DPA ESSA Newsletter October 2026

As October 2026 settles in, the changing leaves and crisp autumn air offer a welcome reminder that each season brings new opportunities for growth, reflection, and connection. Across our schools, K–12 staff continue to create supportive learning environments, nurture student curiosity, and help every student thrive.

This month’s DPA newsletter features timely resources, practical updates, and ideas to support your work throughout the fall season. We hope these offerings provide encouragement, inspiration, and meaningful support as you continue strengthening the partnerships at the heart of your school community.

- Mr. Casey Sovo (Comanche & St. Regis Mohawk)

Supervisory Education Program Specialist, Supplemental Education Programs

Division of Performance & Accountability

Undelivered Orders (Bureau Operated Schools Only):

To make the most of available funding and minimize the risk of losing funds, consider the following best practices:

• Use current-year funds (268) for all acquisition awards supporting School Year 2026-2027.
• Review and de-obligate UDOs with expired Period of Performance end dates to prevent the loss of funds.
• Utilize available carryover balances (257 funds) for immediate operational expenses such as payroll, travel, and micro-purchase threshold procurements. Avoid using carryover funds for acquisition awards whenever possible.

Fund Transferability ESSA § 5103(b)(2)

Consider whether transferring ESSA funds would enhance budget flexibility or help advance priority initiatives. Make sure your team understands that ESSA transfer requests for SY 2026–27 are accepted throughout the school year.

This option provides schools with the ability to move funds from:

• Title II, Part A – supporting effective instruction
• Title IV, Part A – SSAE grants

Schools can transfer these funds directly into the following programs to address their most urgent needs:

• Title I, Part A – improving basic programs operated by LEAs
• Title II, Part A – supporting effective instruction
• Title IV, Part A – SSAE grants
• Title V, Part B – rural education

October Allocation from the U.S. Department of Education

The Division of Performance and Accountability has received its second allocation of Title I, Part A Basic Grants to Local Educational Agencies for School Year 2026-2027 through the U.S. Department of Education's G5 grants management system. Distribution of these funds to schools is currently underway. Schools should monitor their allocations and continue aligning funding decisions with their approved One Plans and program priorities to support student success.

Title I, Part A provides federal financial assistance to schools with high percentages of children from low-income families. The core mission is to ensure all students have a fair, equal opportunity to receive a high-quality education and meet challenging academic standards. Schools use these funds for supplemental instruction, targeted academic interventions, and strong family engagement programs.

Critical October Action Items

As we move into the fall, school leadership and local Title I coordinators should focus on these compliance priorities:

• Annual Title I Parent Meeting: If you have not hosted this mandatory meeting, schedule it immediately. Retain all dated invitations, agendas, and sign-in rosters.
• Enrollment Data: Verify your student enrollment counts. This data directly impacts your funding allocations for the upcoming fiscal year.

School Communication Best Practices

When drafting your site-level newsletters, please ensure your communications meet guidelines by including:

• Flexible Meeting Options: Offer parent meetings at various times (such as mornings and evenings) to accommodate working families.
• Language Accessibility: Ensure all critical Title I documents are provided in the languages spoken in your students' homes.

Program Contact & Support

We are dedicated to supporting your leadership and assisting with program implementation, compliance, and budget planning throughout the school year. Please reach out to DPA if you have any questions.

Making Professional Development Work: Sustainable, Job-Embedded, and Individualized

Title II of ESSA encourages us to rethink professional development. It’s not about one-and-done workshops. It’s about creating meaningful learning experiences that are ongoing, relevant, and tailored to each educator’s needs.

This year, we will begin putting these PD practices into action:

• Sustainable PD is part of a long-term plan, not a quick fix. Think of it as a journey, not a destination.
• Job-embedded PD happens during the school day, in real classrooms, such as coaching, peer observations, or collaborative planning.
• Individualized PD meets teachers where they are, using data, feedback, and reflection to guide growth.

Tips for School Leaders:

• Start your needs assessment. Ask teachers what they need and look at student data to guide decisions.
• Build PD into the schedule. Use PLCs, early release days, or co-teaching models to make learning part of the routine.
• Support teacher voice and choice. Let staff help shape PD topics and formats.
• Follow up. Check in regularly to see what’s working and adjust as needed.

When professional development is meaningful and connected to daily practice, it doesn’t just check a box. It transforms teaching. Educators are more likely to apply what they learn when it’s relevant to their classroom realities. This leads to stronger instructional practices, increased confidence, and better outcomes for students.

We look forward to supporting PD that becomes part of the everyday rhythm of school life. A tool for continuous growth for educators and the entire learning community.

Shilo Krolikowski, Title II State Coordinator

Shilo.Krolikowski@bie.edu or 605-685-3244

The CLSD Onboarding training, held in September was a vibrant and informative event welcoming new team members. Participants immersed themselves in learning about the company’s culture, values, and best practices through engaging presentations, collaborative group discussions, and hands-on activities. The training fostered a sense of community and helped everyone understand their roles and responsibilities while encouraging connection and open conversation among colleagues.

Schools participating in this onboarding included:

• American Horse School – Option 1, 2, 3
• Aneth Community School – Option 2
• Chief Leschi Schools – Option 3
• Chilchiltah - Jones Ranch – Option 2, 3
• Chilchinbeto Community School – Option 3
• Enemy Swim Day School – Option 1, 2
• Fond du Luc Ojibwa School – Option 1
• Gila Crossing Community School – Option 1
• Hannahville Indian School – Option 2
• Lac Courte Oreilles Ojibwe School – Option 1, 2, 3
• Little Wound School – Option 2
• Mariano Lake Community School – Option 2
• Pyramid Lake Jr Sr High School – Option 3
• Seba Dalkai School – Option 2
• St. Stephens Indian School – Option 3
• Two Eagle River – Option 3

The onboarding experience set the stage for a successful journey with CLSD, celebrating collaboration and readiness across all participating schools.

Cheryl Johnson, CSLD State Coordinator

Cheryl.Johnson@bie.edu or 701-550-9505

The 21st Century Community Learning Centers program is designed to support K-12 students by offering academic enrichment and a wide range of activities outside regular school hours. These include STEAM (science, technology, engineering, art, and mathematics), literacy, well-rounded education (such as Native language, culture, arts, and youth leadership), tutoring, mentoring, support for English language learners, and assistance for students facing attendance or disciplinary challenges. Programs also provide family engagement opportunities, financial and environmental literacy, physical activity, counseling, and service learning.

School staff are responsible for ensuring that activities align with school-day instruction, maintaining steady student attendance, and fostering partnerships with families and community organizations. Reporting requirements include bi-annual budget submissions, an end-of-year evaluation, and entry of data into the 21APR system. School staff must track and report on activities offered, student participation and attendance, staffing, and outcomes such as reading, math, GPA, attendance, behavior, and engagement. The 21APR Window 1 data entry window closes on 10/23/26 for all BIE-funded schools.

Compliance with federal and BIE regulations is essential, and subgrantees‘ records must be maintained at the local level for at least six years. All expenditures must be documented as necessary, reasonable, and directly benefiting the program.

Mr. Casey Sovo, Education Program Specialist for the 21st Century Community Learning Centers Casey.Sovo@bie.edu or 202-860-4967

Enhancing School Success with Title IV‑A: October is an ideal time to leverage Title IV‑A funding to strengthen academic programs, student well-being, and instructional technology. Schools must invest at least 20% in well‑rounded education and 20% in safe and healthy schools, and a portion in Effective Use of Technology, with up to 15% allowable for technology infrastructure.

Well-rounded Education: Districts nationwide have used Title IV‑A to expand STEM and computer science pathways, add accelerated learning opportunities, and increase access to music and arts programs. Consider launching a robotics team, integrating arts into STEM units, or offering new enrichment electives.

Safe & Healthy Students: Many schools apply funds toward mental health professionals, bullying prevention, and school climate improvement systems. These supports ensure students feel safe, connected, and ready to learn.

Effective Use of Technology: Schools are investing in blended learning tools, digital assessments, and teacher collaboration platforms to support personalized instruction and data-driven decision-making.

This month, convene your leadership team to:

• Review your One Plan in Plan4Learning.
• Select one actionable Title IV‑A investment for each priority area.
• Engage teachers and families in planning and execution.
• Establish measurable goals for implementation and check on the progress of those goals.

Taking intentional steps now ensures Title IV-A funding delivers meaningful academic, social-emotional, and technological benefits throughout the school year.

Contact for Support

For assistance with program planning, implementation, allowable expenditures, and compliance throughout the school year:

Loren Hudson, Ed.D. (Diné), Title IV, Part A BIE State Coordinator

loren.hudson@bie.edu or 505-288-7782

As we continue into the end of October, Bureau Operated and Tribally Controlled Schools are encouraged to revisit how Title V, Part B Rural and Low‑Income Schools funds can strengthen educational opportunities across your communities. RLIS provides flexibility to support programs aligned with Titles I, II, III, and IV, enabling schools to enrich core instruction, elevate teacher effectiveness, expand language and cultural supports, and promote student well‑being.

Strategic Uses for BIE-funded Schools:

• Strengthen Native language and academic enrichment programs, after-school supports, and culturally responsive instruction. (Title I & III)
• Invest in teacher development, mentoring structures, and recruitment to improve workforce stability in remote areas. (Title II)
• Enhance student wellness with school‑based mental‑health and counseling services. (Title IV)
• Support family engagement through community events, childcare during parent meetings, and improved communication tools.

Compliance Expectations:

Schools must maintain clear documentation within Plan4Learning, through needs assessments, SMART goals, Evidence-based strategies, and schoolwide budgets to ensure alignment with ESSA and grant requirements. Consistent review with the school’s improvement teams and integration of RLIS strategies into school improvement plans remain essential.

By aligning RLIS investments with community priorities, BIE schools can enhance culturally grounded, student-centered learning environments that uplift student learners.

Loren Hudson, Ed.D. (Diné), Title V, RLIS State Coordinator

loren.hudson@bie.edu or 505-288-7782

🍂 Fall Strategies: Supporting Students Through the Changing Seasons

As the seasons change, so can the needs of students and families. Fall is an opportunity to strengthen identification efforts, reconnect with families, and prepare for challenges that may affect student attendance, stability, and academic success.

• Recognizing the Signs of Homelessness: Housing instability is not always visible. Students may be sharing housing with others due to loss of housing or economic hardship, living in substandard housing, or staying in other temporary living situations. Encourage school personnel to recognize potential indicators of homelessness and refer students to the Local Homeless Liaison for an eligibility determination.
• SchoolHouse Connection Resource: Indicators of Homelessness: Awareness-Building Tools for Staff
• Strengthening Food Security: As colder weather approaches, families may face increased household expenses and challenges accessing nutritious meals. Work with school nutrition programs, Tribal programs, and community partners to connect students and families with available food resources.
• SchoolHouse Connection Resource: Ensuring Access to Food Resources for Students Experiencing Homelessness
• Building Sustainable Food Support Programs: Consider how partnerships with community organizations and postsecondary institutions can strengthen access to food and other basic needs. For high school counselors and liaisons, this resource may also provide ideas for supporting students transitioning to college.
• SchoolHouse Connection Resource: Launching a Program for Food and Housing Insecure College Students: A Step-by-Step Approach
• Continuing Professional Learning: Fall is a great time for new and experienced Local Homeless Liaisons to revisit their responsibilities, strengthen their knowledge, and take advantage of available professional development opportunities. The BIE McKinney-Vento Knowledge Basket provides helpful resources and tools to support implementation of the McKinney-Vento Act, while the SY 2026–2027 Professional Development Plan outlines upcoming trainings and technical assistance opportunities throughout the school year.

BIE McKinney-Vento Resources:

• BIE McKinney-Vento Knowledge Basket

• SY 2026–2027 McKinney-Vento Professional Development Plan

🌽 Fall Action Reminder: Take time this season to review student attendance patterns, reconnect with families, and identify barriers that may affect students as winter approaches. Small actions and strong partnerships can make a meaningful difference in keeping students connected to school.

Contact Marie Silverhatband from the DPA office for assistance.

As the fall semester progresses, maintaining seamless educational continuity for students in foster care remains a primary commitment for both education and child welfare agencies. Educational stability minimizes learning disruption, preserves essential social and supportive relationships, and directly supports long-term academic achievement.

Key Agency Responsibilities under ESEA Title I, Part A

State Educational Agency:

• Collaborate directly with State Child Welfare Agencies.
• Designate an SEA Point of Contact to oversee statewide implementation.
• Ensure policies support schools of origin, immediate enrollment, and prompt records transfers.

Local Educational Agency:

• Designate an LEA Point of Contact when notified by the local CWA.
• Maintain written transportation procedures detailing how school-of-origin transportation is provided, arranged, and funded.
• Coordinate with local CWAs to ensure transportation is cost-effective.

Child Welfare Agency:

• Maintain educational stability plans in each child's case plan under Titles IV-B & IV-E of the Social Security Act.
• Assist with Best Interest Determinations.
• Claim allowable Title IV-E reimbursement for foster care maintenance transportation expenses.

School of Origin & Best Interest Determinations

• School of Origin: The school in which a child is enrolled when entering foster care or at the time of a placement change
• Best Interest Determination Meetings: Collaborative meetings to decide whether a student should remain in their SOO or transition to a new school
• Decision Factors: All factors related to the child's best interest must be evaluated; transportation costs cannot justify removing a child from their SOO.
• Immediate Enrollment: If a change is determined, the receiving school must enroll the student immediately, even if records are not yet available.
• Transportation Rights: Students in foster care are entitled to transportation to their SOO for the full duration of their time in care.

Interagency Data Sharing & Reporting

Benefits of Bi-Directional Data Sharing:

• Helps educators accurately identify foster care students and implement stability rights
• Enables caseworkers to monitor attendance, discipline, and academic progress

Foster Care Resources

• U.S. Department of Education Foster Care
• Ensuring Education Stability and Success for Students in Foster Care
• Identification of Youth in Foster Care and Collaboration between CWA and LEA
• LEA Foster Care Liaison Information
• Role of LEA/School Foster Care Liaison
• CWA Point of Contact Notification Letter
• Stability Procedures
• Best-Interest Determination LEA/School
• Foster Care School Plan
• Foster Care Flyer

Contact for Support

If you have questions, need assistance with NASIS reporting, or require assistance with foster care policy implementation, please reach out directly to BIE’s Foster Care POC:

Loren Hudson, Ed.D. (Diné), Title IV-A, RLIS, and Foster Care

loren.hudson@bie.edu or 505-288-7782

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

Please see this compiled list of on-demand training topics and recordings designed to help teams maximize their time and resources regarding your school's BIE One Plan.