DPA IDEA Newsletter May 2025

Teacher Appreciation Week is May 5-9, 2025. It’s a time to celebrate and recognize teachers and the valuable contributions they make each day to providing the best quality education for all students. The DPA special education program takes this opportunity to say a very special thank you to all BIE-funded school educators, both general and special education.

In these challenging times, teachers continue to innovate and care for their students. You are

terrific and have responded to a special calling to teach each child and support positive student outcomes. Your commitment helps each American Indian/Alaska Native student graduate from high school and enter college, employment, or other vocational training to become leaders of their Tribal communities.

As the school year ends, let’s all unite to celebrate special education professionals and let them know we care. Join us in thanking all of our teachers in BIE-funded schools for providing timely special education services.

Many Farms High School’s Exceptional Student Services (ESS) program has been working diligently to support students with disabilities (SWD) in building strong future transition plans. Through a combination of dedicated transition classes, specialized programming, and innovative tools, the ESS team is making a significant impact. Students have been working hard to stay on track for graduation success.

Many Farms Staff and Students

on their way to WSCC LC Youth Virtual Summit

Highlights of their success:

• Transition Classes: Juniors and seniors currently participate in transition classes, earning high school credit while gaining valuable life skills. Starting in the 2024–2025 school year, sophomores can join these classes, expanding early access to transition planning.

• Use of Naviance: The ESS program has fully integrated Naviance as the primary tool for transition planning. Results from Naviance are directly captured into each student's IEP transition plan.

• Recognized for Excellence: Following a recent ISEP SPED review, Many Farms High School received 100% completion recognition for its transition planning data—an outstanding achievement that highlights its commitment to excellence!

• Expanding Access: Beginning in the 2024–2025 school year, all students in grades 9–12 will engage in transition planning and college/career preparedness through Naviance.

• Empowering Students: ESS students also benefit from ORI Learning, a program designed to help students better understand their disabilities and advocate for themselves, an essential step toward independence. The ESS team encourages all students to attend and participate in their IEP meetings, building their confidence and ownership over their education journey.

Latest Opportunity: Transition Fair hosted by San Juan College
Adding to their transition efforts, Many Farms High School ESS students were invited to attend a transition fair hosted by San Juan College from April 29 to May 1. This 3.5-day summit offered sessions on transition services, self-advocacy, post-secondary opportunities, and workforce readiness.

Congratulations to Many Farms High School for their outstanding work supporting students toward bright and successful futures!

The updated 2025–2026 IDEA Part B school application will be available in Native Star the week of May 5, 2025. In Native Star, schools can download the full application packet, which includes a recorded slide presentation, a guidance document for completing the application, and an allowable costs document. The application is due by June 30, 2025. For more details, please get in touch with your school’s DPA/IDEA contact person.

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. The letter is attached below.

Training and technical assistance to schools is actively being planned following the adoption and implementation of the special education policy.

The Bureau of Indian Education is seeking nominations for individuals to serve on the Advisory Board for Exceptional Children, in accordance with the Federal Advisory Committee Act and the Individuals with Disabilities Education Act of 2004.

There are four open positions, specifically for individuals representing:

1. Indian persons with disabilities
2. Service providers to children with disabilities
3. State education officials
4. State Interagency Coordinating Councils under section 641 of IDEA in states with Indian reservations

Advisory Board members will serve staggered terms of two or three years from their appointment date. The BIE will consider nominations received in response to this request opened on April 7, 2025, as well as other sources. Nominations must include a 1) completed application form and 2) a resume or curriculum vitae and must be submitted by June 6, 2025.

Submit nominations to:
Ms. Jennifer Davis, Designated Federal Officer (DFO)
Bureau of Indian Education, Division of Performance and Accountability
2600 N Central Ave., Suite 800, Phoenix, AZ 85004
or Fax: (602) 265-0293 | Email: jennifer.davis@bie.edu

For more information, contact Jennifer Davis at the email above.

Helpful links:

• Federal Register Notice: Call for Nominations

• Advisory Board Membership Nomination Form

The Public Report has been updated with Indicator 8 data for the week of April 30, 2025. So far, we have received 1,426 surveys from 97 schools. The Survey of Parent Involvement in Special Education (Indicator 8 – Parent Survey) remains open through June 30, 2025, giving schools additional time to encourage parent participation and boost response rates for this school year.

To ensure data accuracy, please remind parents of their child’s “disability category,” as some may not be familiar with this information. Providing it will help ensure surveys are completed correctly.

If you have any questions, please contact Melanie Star, DPA Education Program Specialist, at melanie.star@bie.edu.

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.

Yá’át’ééh! My name is Detroit James, and I am a proud member of the Navajo Nation. I am of the Bįįh Bitoo’nii (Deer Spring People) Clan from Low Mountain, Arizona, born for the Tó Tsohnii (Big Water People) Clan from Spider Rock, Arizona. I am honored to serve as an Education Program Specialist in Special Education with the Bureau of Indian Education’s Division of Performance and Accountability, supporting schools across the Albuquerque, Seattle, Chinle, and Flandreau Education Resource Centers. In my role, I manage aspects of the BIE State Performance Plan, EdFacts reporting, school determinations, and compliance efforts while identifying technical assistance needs through systems like Native STAR, NASIS, and fiscal and programmatic monitoring.

Before joining BIE, I spent several years building a career grounded in diverse educational settings. I began as a co-teacher for high school math in Tucson, Arizona, followed by roles as a special education resource teacher and Transition Coordinator at Hopi High School. I then spent three years at Chinle Elementary, coordinating special education services and English Language Acquisition programs, launching an elementary sensory program, and supporting early and literacy interventions. My work helped Chinle Elementary become one of the first Arizona tribal elementary schools to earn an “A” rating and an Arizona ESEA Distinguished School. Additionally, I’ve had the opportunity to mentor student-teacher candidates at Northern Arizona University, consult with school districts on curriculum mapping and Tribal Ecological Knowledge, and contribute to culturally responsive public health initiatives.

I earned my undergraduate and graduate degrees from the University of Arizona, focusing on public health practice in developmental disabilities and Indigenous education. My graduate training included specialization in high-incidence disabilities, assessment, and diagnostics, along with a certificate in ESL and bilingual education from Northern Arizona University. I am currently pursuing part-time public administration courses focusing on public finance and policy.

Outside of work, I am passionate about cooking, especially using my Blackstone, and enjoy spending time outdoors, whether it’s tending to my livestock, growing my plant collection, or visiting national parks like Banff and Glacier. I am excited to continue advocating for Native students, building inclusive environments where all students can thrive. Feel free to reach out to me at detroit.james@bie.edu for any support or questions.

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 the test environment.

During the assessment:

• Implement IEP accommodations.

• Monitor students' well-being (e.g., reduce anxiety by providing breaks as outlined in the 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 needs.

The Local School Performance Plan for the 2024-2025 school year closed in the Native Star portal textbox on April 18, 2025. Please finalize your LSPP and submit it for evaluation by the DPA IDEA Education Specialist, who will accept your report.

If you have questions, please contact Dr. Eleanor Francis-Jones, Education Specialist, at Eleanor.Jones@bie.edu or call (202) 860-7885.

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&