DPA ESSA Newsletter August 2026

We extend our warmest greetings and best wishes for the new school year!

School year 2026-2027 has exciting new opportunities and progressive goals to pursue:

• The BIE's targeted proficiency rate for English Language Arts increases to 39% and Mathematics grows to 34%.
• Over the summer, 22 schools were awarded Comprehensive Literacy State Development grants.
• 11 schools are working on their Expanding Educational Opportunities grant implementation.
• 48 schools continue their 21st Century Community Learning Centers program.
• 35 schools will participate in the new DPA Targeted Monitoring process.
• 33 schools volunteered for the Education Innovation and Research Literacy Instruction for Tribal Education (LITE) grant.

This fall also marks the end of the Stronger Connections Grant and the closeout of the current McKinney-Vento cohort. Stay tuned for announcements about closeout procedures and reporting processes from the program's state coordinator!

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

Supervisory Education Program Specialist, Supplemental Education Programs

Division of Performance & Accountability

The 2025-2026 school year marks a new era of achievement for BIE schools. Thanks to dedicated efforts and strategic initiatives across the BIE, we are set to see a remarkable 10% year-over-year increase (2% per year) in the percentage of students scoring 'Proficient' or higher on annual summative ELA and Math assessments. Starting from a baseline of 25% in ELA and 20% in Math in SY 2024-2025, our goal is to reach 35% proficiency in ELA and 36% in Math by the end of SY 2029-2030. This steady growth reflects our commitment to academic excellence and student success.

Our attention now turns toward concluding the current budget cycle. Our objective is to assist you in strategic planning, fulfill federal program requirements, and allocate resources effectively to enhance student learning outcomes.

Closing Out SY 2025-26 (Bureau Operated Schools Only)

• July 25: Final notification was sent to schools with remaining 246 balances.

• August 1: Scheduled pullback of 246 funds.

• Review of all obligations, including expired UDOs, and de-obligate to avoid loss of funds.

July 2026 Allocation from U.S. Department of Education

The July 2026 allocation from the U.S. Department of Education brings renewed support for our mission. For the second consecutive year, DPA has received its SY 2026-2027 allocation directly through the federal G5 system. This funding includes:

• Title I, Part A Title I Part A Basic Grants to LEAs (received 30%) $53,064,375
• Title I, Part B State Assessments Formula Grants $1,845,500
• Title II, Part A Supporting Effective Instruction $10,945,650
• Title IV, Part A Student Support and Academic Enrichment Grants $6,900,000
• Title IV, Part B 21st Century Community Learning Centers Program $8,503,565
• Title V, Part B, subpart 2 Rural and Low-Income Schools $562,500
• Title VII, subtitle B Education for Homeless Children and Youth $1,290,000
• The Individuals with Disabilities Education Act (IDEA), Part B for Infant & Toddlers and K-12 school location $107,481,801

These resources empower our schools to provide enriched learning environments, support effective instruction, and ensure every student has the opportunity to thrive. Let’s celebrate these milestones and look forward to another year of growth, achievement, and opportunity for all BIE students!

Consolidation of ESSA Funds for SY 2026-27

DPA has approved 51 schools to combine federal funds totaling $37.16 million for the 2026-27 school year.

Schools can combine funds from Title IA, Title IIA, Title IVA, and RLIS into one account, streamlining resource allocation for their programs. This lets them develop comprehensive plans tailored to their goals instead of managing separate grants and rules.

Locations Approved:

• 19 Bureau Operated Schools (BOS)

• 15 Navajo Bureau Operated Schools (NAV BOS)

• 17 Tribally Controlled Schools (TCS), consolidated locally

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

ESSA Reminders

• Align Title-funded activities with your One Plan.

• Assess transfers for flexibility and priority support.

• Keep budget documents updated for compliance.

• Use previous spending and needs assessments to spot gaps.

• Work with the school improvement team to coordinate Title I-A, II-A, IV-A SSAE, V RLIS, 21st Century, McKinney-Vento, and CLSD investments using evidence-based strategies.

Proactive planning helps BIE schools ensure compliance, improve program effectiveness, and start the year with budgets that support student success.

Closing Achievement Gaps with Title I, Part A

Under the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies provides critical financial assistance to help ensure every student meets challenging academic standards in our BIE-funded schools.

Program Purpose & Target Funding

The primary goal of Title I, Part A is to ensure all children receive a fair, equitable, and high-quality education while working to close educational achievement gaps. Title I, Part A brings federal funding straight to our schools to help every student thrive, meet key academic standards, and close learning gaps.

Across 23 states, the BIE distributes these vital funds to 175 schools. It’s the second-largest funding source for BIE-funded schools, right behind ISEP! To access these ESSA funds, schools apply through the BIE One Plan, which seamlessly doubles as their ongoing school improvement plan.

Key Priorities for the Upcoming Year

As you begin implementing your school plans, consider prioritizing Title I resources toward:

• Targeted Academic Interventions: Supplying evidence-based strategies and supplemental instructional support in core subjects to accelerate student growth.
• Equitable Access: Ensuring students with the greatest academic need receive the resources, materials, and support required to thrive.
• Family & Community Engagement: Building strong partnerships with families and communities to reinforce learning both inside and outside the classroom.

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.

We are excited to announce that the CLSD State Literacy Plan has been updated and is ready to support literacy growth across our schools. This achievement highlights the unwavering commitment of our CLSD subgrantees, whose hard work and dedication have significantly advanced reading and writing outcomes for students. We invite all schools, including those not currently participating in CLSD, to review the plan and join us in celebrating this important milestone for literacy education under Bureau of Indian Education. Together, we can continue to foster a culture of literacy and achievement for all learners.

Update: The BIE's new Point of Contact for the 21st CCLC program has been temporarily shifted to Casey Sovo. You can reach Mr. Sovo at Casey.Sovo@bie.edu or 202-860-4967.

Under the Every Student Succeeds Act, the Title IV, Part A: Student Support and Academic Enrichment program (CFDA 84.424A) provides key funding designed to help Local Educational Agencies build capacity and expand opportunities for all students.

What is Title IV, Part A?

The purpose of Title IV, Part A is to improve student academic achievement by increasing the capacity of state educational agencies, local educational agencies, and local communities across three main pillars:

• Well-Rounded Educational Opportunities: Expanding access to subjects like STEM, the arts, music, foreign languages, physical education, and advanced coursework to ensure every student receives a comprehensive education.
• Safe and Healthy Students: Improving overall school conditions for learning through social-emotional support, mental health awareness, school safety initiatives, and physical wellness programs.
• Effective Use of Technology: Enhancing digital literacy and integrating modern technology into curriculum and instruction to boost student engagement and academic outcomes.

Key Focus Areas for This School Year

As you plan and execute your program activities for the upcoming year, consider how Title IV, Part A resources can best support your school's unique goals:

• Closing Learning & Digital Gaps: Leverage technology initiatives to improve digital access and literacy for all students.
• Fostering Positive School Climates: Implement evidence-based school safety, wellness, and mental health resources to create supportive environments where students thrive.
• Enriching Curriculum: Introduce or expand hands-on learning, college and career counseling, or cultural and arts integration into your academic programs.

Contact for Support

If you need assistance with program planning, implementation, allowable expenditures, and compliance throughout the school year, feel free to contact your Title IV, Part A BIE State Coordinator:

• Loren Hudson, Ed.D. (Diné)
• Email: loren.hudson@bie.edu
• Phone: (505) 288-7782

For schools receiving support through the Title V, Part B: Rural and Low-Income Schools program (CFDA 84.358B), this funding serves as a vital bridge to address the unique challenges faced by rural districts and foster high-quality learning environments.

What is Title V, Part B?

The purpose of the Rural and Low-Income School program is to provide rural districts with target financial assistance to carry out initiatives aimed directly at improving student achievement. Because rural schools often require flexibility to meet their specific community needs, RLIS grant funds can be leveraged across several key program areas:

• Improving Basic Programs (Title I, Part A): Targeted academic interventions and resources to help close achievement gaps and ensure all students meet challenging academic standards.
• Supporting Effective Instruction (Title II, Part A): Professional development, recruitment, and retention efforts to support teachers, principals, and school leaders in delivering impactful instruction.
• Student Support & Academic Enrichment (Title IV, Part A): Expanding well-rounded educational opportunities, improving school safety and health conditions, and integrating instructional technology.
• 21st Century Community Learning Centers (Title IV, Part B): Supporting out-of-school time initiatives, after-school enrichment, and community-centered learning projects.

Priorities for the Upcoming School Year

As you align your RLIS grant allocations with your school's annual strategic goals, consider focusing on key areas that yield maximum impact:

• Staff Growth & Retention: Empowering educators in rural settings through tailored, high-quality professional learning and instruction tools.
• Academic Standards & Interventions: Supplemental instructional materials and interventions designed to accelerate learning in core subject areas.
• Enhanced Learning Environment: Integrating modern tools, well-rounded coursework, and health or safety initiatives to support the whole child.

Please email Dr. Loren Hudson (BIE Title V, RLIS State Coordinator) with any further questions regarding Title V, RLIS.

The McKinney-Vento Homeless Assistance Act requires every school to designate a liaison to support students experiencing homelessness. One of the liaison's primary responsibilities is to identify eligible students and ensure they are enrolled in school immediately.

Last year, 108 BIE-funded schools identified 3,462 students experiencing homelessness. However, this is likely an undercount, as 66 BIE-funded schools have not yet identified any eligible students.

The BIE DPA McKinney-Vento Program offers a variety of resources to help schools identify eligible students, improve attendance, strengthen outreach, and provide effective support.

How to Prepare for the New School Year

• School Administrators
• Designate a McKinney-Vento liaison who can fulfill all required responsibilities.
• Review your Title I, Part A set-aside budget to ensure sufficient funding for students experiencing homelessness.
• Registrars
• Review procedures for the immediate enrollment of students experiencing homelessness.
• Ensure all Housing Questionnaires (if used) are promptly shared with the McKinney-Vento liaison.
• McKinney-Vento Liaisons
• Encourage your school to use the Housing Questionnaire as an optional student self-identification tool.
• Before school begins, review your current list of McKinney-Vento students, verify continued eligibility, and complete a needs assessment to identify supports needed for a successful start to the school year.
• All School Staff
• Know who your school's McKinney-Vento liaison is and understand how to refer students who may be experiencing homelessness.

The BIE DPA McKinney-Vento Program will soon share its professional development schedule for the 2026–2027 school year. All staff are encouraged to participate, and at a minimum, attend the McKinney-Vento 101 training.

Contact Marie Silverhatband from the DPA office for assistance.

Partnering for Foster Youth Educational Stability

For students in foster care, school can often serve as a vital anchor amid significant life transitions. However, these youth frequently navigate complex challenges—including trauma, high mobility, and undiagnosed health or behavioral needs. Under the Every Student Succeeds Act (ESSA), we have a collective responsibility and opportunity to ensure these students receive the stability, protection, and resources necessary to thrive.

Here is a quick reference guide to help your team maintain compliance and support foster youth this academic year:

1. Identification & Enrollment

Prompt identification is essential to delivering seamless support:

• NASIS Tracking: Ensure your school foster care liaison verifies that youth in foster care are properly identified and enrolled in NASIS with the foster care tab checked.
• Notification of Placement: The custodial agency (county, tribal, or state child welfare agency) completes the school Notification of Placement Form. Liaisons must coordinate closely with custodial points of contact to secure demographic information immediately.
• Collaboration & Records: Include district liaisons in child family meetings and invite child welfare case managers to individualized plan meetings. Document all meetings and correspondence within the student's file.

2. Transportation & Educational Stability

Under ESSA provisions effective since December 2016, students in foster care have the right to remain in their school of origin whenever feasible:

• Collaborative Transportation Plans: Local Education Agencies (LEAs) and Child Welfare Agencies (CWAs) must jointly establish cost-effective transportation procedures to preserve educational stability.
• Dispute Resolution: In the event of a disagreement regarding transportation costs, students must remain enrolled and receive transportation in their school of origin while the dispute is actively being resolved.

3. Essential Resources & Contact Information

To assist your staff with compliance and implementation, please utilize the following tools and templates provided by the BIE Division of Performance & Accountability (DPA):

• Role of LEA/School Foster Care Liaison
• Best-Interest Determination LEA/School Guidelines
• Transportation Plan for Students in Foster Care
• Transportation Dispute Resolution Guidance
• Foster Care School Plan & 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, Education Specialist – Title IV-A, RLIS, and Foster Care
• Email: loren.hudson@bie.edu
• Phone: (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.