: Chilchinbeto Community School

Chilchinbeto Community School has 79 students and serves kindergarten through 8th grade. School assessment data has helped the staff develop new strategies to improve student reading scores. Chilchinbeto uses the CLSD grant and other Title funds to fund teachers' salaries and purchase different classroom reading materials. It also gives the teachers the means to engage the parents with activities. Overall, the grant has helped teachers and students achieve an upward trend.

• Tutoring – The after-school tutoring program began in October 2024 after the teachers were able to assess students’ scores and review the 2023-2024 BIE Unified Assessment data. It is open to all K-8 students, but it is a requirement for students who are not performing at grade level or may need further assistance. Parents are involved in the process and discuss the reasons for the tutoring recommendation with the teacher.
• Daily Reading Intervention – The teachers use Beyond Textbook’s weekly DFAs and IRLA as the two primary sources of intervention. The students who don’t master the weekly objectives go to reteach until mastery is achieved. The students are also given an additional 30 minutes of ARC bookshelf reading daily.
• Saturday Academy/Prep – The teachers use School Pace to identify and level students as part of the school’s enrichment program for underperforming students. The four focus points of the program are comprehension, zoo phonics, spelling and the six traits of writing. Presenters are invited at least once a month to provide differentiated instruction and hands-on projects for the students. It is a great program and very beneficial for the students and teachers.
• Summer School – Chilchinbeto will host summer school for four weeks during June, and the students will focus on reading.
• Family Literacy Night—Beginning last October, Grade-level teachers were invited to present information about their classroom reading programs, data and the different intervention programs they use to help their students at Family Literacy Night. Teachers also purchased books as incentives/prizes for the participants who attended activity nights.

School Highlight: Cherokee High School

The CLSD grant has allowed students who have demonstrated a need for specialized literacy instruction to work on improving their Lexile reading levels. The grant funding was used to purchase noise-cancelling headphones for individual instruction and procure the following support:

• Language Live – Language Live is an innovative digital program to support students facing reading challenges. This powerful tool improves key aspects of literacy, leading to increased Lexile levels and enhanced word sight recognition and pronunciation. Students receive a comprehensive approach to reading instruction with a robust phonics curriculum that meets their diverse needs, especially those who struggle with foundational skills.
• Increasing Lexile Levels – Language Live uses personalized learning pathways to ensure students engage with texts at their current reading level. The program adjusts to each student’s progress, gradually helping them tackle more complex reading materials. As students work through the program, they develop the necessary skills to decode unfamiliar words, comprehend more difficult texts, and improve their reading fluency as they raise their Lexile level.
• Enhancing Sight Word Recognition and Pronunciation – A core component of Language Live’s approach is its phonics program, which systematically reinforces the connection between sounds and letters. Students improve sight word recognition and pronunciation through repetitive practice and real-time feedback. Students become more confident in decoding words, increase their vocabulary, and enhance their reading accuracy. The program also incorporates voice recognition technology, allowing students to practice pronunciation and receive immediate feedback on their speaking accuracy. This approach ensures that students develop a deeper understanding of word structures, boosting their ability to read fluently and confidently.

Cherokee Middle School ninth graders saw a 73 percent Lexile growth rate in classes using these new tools and training compared to the national 25 percent growth rate in a class without them. CMS sixth, seventh and eighth graders using these new tools outpaced national expected Lexile growth 135 to 40, 112 to 32, and 94 to 30, respectively.

The McKinney-Vento Act ensures homeless children and youth have equal access to the same free, appropriate public education provided to other children and youth by removing barriers to enrollment and attendance and supporting their educational success.

The Bureau of Indian Education Division of Performance and Accountability virtually hosted the second annual McKinney-Vento Education for Homeless Children and Youth Conference: Growing Stronger Together on May 6-7, 2025. The conference featured keynote speakers, such as BIE Director Tony Dearman and Tom Chee, a community advocate and former Navajo Nation Council Delegate. Session topics included how to identify students experiencing homelessness in Indian Country, how to meet the needs of our McKinney-Vento students, including those with disabilities, and how to leverage funding to meet these needs. The conference was opened with a beautiful song and drum performance by Chief Leschi School and concluded with a performance by Rock Point Community School.

Contact Marie Silverhatband from the DPA office for assistance.

• Address Student Basic Needs in the Summer
• Connect students to local summer programs and camps.
• Check out the American Camp Association, the Boys and Girls Clubs, and the YMCAs.
• Ensuring Access to Food Resources for Students Experiencing Homelessness and sharing community food and resource guides to help families access meals and basic needs over the summer.

• Support Graduating High School Seniors
• Provide or re-send FAFSA determinations to all unaccompanied homeless youth.
• Connect students to summer bridge programs, basic needs offices or financial aid staff to prevent summer melt.
• Help students gather essentials for dorm life, including bedding, towels, shower caddy and more
• Complete SHC’s FAFSA survey to help us improve policy and practice.

• Plan for the New School Year
• Review and revise the current Education for Homeless Children and Youth policy and procedures.
• Enroll young children in pre-K or kindergarten. Use our referral checklist.
• Create a plan to reconnect with families and re-identify students experiencing homelessness before the first day of school.
• Prepare fall trainings for school staff and community partners on McKinney-Vento identification and referral processes.
• Review student data from this year to inform program planning.
• Build or update a community resource list to share with families at enrollment or back-to-school events.
• Reach out to local organizations for support with school supplies, clothing drives or back-to-school night donations.

• Strengthen Community Connections
• To coordinate summer support, contact shelters, housing programs and your local Continuum of Care: Find your CoC.
• Share educational materials so partners can identify and refer children and youth who become homeless during the summer.
• Ask if short-term housing resources are available during school breaks and create a referral plan.

At Dennehotso Boarding School, staff support students experiencing homelessness by meeting basic needs such as housing through the dorm itself, allowing students to take seconds on meals, and using Title I funds to provide items such as school supplies and clothes needed to attend school. Transportation is provided as needed. Dennehotso partners with their local Chapter House by attending the housing meetings to advocate for their McKinney-Vento students. Dennehotso will support their students experiencing homelessness through the summer by offering a summer school program with enrichment classes.

Foster Care Program

Here are some communication strategies to enhance your individual and overall school programming. Pilot the communication strategies during summer school intervention and/or acceleration programming.

Looking at communication is an essential strategy in the development and evaluation of the program. Communication strategies are used to engage parents and the community. Programs should adopt personal contact with parents, families, and school personnel to get to know one another.

Here are examples of ways to communicate effectively with families:

• Two-Way Communication
• Collaboratively identify opportunities and address challenges
• Holistic approach to the child’s development
• Adopting Personal Contact
• Personal interactions, scheduled conferences, casual meet-and-greets, and home visits foster trust, create rapport, and provide opportunities to discuss intricate details.
• Incorporating Variety in Communication Strategies
• Phone calls
• Emails
• SMS alerts
• Mail
• Community postings
• Leverage Technology to Make Life Easier
• Professional development
• Evidence-based practices and strategies
• Organize, develop, implement and evaluate the program
• Establish Open Lines of Communication
• Openness is the cornerstone of any thriving relationship. Parents should feel empowered to voice their concerns or share insights about their child’s academic or social progress.

Parent & Family Engagement - School Highlight: Dunseith Day School

The committed staff of Dunseith Day School foster an environment where parents, community and students feel their inputs are valued, which ensures a collaborative approach to the child’s education. Titles I, II, IV, & V, parent & family engagement, and the foster care program are highlights of the school. The programs are seamlessly intertwined with one another and enhance all programs. The school had a successful Foster Care Awareness Campaign to provide liaison contact information, support, and services that can be accessed and provided to the most vulnerable students.

The school implements two-way communication, collaboratively identifies opportunities, addresses challenges, and takes a holistic approach to the student’s development. Evidence-based practices and strategies, aligned and targeted professional development, and organization, development, implementation, and evaluation occur to enhance each program. Parents engage in school activities as determined by the parent and family engagement calendar and plan. The leadership team determines ways to improve each program and takes steps and actions to be part of the decision-making process. Personal interaction occurs continuously, and monthly involvement and engagement meetings are utilized to get to know families, parents, and students personally. The school incorporates technology to communicate with the community via phone calls, emails, SMS Alerts, mail and community postings of partnerships, programs, contact information and services.

It’s been another vibrant year filled with learning, laughter, and community at Dunseith Day School, with plenty of memories and milestones. The year began with the much-anticipated Back to School Celebration/Annual Title I Meeting that welcomed students and families with open arms and warm hearts. Thank you to the staff, students, and families for making Dunseith Day School a place where everyone feels welcome, valued, and connected.

If you need technical assistance, please contact Wanda Belgarde, Education Specialist, Division of Performance & Accountability, at Wanda.Belgarde@bie.edu.

• Consolidation & Coordination of Federal Grants
• Allowable Use of Funds
• Allowable Activities

To help prepare for your school’s 2025-2026 BIE One Plan, please see this compiled list of on-demand training topics and recordings designed to help teams maximize their time and resources.